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ELECTRICAL ENGINEERING NOTES, DOWNLOADS

2011-07-13T12:47:00.001-07:00

Basic Electrical Engineering Notes - Linear Electric Circuits, Electric Machines and Transformers
BASIC ELECTRICAL ENGINEERING - Homework Questions
Basic Electrical Engineering Maths - Applets and Tutorials
Electricity: Simple circuits - In this site you will be able to: light a light bulb, make your own battery, and discover which types of objects conduct electricity.
Lessons on Electricity (Must Visit) - Electricity Intro/ Review, How Batteries Work, Resistance in a Conductor, Ohm's Law, Series Circuit, Parallel Circuit, Electricity & Magnetism Review
Construction Electrician Basic - Practicle Examples - Must Visit
Free Utilities for Electrical Engineer - Freeshare - Freeware/Shareware
Design Notes and Circuits for Electrical Engineers Students and Hobbyists - Design notes and Circuits for electrical engineers and electronics enthusiasts
Electrical Engineering Jobs, Links & Resources - Job Search Site Index
Electrical Engineering Software - EDSA Micro Corporation introduces a general purpose tool for modeling and simulating control systems
Electrical Circuits Archive - Circuits, Data Sheets, Models, Microprocessors, Text Files, Software, Reading Capacitors, Resistor Codes, Related Links, Digital Design Links of Interest

ELECTRICAL NETWORKS - NOTES, TUTORIALS

Electrical Networks - Exam Papers, Assignment, Special Problems
Forming Electrical Networks - in Three Dimensions by Self-Assembly
Electrical network: encyclopedia article from Wikipedia - Electrical network - an interconnection of analog electrical elements

ELECTRICAL MACHINES NOTES

Notes on the Faraday Disc
Transformers
Synchronous Machines
Helical Windings in Electrical Machines
Electrical Power and Machines
Phasor Diagrams
Magnetic circuits
DC Machines
Induction motors

POWER SYSTEMS - NOTES, TUTORIALS

Power Engineer Library - Cool articles on battery maintenance and testing.
Electric Power Engineering - Dynamic Programming, Economic Dispatch, Dispatch Problems, Download Documents
Power Standards Library - Tutorials and IEEE Standards
Electrical power system engineering and modeling software - Electrical Engineers - Access free electrical analysis software demos, tutorials, technical articles, engineering Q forum, Job links and our dynamic power systems consulting team at www.easypower.com. ESA pioneered the power system revolution to "Windows" with EasyPower, the first integrated graphical power system program.
Power Systems Course Syllabus - PDF Format

Download Basic Electrical Engineering Notes & Books

2010-07-10T16:27:00.000-07:00

Basic Electrical Engineering Notes, Downloads

Basic Electrical Engineering Best Books

Basic Electrical Engineering - by T. K. Nagsarkar, M. S. Sukhija
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-- Useful EBooks --
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How To Naturally Regrow Lost Hair
-- Basic Electrical Engineering provides a comprehensive exposition of the principles of electrical engineering for both electrical as well as non-electrical undergraduates. Students pursuing diploma courses as well as those appearing for AIME examinations would also find this book extremely useful.
Schaum's Outline of Basic Electrical Engineering - by J. J. Cathey
-- Master electrical engineering and ace your exams with this easy-to-follow guide that pumps up your problem-solving skills and reduces the time you need to spend studying! The chief emphasis is on solving realistic problems, hundreds of which are included with detailed solutions
Schaum's Outline of Basic Circuit Analysis - by John O'Malley
-- Hundreds of problems, solutions
Schaum's Outline of Electric Circuits - by Mahmood Nahvi, Joseph A. Edminister
-- This new edition of Schaum's Outline of Electric Circuits give readers a thorough foundation in the theory and operation of electric circuits. This bestselling outline combines brief descriptions of theory with illustrative examples, solved problems, and supplement problems to provide a direct and effective tool and methodology for learning.

Basic Electrical Engineering Links

Basic Electrical Engineering Notes - Linear Electric Circuits, Electric Machines and Transformers
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-- Useful EBooks --
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Weird Tricks to Lose Your Abdominal Fat
BASIC ELECTRICAL ENGINEERING - Homework Questions
Java Applets on Basic Electrical Engineering Concepts - Fourier series, Superposition of sources in a linear circuit, Response of a parallel RLC circuit
Basic Electrical Engineering Maths - Applets and Tutorials
Electricity: Simple circuits - In this site you will be able to: light a light bulb, make your own battery, and discover which types of objects conduct electricity.
Thevenin's Theorem - Theorem Examples
Lessons on Kirchhoff's Laws - Kirchhoff's First and Second Law
Lessons on Electricity - Electricity Intro/ Review, How Batteries Work, Resistance in a Conductor, Ohm's Law, Series Circuit, Parallel Circuit, Electricity & Magnetism Review
Construction Electrician Basic - Practicle Examples - Must Visit
Free Utilities for Electrical Engineer - Freeshare - Freeware/Shareware
Design Notes and Circuits for Electrical Engineers Students and Hobbyists - Design notes and Circuits for electrical engineers and electronics enthusiasts
The Electrical Resistivity Of Materials - Notes - Experiment Design
Electrical Engineering Jobs, Links & Resources - Job Search Site Index
Electrical Engineering Software - EDSA Micro Corporation introduces a general purpose tool for modeling and simulating control systems
MS-DOS Software for Electrical Engineering - Very good archive - lot of stuff
Electrical Circuits Archive - Circuits, Data Sheets, Models, Microprocessors, Text Files, Software, Reading Capacitors, Resistor Codes, Related Links, Digital Design Links of Interest

Basic Electrical Engineering Notes, Downloads
Basic Electrical Engineering Notes, Downloads

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Introduction to Computer Science and Programming

2010-07-10T16:23:00.001-07:00

As taught in: Fall 2008

Many of the problem sets focus on specific topics, such as virus population dynamics, word games, protein sequences, or simulating the movement of a Roomba. (Roomba photograph courtesy of Stephanie Booth on Flickr; virus image courtesy of the CDC; Boggle photograph courtesy of Angelina on Flickr; protein image courtesy of the Lawrence Berkeley National Laboratory.)

Level:

Undergraduate

Instructors:

Prof. Eric Grimson
Prof. John Guttag

Course Features
Course Description
Technical Requirements

Course Features

Course Description

This subject is aimed at students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems. It also aims to help students, regardless of their major, to feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class will use the Python™ programming language.

Technical Requirements

Special software is required to use some of the files in this course: .py.

NOTE:- These Notes are from Respective OCW NEWS and have copyright of there respected owner

A Type-Theoretic Basis for an Object-Oriented Refinement Calculus (1996)

2010-02-03T12:07:00.000-08:00

(Thanks to citeseerx.ist.psu.edu)

Abstract:

This paper addresses the issue of giving a formal semantics to an object-oriented programming and specification language. Object-oriented constructs considered are objects with attributes and methods, encapsulation of attributes, subtyping, bounded type parameters, classes, and inheritance. Classes are distinguished from object types. Besides usual imperative statements, specification statements are included. Specification statements allow changes of variables to be described by a predicate. They are abstract in the sense that they are non-executable. Specification statements may appear in method bodies of classes, leading to abstract classes. The motivation for this approach is that abstract classes can be used for problem -oriented specification in early stages and later refined to efficient implementations. Various refinement calculi provide laws for procedural and data refinement, which can be used here for class refinement. This paper, however, focuses on the semantics of object-o...

Citations

723	On understanding types, data abstraction, and polymorphism – Cardelli, Wegner - 1985
473	A semantics of multiple inheritance – Cardelli - 1984
159	Simple type-theoretic foundations for object-oriented programming – Pierce, Turner - 1994
134	A theoretical basis for stepwise refinement and the programming calculus – Morris - 1987
118	The specification statement – Morgan - 1988
100	An extension of system F with subtyping – Cardelli, Martini, et al. - 1994
48	Modular specification and verification of object-oriented programs – Leavens - 1991
30	A behavioral approach to subtyping objectoriented programming languages – America - 1990
27	Reasoning and Refinement in Object-Oriented Specification Languages – Lano, Haughton - 1992
22	Predicate transformer semantics of an Oberon-like language – Naumann - 1994
19	TOIL: A new type-safe object-oriented imperative language. Manuscript – Bruce, Gent - 1993

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DIFFERENTIALS AS THE BASIS FOR TEACHING THE CALCULUS.

2010-02-03T12:03:00.000-08:00

click right button and select "Save Image As" and then select save. re-open from your local drive in windows photo viewer for the best.,

Typical Predicate Calculus Statements

2010-02-03T11:55:00.000-08:00

Download Here

Fundamental theorem of calculus- Thanks to wikipedia

2010-02-03T11:47:00.000-08:00

(From Wikipedia, the free encyclopedia) (Thanks to wikipedia)

Jump to: navigation, search

Topics in Calculus

Fundamental theorem
Limits of functions
Continuity
Mean value theorem

[show]Differential calculus
Derivative Change of variables Implicit differentiation Taylor's theorem Related rates Identities Rules: Power rule, Product rule, Quotient rule, Chain rule

[show]Integral calculus
Integral Lists of integrals Improper integrals Integration by: parts, disks, cylindrical shells, substitution, trigonometric substitution, partial fractions, changing order

[show]Vector calculus
Gradient Divergence Curl Laplacian Gradient theorem Green's theorem Stokes' theorem Divergence theorem

[show]Multivariable calculus
Matrix calculus Partial derivative Multiple integral Line integral Surface integral Volume integral Jacobian

The fundamental theorem of calculus specifies the relationship between the two central operations of calculus: differentiation and integration.
The first part of the theorem, sometimes called the first fundamental theorem of calculus, shows that an indefinite integration^[1] can be reversed by a differentiation. The first part is also important because it guarantees the existence of antiderivatives for continuous functions.^[2]
The second part, sometimes called the second fundamental theorem of calculus, allows one to compute the definite integral of a function by using any one of its infinitely many antiderivatives. This part of the theorem has invaluable practical applications, because it markedly simplifies the computation of definite integrals.
The first published statement and proof of a restricted version of the fundamental theorem was by James Gregory (1638–1675).^[3] Isaac Barrow (1630–1677) proved the first completely general version of the theorem, while Barrow's student Isaac Newton (1643–1727) completed the development of the surrounding mathematical theory. Gottfried Leibniz (1646–1716) systematized the knowledge into a calculus for infinitesimal quantities.

[hide]

[edit] Physical intuition

Intuitively, the theorem simply states that the sum of infinitesimal changes in a quantity over time (or some other quantity) add up to the net change in the quantity.
In the case of a particle traveling in a straight line, its position, x, is given by x(t) where t is time and x(t) means that x is a function of t. The derivative of this function is equal to the infinitesimal change in quantity, dx, per infinitesimal change in time, dt (of course, the derivative itself is dependent on time). This change in displacement per change in time is the velocity v of the particle. In Leibniz's notation:

Rearranging this equation, it follows that:

By the logic above, a change in x (or Δx) is the sum of the infinitesimal changes dx. It is also equal to the sum of the infinitesimal products of the derivative and time. This infinite summation is integration; hence, the integration operation allows the recovery of the original function from its derivative. It can be concluded that this operation works in reverse; the result of the integral can be differentiated to recover the original function.

[edit] Geometric intuition

The area shaded in red stripes can be computed as h times ƒ(x). Alternatively, if the function A(x) were known, it could be estimated as A(x + h) − A(x). These two values are approximately equal, particularly for small h.

For a continuous function y = ƒ(x) whose graph is plotted as a curve, each value of x has a corresponding area function A(x), representing the area beneath the curve between 0 and x. The function A(x) may not be defined, but it is given that it represents the area under the curve.
The area under the curve between x and x + h could be computed by finding the area between 0 and x + h, then subtracting the area between 0 and x. In other words, the area of this “sliver” would be A(x + h) − A(x).
There is another way to estimate the area of this same sliver. h is multiplied by ƒ(x) to find the area of a rectangle that is approximately the same size as this sliver. It is intuitive that the approximation improves as h grows smaller.
At this point, it is true A(x + h) − A(x) is approximately equal to ƒ(x)·h. In other words, ƒ(x)·h ≈ A(x + h) − A(x), with this approximation becoming an equality as h approaches 0 in the limit.
When both sides of the equation are divided by h:

As h approaches 0, it can be seen that the right hand side of this equation is simply the derivative A’(x) of the area function A(x). The left-hand side of the equation simply remains ƒ(x), since no h is present.
It can thus be shown, in an informal way, that ƒ(x) = A’(x). That is, the derivative of the area function A(x) is the original function ƒ(x); or, the area function is simply the antiderivative of the original function.
Computing the derivative of a function and “finding the area” under its curve are "opposite" operations. This is the crux of the Fundamental Theorem of Calculus. Most of the theorem's proof is devoted to showing that the area function A(x) exists in the first place.

[edit] Formal statements

There are two parts to the Fundamental Theorem of Calculus. Loosely put, the first part deals with the derivative of an antiderivative, and the second part deals with the relationship between antiderivatives and definite integrals.

[edit] First part

This part of the theorem is sometimes referred to as the First Fundamental Theorem of Calculus.^[4]
A real-valued function F is defined on a closed interval [a, b] by setting, for all x in [a, b],

where ƒ is a real-valued function continuous on [a, b]. Then, F is continuous on [a, b], differentiable on the open interval (a, b), and

for all x in (a, b).

[edit] Proof

For a given f(t), define the function F(x) as

For any two numbers x₁ and x₁ + Δx in [a, b], we have

and

Subtracting the two equations gives

It can be shown that

This makes clear that the two integrals can be added (see the properties of integrals)

Substituting the above into (1) results in

According to the mean value theorem for integration, there exists a c in [x₁, x₁ + Δx] such that

Substituting the above into (2) we get

Dividing both sides by Δx gives

Notice that the expression on the left side of the equation is Newton's difference quotient for F at x₁.

Take the limit as Δx → 0 on both sides of the equation.

The expression on the left side of the equation is the definition of the derivative of F at x₁.

To find the other limit, we will use the squeeze theorem. The number c is in the interval [x₁, x₁ + Δx], so x₁ ≤ c ≤ x₁ + Δx.
Also, and
Therefore, according to the squeeze theorem,

Substituting into (3), we get

The function f is continuous at c, so the limit can be taken inside the function. Therefore, we get

which completes the proof.
(Leithold et al., 1996)

[edit] Corollary

The fundamental theorem is often employed to compute the definite integral of a function ƒ for which an antiderivative F is known. Specifically, if ƒ is a real-valued continuous function on [a, b], and F is an antiderivative of ƒ in [a, b], then

The corollary assumes continuity on the whole interval. This result is strengthened slightly in the following theorem.

[edit] Proof

Let with ƒ continuous on [a, b]. If g is an antiderivative of ƒ, then g and F have the same derivative, by the first part of the theorem. It follows that there is a number c such that F(x) = g(x) + c, for all x in [a, b]. Letting x = a,

which means c = − g(a). In other words F(x) = g(x) − g(a), and so

[edit] Second part

This part is sometimes referred to as the Second Fundamental Theorem of Calculus^[5] or the Newton-Leibniz Axiom.
Let ƒ be a real-valued function defined on a closed interval [a, b] that admits an antiderivative F on [a, b]. That is, ƒ and F are functions such that for all x in [a, b],

If ƒ is integrable on [a, b] then

Because it does not assume that ƒ is continuous, the Second Part is slightly stronger than the Corollary.
When an antiderivative F exists, there are infinitely many antiderivatives for ƒ, obtained by adding an arbitrary constant to F (which is lost in differentiation). Also, by the first part of the theorem, antiderivatives of ƒ always exist when ƒ is continuous.

[edit] Proof

This is a limit proof by Riemann sums. Let ƒ be (Riemann) integrable on the interval [a, b], and let ƒ admit an antiderivative F on [a, b]. Begin with the quantity F(b) − F(a). Let there be numbers x₁, ..., x_n such that

It follows that

Now, we add each F(x_i) along with its additive inverse, so that the resulting quantity is equal:

The above quantity can be written as the following sum:

Next we will employ the mean value theorem. Stated briefly,
Let F be continuous on the closed interval [a, b] and differentiable on the open interval (a, b). Then there exists some c in (a, b) such that

It follows that

The function F is differentiable on the interval [a, b]; therefore, it is also differentiable and continuous on each interval [x_i −1, x_i ]. According to the mean value theorem (above),

Substituting the above into (1), we get

The assumption implies

F'(c i) = f (c i).

Also,

x i - x i - 1

can be expressed as

Δ x

of partition

i

A converging sequence of Riemann sums. The numbers in the upper right are the areas of the grey rectangles. They converge to the integral of the function.

Notice that we are describing the area of a rectangle, with the width times the height, and we are adding the areas together. Each rectangle, by virtue of the mean value theorem, describes an approximation of the curve section it is drawn over. Also notice that

Δ x i

need not be the same for all values of i, or in other words that the width of the rectangles can differ. What we have to do is approximate the curve with n rectangles. Now, as the size of the partitions get smaller and n increases, resulting in more partitions to cover the space, we will get closer and closer to the actual area of the curve.
By taking the limit of the expression as the norm of the partitions approaches zero, we arrive at the Riemann integral. We know that this limit exists because ƒ was assumed to be integrable. That is, we take the limit as the largest of the partitions approaches zero in size, so that all other partitions are smaller and the number of partitions approaches infinity.
So, we take the limit on both sides of (2). This gives us

Neither F(b) nor F(a) is dependent on ||Δ||, so the limit on the left side remains F(b) - F(a).

The expression on the right side of the equation defines the integral over ƒ from a to b. Therefore, we obtain

which completes the proof.
It almost looks like the first part of the theorem follows directly from the second, because the equation where g is an antiderivative of ƒ, implies that has the same derivative as g, and therefore F ′ = ƒ. This argument only works if we already know that ƒ has an antiderivative, and the only way we know that all continuous functions have antiderivatives is by the first part of the Fundamental Theorem^[6]. For example if ƒ(x) = e^−x², then ƒ has an antiderivative, namely

and there is no simpler expression for this function. It is therefore important not to interpret the second part of the theorem as the definition of the integral. Indeed, there are many functions that are integrable but lack antiderivatives that can be written as an elementary function. Conversely, many functions that have antiderivatives are not Riemann integrable (see Volterra's function).

[edit] Examples

As an example, suppose the following is to be calculated:

Here, and we can use as the antiderivative. Therefore:

Or, more generally, that

is to be calculated. Here, and can be used as the antiderivative. Therefore:

Or, equivalently,

[edit] Generalizations

We don't need to assume continuity of ƒ on the whole interval. Part I of the theorem then says: if ƒ is any Lebesgue integrable function on [a, b] and x₀ is a number in [a, b] such that ƒ is continuous at x₀, then

is differentiable for x = x₀ with F'(x₀) = ƒ(x₀). We can relax the conditions on ƒ still further and suppose that it is merely locally integrable. In that case, we can conclude that the function F is differentiable almost everywhere and F'(x) = ƒ(x) almost everywhere. On the real line this statement is equivalent to Lebesgue's differentiation theorem. These results remain true for the Henstock–Kurzweil integral which allows a larger class of integrable functions (Bartle 2001, Thm. 4.11).
In higher dimensions Lebesgue's differentiation theorem generalizes the Fundamental theorem of calculus by stating that for almost every x, the average value of a function ƒ over a ball of radius r centered at x will tend to ƒ(x) as r tends to 0.
Part II of the theorem is true for any Lebesgue integrable function ƒ which has an antiderivative F (not all integrable functions do, though). In other words, if a real function F on [a, b] admits a derivative ƒ(x) at every point x of [a, b] and if this derivative ƒ is Lebesgue integrable on [a, b], then

Rudin (1987, th. 7.21)

This result may fail for continuous functions F that admit a derivative ƒ(x) at almost every point x, as the example of the Cantor function shows. But the result remains true if F is absolutely continuous: in that case, F admits a derivative ƒ(x) at almost every point x and, as in the formula above, F(b) − F(a) is equal to the integral of ƒ on [a, b].
The conditions of this theorem may again be relaxed by considering the integrals involved as Henstock-Kurzweil integrals. Specifically, if a continuous function F(x) admits a derivative ƒ(x) at all but countably many points, then ƒ(x) is Henstock-Kurzweil integrable and F(b) − F(a) is equal to the integral of ƒ on [a, b]. The difference here is that the integrability of ƒ does not need to be assumed. (Bartle 2001, Thm. 4.7)
The version of Taylor's theorem which expresses the error term as an integral can be seen as a generalization of the Fundamental Theorem.
There is a version of the theorem for complex functions: suppose U is an open set in C and ƒ : U → C is a function which has a holomorphic antiderivative F on U. Then for every curve γ : [a, b] → U, the curve integral can be computed as

The fundamental theorem can be generalized to curve and surface integrals in higher dimensions and on manifolds.
One of the most powerful statements in this direction is Stokes' theorem: Let M be an oriented piecewise smooth manifold of dimension n and let

ω

be an n−1 form that is a compactly supported differential form on M of class C¹. If ∂M denotes the boundary of M with its induced orientation, then

Here is the exterior derivative, which is defined using the manifold structure only.
The theorem is often used in situations where M is an embedded oriented submanifold of some bigger manifold on which the form

ω

is defined.

[edit] See also

Mathematics portal

Differentiation under the integral sign

[edit] Notes

^ More exactly, the theorem deals with definite integration with variable upper limit and arbitrarily selected lower limit. This particular kind of definite integration allows us to compute one of the infinitely many antiderivatives of a function (except for those which do not have a zero). Hence, it is almost equivalent to indefinite integration, defined by most authors as an operation which yields any one of the possible antiderivatives of a function, including those without a zero.
^ Spivak, Michael (1980), Calculus (2nd ed.), Houstan, Texas: Publish or Perish Inc.
^ See, e.g., Marlow Anderson, Victor J. Katz, Robin J. Wilson, Sherlock Holmes in Babylon and Other Tales of Mathematical History, Mathematical Association of America, 2004, p. 114.
^ Apostol 1967, §5.1
^ Apostol 1967, §5.3
^ Spivak, Michael (1980), Calculus (2nd ed.), Houston, Texas: Publish or Perish Inc.

[edit] References

Apostol, Tom M. (1967), Calculus, Vol. 1: One-Variable Calculus with an Introduction to Linear Algebra (2nd ed.), New York: John Wiley & Sons, ISBN 978-0-471-00005-1 .
Bartle, Robert (2001), A Modern Theory of Integration, AMS, ISBN 0821808451 .
Larson, Ron; Edwards, Bruce H.; Heyd, David E. (2002), Calculus of a single variable (7th ed.), Boston: Houghton Mifflin Company .
Leithold, L. (1996), The calculus of a single variable (6th ed.), New York: HarperCollins College Publishers .
Malet, A, Studies on James Gregorie (1638-1675) (PhD Thesis, Princeton, 1989).
Rudin, Walter (1987), Real and Complex Analysis (third ed.), New York: McGraw-Hill Book Co.
Stewart, J. (2003), "Fundamental Theorem of Calculus", Calculus: early transcendentals, Belmont, California: Thomson/Brooks/Cole .
Turnbull, H. W., ed. (1939), The James Gregory Tercentenary Memorial Volume, London .
Spivak, Michael (1980), Calculus (2nd ed.), Houston, Texas: Publish or Perish Inc. .

Calculus- general topics

2009-09-24T00:24:00.000-07:00

Definition of Derivatives:

is the derivative of . The process of taking derivatives is called differentiation.
Similarly, the higher derivatives of can be defined by

When there is more than one variable in a function, the derivative of the function should be specified with respect to a particular variable. For example,

is the partial derivative of with respect to while keeping and constant.
In contrast to the partial derivative, the differential of is defined by

Leibniz's Formula for Derivatives:

L'Hôspital's Rule: L'Hôspital's Rule is used to determine the indeterminates such as . If both and are differentiable in the domain except possibly at , then

The process can be repeated until the equivalent limit is found.
Integration by Parts: Integration by parts is one of the most commonly used integration formulas.

Computer Fundamental Notes For Pakistani Universities Students

2009-09-24T00:02:00.001-07:00

Here We Provide Computer Fundamental Notes Free Download For Pakistani Universities Students In Zip Format,

After Downloading Extract Orignal Files to your local disk 'D:', Original files are in *.pdf and *.ppt formats

1. Computer Fundamental Lecture 01

2. Computer Fundamental Lecture 02 Computer History

3. Computer Fundamental Notes lecture 03

4. Computer Fundamental Notes Bundle (PowerPoint)

These Notes Are Compatible With:

You Also use these notes with other Pakistani Or Internaional universities

SF- Study Guide: Presentations - Exercises

2009-09-14T02:09:00.002-07:00

Create a multi-slide presentation with graphics and animation for each of the following scenarios:

You and your cousin have decided to help pay for your college education by selling a ‘How to Improve Your Grades study kit that you developed as part of a marketing class. The kit has generated significant interest among your peers and you now want to take it to the area high schools. Create a 6-slide presentation that you would use to market this product.
This summer you will be the head lifeguard at the neighborhood swimming pool. All new members must go through a safety orientation before they can use the pool. Create a 5 slide presentation that you can use when presenting the orientation and safety program.
You need to present a series of talks to area children on the dangers of trying to drive home with your eyes shut, even though you know the way home like the back of your hand. You believe that you can be more successful with a visual segment to reinforce your talk. Create a 4-slide presentation to help with this project.

SF- Study Guide: Presentations - Slide Transition and Slide Animation

2009-09-14T02:09:00.000-07:00

Two effects that give a presentation a professional appearance are slide transition and slide animation. Slide Transition is the method for changing from one slide to another. The default is to place one slide on top of the other -- quite boring. Slide animation refers to the method and manner in which individual elements of a slide appear. Without any animation, the entire slide appears at once.
Before we begin, let’s see your presentation in action. Move to slide one and select Slide Show from the View menu. Click or use the arrow keys to change slides until you have seen the complete show and returned to slide one.
First, let’s look at slide transition. To do this you need to change to the Slide Sorter View by selecting Slide Sorter from the View menu. You should see all five slides at once. Click in an empty area to make certain that no slides are selected. Hold down the control key and click slides 2 through 5 and then release the control key. These four slides should have a heavy border around each slide to indicate their selection. Your screen should look similar to the sample below:

From the Slide Show menu select Transitions. Select the drop-down menu in the effects area and choose Box Out. Click the Apply button and you will return to the Slide Sorter View. Notice that a small icon has appeared below each slide that now has a transition.

Change back to the slide view by selecting Slide or Normal from the View menu. Review your presentation again, paying particular attention to the change between slides. Move to slide one and select Slide Show from the View menu. Click or use the arrow keys to change slides until you have seen the complete show and returned to slide one. That is quite a difference. You may want to experiment with the other transition styles to see what you like best and find most effective.
The second effect is Item Animation. Using animation gives you the ability to have one item at a time appear during your presentation. This helps keep your audience focused on what you are telling them and it also keeps them from reading ahead. Animation works well with the bulleted list.
Move to slide two and click on any word in the bulleted list area. For example, click on London. When you click on something in the area the frame around the area appears. Now select Custom Animation from the Slide Show menu.
Have you saved your work lately?

Once the Custom animation window appears, click the Effects tab and select Fly from the drop down list. Click OK.

Move to slide three and using the same techniques, set custom animation to the bulleted list. This time try a different animation from the drop-down list.
Move to slide one and sit back and enjoy your work. Start your presentation by selecting Slide Show from the View menu. Move through your show by clicking or by using the arrow keys. Pay particular attention to the Custom animation.
You should now be able to create new and better presentations.

SF-Study Guide: Presentations - Enhancing the Slides

2009-09-14T02:08:00.000-07:00

Now that you have created you multi-slide presentation, let’s look at some methods to enhance the individual slides.
First we will make some changes to the title slide. Using the vertical scroll bar slide the scroll bar up to slide one. Select all of the text in the subtitle text holder. Once the text is highlighted it can be changed in many ways. The font, font size, and/or font color can be changed.
With the text selected, choose Font from the format menu. Change the size to 28 and the color to blue. Click OK and while the text is still selected click the Bold button. Click off of the selected text and notice the changes. Select the text again and choose Font from the Format menu. This time change the font to Comic Sans and the size to 36. Click off and review the changes.
Any text that can be highlighted can be changed. Change the title so that the font and size match the subtitle text you just changed.

SF- Study Guide: Presentations - Adding Graphics to a Slide

2009-09-14T02:07:00.000-07:00

One of the best methods to improve the effectiveness of your presentation is to add graphic images. Graphic images basically are available in two forms, clip art and images from files.
Let’s add a graphic image to the title slide using clip art. Click in a blank area of slide one to ensure that nothing is currently selected on the slide. Select Picture from the Insert menu. Then select clip art on the pop-up menu. This will display the clip art window. Type ‘travel’ in the 'Search for clips' space and press the Enter key. It should look similar to the image below.

The specific clip art images and the number of images will vary depending on how the software was installed on your computer. Click on the first image and then click the Insert Image button. You may have to close the clip art window to return to slide one.
The image appears in the center of the screen. Place your mouse pointer in the center of the image and drag it to the upper right corner of the screen. You can resize the image by dragging the resize handles that surround the image when it is selected. Adjust the image so that it fits nicely in the corner.
Your slide should look similar to the sample. Have you been remembering to save your work?

You may want to use photographs or professional images in your presentation. Move to slide two. Lets add two pictures to this slide. Once again, select Picture from the Insert menu, but this time select From File. The insert window should appear and will look similar to the sample below.

Change Look in: to the location your images are stored and select etower. Click the Insert button. You can now adjust the location and size of the image as you did before. Repeat the process again and select the image russia1 this time. Arrange the two images to achieve a pleasing look to slide two.
Now add two of the pictures from files to slide three. Arrange and resize them as needed.

SF-Study Guide: Presentations - Using a Table in a Slide

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SLIDE FIVE

The last slide of the presentation will provide the payment schedule and basic contact information. Insert a new slide and select the table layout. Enter ‘Contacts and Payments’ for the title of slide five. Double-click the icon in the table area.

You now need to select the number of columns and rows that your table will need. Let’s have a table with 2 columns and 5 rows. Enter the following data in the table:

Payment Amount	Date Due
$105	October 15^th
$400	November 20^th
$1,200	December 1^st
Ima Gonner	1-800-555-1212

Your slide should look similar to the sample below. Have you been remembering to save your work?

Congratulations! You have completed all the basic slides for your presentation.
Note: Tables that have been created in the spreadsheet or word processor can also be included in a slide by selecting and copying the table and then pasting the copied table into a slide.

SF- Study Guide: Presentations - Creating a Slide Containing a Chart

2009-09-14T02:05:00.000-07:00

Although the majority of slides seem to be lists of information, there are many other slide layouts. Often a chart is a good method of presenting information. Our travelers might want to know the average temperatures in the countries they will be visiting.

SLIDE FOUR
Select New Slide and choose the chart layout from the choices.

SLIDE FOUR
For the title of the fourth slide, enter ‘March Temperatures’. Notice that the lower area of the slide looks very different from the bulleted lists layouts that were used before. This is because you chose the chart layout. Double-click the icon center in the lower area of the slide. This will bring up a sample chart and a datasheet that holds the data that controls the chart.
When you are entering the data in the datasheet, first click in the cell that you want to enter the data in and then type in the data. Move to the next cell by clicking in the cell and enter the data and so on.
Enter the following data in the datasheet:

	London	Paris	Russia	Home
High	67	63	58	75
Low	42	38	28	49
Average	53	48	32	62

Once you are sure that the data is entered correctly, click in an empty area of the screen; the datasheet should disappear and the slide should display a nice looking chart of the March temperatures.
Your slide should look similar to the sample below. Have you been remembering to save your work?

You have now completed four of the five slides.
Note:Charts that have been created in the spreadsheet program can also be included in a slide by selecting and copying the chart in the spreadsheet and then pasting the copied chart into a slide.

SF- Study Guide: ADDING ADDITIONAL SLIDES

2009-09-14T02:04:00.000-07:00

SLIDE TWO

You are off to an excellent start with your title slide. Now we want to add a second slide that will provide information about the trip itinerary. There are several ways to insert a new slide. Either select New Slide from the Insert menu or click the New Slide Button on the toolbar. The new slide window should have appeared.

This window allows you to choose the type of layout for the new slide. The second choice is the Bulleted List. The Bulleted List layout provides a text holder for the slide title and an area for a list of information. Select the Bulleted List and click OK.
Click in the upper area and type the slide title ‘Travel Itinerary’. Now click in the lower area and type the first item in the itinerary ‘Depart from the College’ and press Enter.
You are now ready for the second item on the list. Type ‘Travel to London’ and press Enter. Notice that when you press Enter, the insertion point moves down one line. You have a sub item to the line you just typed. Press the Tab key to indent to a lower level in the list. Now type ‘Three Nights’ and press Enter. You are now on the next line and still at the indented level. To move back out one level, press Shift-Tab to outdent.
Enter the following to complete this slide:
Travel to Paris (press Enter and Tab)
Four Nights (press Enter and Shift Tab)
Travel to Russia (press Enter and Tab)
Three Nights (press Enter and Shift Tab)
Return Home
Your slide should look similar to the sample. Have you been remembering to save your work?

SLIDE THREE
The third slide will also be a bulleted list. Click the New Slide button and select Bulleted List and click OK.
This slide will be a list of items included in the cost of the trip. Use ‘All Travelers Receive' for the slide title and include the following items in the bulleted list:
Airfare
Lodging
2 meals a day
Bus Tours
Admission to museums and palaces
A local tour manager 24 hrs a day
Insurance, group photo, travel bag
Your slide should look similar to the sample. Have you been remembering to save your work?

SF- Study Guide: Presentations - Getting Started

2009-09-14T02:03:00.000-07:00

We have been asked by the International Travel Committee to produce a multi-slide presentation to promote a travel program. After meeting with the committee, we decided that we will need the following slides:

Title and Introduction
Itinerary Information
Included Features
Annual Temperature Chart
Payment Schedule and Contact Information

We want the presentation to be professional-looking and include graphics, slide transitions, and element animation.

SLIDE ONE
Start the presentation by clicking the New Blank Document Button, which is usually the first button on the standard toolbar. When the New Slide window appears click OK.

You have now created a blank title slide that has two text holders on it, one for the slide title and one for a subtitle or additional information. Click the upper text holder and enter the title for the presentation. Use ‘International Travel’ as the title. Type ‘Travel to’, then press the Enter key and type ‘London, Paris and Russia’ in the lower text holder.
Basically you have now completed your first slide. But it looks rather plain. We can help its appearance by adding a template to the slide. A template is a pre-defined plan for your slides. Templates add color, font selection and general organization features to the slides. Place your mouse in an empty area of the slide and right-click. Select Apply-Design Template. Select Blends from the list of templates. If your program does not have Blends, select another template that you find appealing.
Your title slide should look similar to the sample.

This is starting to look impressive! Now would be a good time to save your work. You can never save too often. By saving regularly you will have a better chance of not losing any work if you have a computer problem. Save early and often! To save, click the Save button or select Save from the file menu. You will need to give your presentation a name and a location for the file to be saved. Use International Travel for the file name and select a location that you will remember so that you will be able to find your presentation later. Click the Save button when you have entered the information.
Below is a sample of the save screen.

SF- Study Guide: Presentations - Introduction

2009-09-14T02:02:00.000-07:00

We live in a world that is becoming increasingly information-based and visually oriented every day. In this environment, one of the most effective tools for communicating is the computerized presentation. Presentations are used to inform, educate, promote, sell, and entertain. The ability to create presentations has become a requirement starting in elementary school and continuing into the corporate world. There are very few meetings, conferences, or training sessions that do not involve presentations.

There are several software packages available that can be used for creating presentations. In this tutorial Microsoft PowerPoint will be used to illustrate the process.

Once you launch PowerPoint the opening screen should look similar to the following:

SF-Study Guide: Initial Skills Expected for the Presentation Section

2009-09-14T02:00:00.000-07:00

Basic keyboarding

Fundamental mouse skills

Point
Click
Double-click
Drag

Basic Formatting Techniques

Bold
Underlining
Italics
Centering
Left and right align

Study Guide: Presentation Module

Presentation Module
Proposed Outline
Submitted by Roger Franklin
September 22, 2000

Introduction to Presentations

The Visual Audience
Communicating through Presentations

Basic Design Elements of a Presentation

The Slide -- The Fundamental Element

Titles
Text

Font selection
Font color
Placement

Graphics

Clip art
File art

Charts

Creating
Importing

Tables

Creating
Importing

Enhancing the Presentation

Slide transition
Element animation
Sound

Follow-up Exercises

Each step will be illustrated with screen captures and narrative instructions. Explanation of items I, II, and III will be accompanied with hands-on activity/demonstration to reinforce the concept.

Study Guide: Presentations - Overview

Initial skills needed to complete the Presentations Tutorial:

Basic keyboarding
Fundamental mouse skills

Point, Click, Double-click, Drag

Basic Formatting Techniques

Bold, Underlining, Italics, Centering, Left and Right align
Topical Outline of the Presentation Tutorial
After completing this tutorial, you will be able to do the following:

Create a multi-slide presentation
Create and add slides to the presentation
Add text to a slide
Select a font and font size
Set the font color
Determine the font placement
Add graphics to a slide
Adjust the size of a graphic
Set the location of a graphic
Add a graphic as clip art
Add a graphic from a file
Create a chart for a slide
Import a chart in a slide
Use a table in a slide
Import a table into slide
Add transitions between slides
Incorporate element animation

Exercises
You will create presentations that reinforce the concepts presented in the tutorial. The presentations will be multi-slide in nature and utilize formatting, transitions, and element animation. You will also incorporate graphics in the presentations.

SF- Study Guide: Legal and Ethical

2009-09-14T01:58:00.000-07:00

Outline

I. Legal Issues

Brief overview of legal issues related to the Internet.
Definition of intellectual property.
Outline of legal development and current status of copyright laws. (Will include discussion of licenses, fair use, plagiarism, etc.)
Evolving copyright issues relating to the Internet.
Survey of computer crimes relating to intellectual property.
Privacy issues and web management

II. Ethical Issues

Definition of ethics and ethical responsibility.
Ethical aspects of web management (privacy, mass emails, hacking, etc.)
Computer ethics resources on the web.
Ethics case studies (public access web sites which use case studies to illustrate ethical problems relating to the web will be linked to enable students to use the cases for study.)

Each of the two sections will be followed by a set of self assessment questions for which answers or possible approaches to solutions will be available. Each topic will also, when relevant, be linked to appropriate sites on the web.

Study Guide: Legal and Ethical Aspects of the Internet

Introduction: The Internet allows consumers, businesses, and industry to do many new things in unique and efficient ways. The technology around which it is built is also changing and advancing rapidly. A source of concern is that the legal and ethical developments regarding the Internet are not able to keep up with the fast pace of technological change. This tutorial touches on the main areas of legal and ethical concern that have emerged so far, the ways in which they are being dealt with, and the implications for providers of technology related services and products. These major areas are:

protection of intellectual property
prevention of fraud
protection of freedom of expression versus problems of defamation
protection of privacy
control of Internet indecency versus free speech
control of spamming

1. Protection of Intellectual Property

The major legal and ethical problems that arise in terms of the Internet and electronic media deal with intellectual property issues. There are well developed laws that govern physical property. Physical property, also known as tangible property, is property that we can touch and feel. Intellectual property, on the other hand, deals with the ownership of ideas or the expression of ideas. Since ideas cannot be touched or felt, but they do belong to the person who developed (or authored) them, they are known as intangible property.
There are several forms of legal protection available for intellectual property. These are:

trade secret protection
copyright protection
trademark protection
patents.

1.1 Trade Secret Protection: This method of protecting ownership of an idea is to ensure that the idea is kept a secret. An example is the formula used in preparing Coca Cola syrup. Very few employees know the formula, and those who do are required to sign nondisclosure agreements in order to have access to it. The formula is safe as long as no employee divulges the secret. The company could take them to court if they did so. Another example of a trade secret may be a company’s business plan or strategy.
Trade secrets can only exist if the basis for the idea can be kept a secret. This may not be possible in the world of computer technology and programming.
1.2 Copyright Protection
Copyright protection is available for an original expression of an idea that is fixed in any physical medium, such as paper, electronic tapes, floppy discs, CD ROMs, etc. It is important to note that the "right" or protection is given to how the idea is expressed, not to the idea itself.
To illustrate this, consider two songs, one by Britney Spears, and another by the Backstreet Boys, both of which deal with the idea of love, but express the idea in different ways. Each can copyright the way they express their idea of love in their songs. They cannot copyright the idea of love itself.
Works such as books, music, computer programs, source and object codes, etc. can be protected by copyright. In addition to the actual code of a program, copyright can extend to the screen layout and graphics of the program. Copyright extends to both published and unpublished material.
1.2.1 Obtaining Copyright Protection
Copyright is very simply obtained by displaying, on the first page or screen of the work, the statement "Copyright" followed by the symbol ã , together with the year and the author’s name, or the name of the company owning the copyright, followed by the statement "All Rights Reserved". An example of a copyright statement is:
Copyright ã 1990, John W. Smith, All Rights Reserved.
The US copyright requirements may be met by simply stating "ã 1990, John W. Smith", but the statement shown above meets international requirements. Recent legal judgments indicate that copyright to a work produced after January 1, 1978, may exist even if the copyright statement is not displayed on the work. But it strengthens an author's hand to have the statement displayed.
The copyright to the expression of an idea begins immediately when the expression is fixed in some medium. For example, a software program that has been developed on a monitor becomes copyrightable from the moment it becomes saved to a disk or hard drive since it then becomes fixed in a medium.
In the case of computer programs on a chip, the copyright notice may be indicated on the chip, and sometimes a notice may be embedded inside the chip in ASCII code (deForest, 1988).
Simply putting the copyright notice on a work gives it copyright protection. No further filing of the notice is required. However, it is also possible, and advisable, to register the copyright with the Library of Congress Copyright Office. Registration substantially increases the penalty (referred to sometimes as "damages") that anyone found guilty of violating the copyright (often called "copyright piracy" or "infringement") will have to pay. In addition, if someone violates a copyright, they cannot be sued until the copyright is registered.
1.2.2 Rights of Copyright Ownership
The legal rights given by copyright ownership are:

right to reproduce the work
right to make derivative works
right to distribute copies for resale, lease, or retail
right to publicly perform relevant works (e.g. a piece of music)
right to publicly display certain works

All or some of these rights can be licensed or transferred by the owner of the copyright, to others, usually for a fee or payments known as royalties. It is illegal to use copyrighted material without a license or payment of royalties. However, one major exception to this statement is the "Fair Use" rule.
1.2.3 Fair Use Rule
The Fair Use rule allows copyrighted material to be used, without a license or payment of royalty to the owner, if the purpose of the use is criticism, news reporting, scholarship, research, or teaching (including multiple copies for classroom use). This does not mean unrestricted use, however. Fair use is determined by several factors:

whether the use is of a commercial nature or whether it is for nonprofit educational purposes
the nature of the copyrighted work itself
the proportion of the copyrighted work that is being reproduced. If a substantial proportion is reproduced, it is unlikely to be considered fair use. (e.g. If one article out of a book with fifteen articles in it, is copied and used in a class it is likely to be fair use. However, copying eight to ten articles may not be considered fair use).
The effect of the use on the potential market or value of the copyrighted work (i.e. Is the owner going to be financially hurt by this use?). This point is an important one in determining fair use.

The Electronic Theft (NET) Act, signed in December, 1997, makes it criminal for individuals to reproduce or distribute copies of copyrighted works. In order to provide for fair use, the Act allows copies to be made "if copying does not hurt the interests of the author." Under this guideline, if a copyrighted work were to be put on the Internet as part of a distance education program, it is not likely to be considered to be fair use since the work could be accessed by anyone on the Internet and this is likely to hurt the author’s interests by bringing down its market value. On the other hand, it is more likely to be considered fair use if access to the work on the web was restricted to those enrolled in the distance learning program, perhaps by using a password.
1.2.4 Copying Computer Programs
In the case of a computer program, the owner of a copy of the program may legally make a copy of the program if

Making such a copy is essential to using it on a computer (e.g. copying a program from a CD to the hard drive of a computer.), and that it is not used in any other way.
The copy is made as a backup and that the backup is destroyed if the rights to the original copy cease to exist

Two categories of software programs available on the web that do not fall into the usual category of copyrighted material are shareware and freeware. Both categories of programs may be copied without permission. However, the expectation regarding shareware is that the person making the copy will test the program and, if it is found to be useful, will make a payment to the author. The process is based on an honor system so that non-payment is likely to be more of an ethical rather than a legal problem. Freeware is available for copying and using without any payment. Some ideas and expressions of ideas, such as freeware, are said to be in the public domain because they are owned by the public and can be freely copied and used by them, with appropriate reference to the source. Government publications are also in the public domain. All intellectual property becomes part of the public domain once the intellectual property right expires.
1.2.5 The Copyright Law and Employee Works
When work is done for hire, the employer -- not the employee -- is the one considered the author and given copyright ownership. Work is considered to have been done " for hire " if

The work was done by the employee as part of his or her employment or
The work was especially ordered or commissioned and there is a written agreement between the parties involved, clearly stating that the work involved shall be considered a work for hire.

1.2.6 Length of Copyright Protection
Work created after January 1, 1978 is automatically protected from the moment it is fixed in some medium. This protection exists, in such cases, for:

The life of the author plus an additional 70 years after his/her death.
70 years after the last surviving authors death, if the work had more than one author, and the work was not done for hire.
For work done for hire, the copyright extends 95 years from publication, or 120 years from its creation, whichever is shorter.

Works created and published before January 1, 1978, were initially copyrighted for 28 years, and could be extended by renewal for a maximum of 95 years.
Copyright can be passed on to others through a will, or as personal property to the owners heir(s).
Transfer of copyright takes place by written contract. Contracts need not be registered with the Copyright Office but there are some legal advantages to doing so.
1.2.7 Copyright Law and Internet Service Providers
Internet Service Providers (ISPs) provide Internet access services for a fee (Bitlaw, 2000). They also sometimes store data for their customers’ use, as in the case of a Usenet newsgroup server or a world wide web server. As a general rule, as long as the ISP is not aware of any illegal activity carried out by its users, the provider cannot be held liable. However, if the provider does become aware of any illegal activity, or ought to have become aware of such activity if it had exercised the normal degree of oversight in such circumstances, then the courts are likely to hold the provider liable for the customers activity. This rule also applies to service providers who do not connect directly to the Internet, such as bulletin board operators and proprietary information providers.
Even if an ISP does not directly take part in the copying or distribution of a copyrighted work, it can still be liable for copyright infringement under the concept of " contributory infringement ". This concept applies when "a party causes or contributes to the infringing conduct of another with knowledge of the other party’s infringing activities."
In a recent case involving SEGA games, a bulletin board operator knew his users were illegally downloading and uploading copyrighted games and allowed, and even encouraged them to continue to do so. The operator was not found to be guilty of direct copyright infringement, but he was found guilty of contributory infringement.
A second basis for infringement is "vicarious liability" under which a person may be liable for the infringing actions of another person, if the person has the right and ability to control the infringer’s acts and receives a direct financial benefit from the infringement. Vicarious liability can exist even if the defendant had no knowledge of the infringer’s activity.
The Digital Millennium Copyright Act, passed by the House in 1998, makes illegal most attempts to get around anticopying technology. Only when it is necessary to make software or hardware compatible with other products, to conduct encryption research, or to prevent cookies from spreading personal information is it legal to bypass anticopying technology. This act also legislates against excessive copying of databases, even when the databases contain information already existing in the public domain (Turban, et al. p. 355).
A good guideline for ISPs to follow is stated by Turban, et al., "Internet access providers must act responsibly and make efforts to police piracy; not necessarily because of threats of legislation but because it is in their best long-term interests to do so." (Turban et al., 2000; p.355)
1.2.8 Copyright Issues Involving Domain Names
A domain name is the name or address used to link to a particular computer on the Internet. An example of a domain name is www.nbc.com. The name is segmented into several levels. In the example given, the top level domain (com) is on the right, the designation of the specific computer is indicated on the left (www), and the subdomain (nbc) is indicated between these two. (Turban et al. 2000, p.506). Domain names can be selected by the person seeking an address, and need to be registered with the appropriate registering body.
Disputes have arisen over domain names because some companies have used names similar to those of brick-and-mortar companies or copyrighted names or materials, in order to attract web traffic to their site. Some individuals have also registered large numbers of such names, not for their use, but with the intention of selling these names to the highest bidder. As a result, sometimes a company with a well known brand name has applied to establish a web address and found that the name has already been registered by someone else who now asks for substantial payment for purchase of the domain name.
In such disputes, the party claiming the right to a domain name (the complainant) bases such claims on its existing copyright or trademark rights. Such claims are usually valid if the party can show that the defendants use of the copyrighted mark is creating confusion in the minds of the public, or that it will dilute the impact of a famous brand name. For example, if domain names were different versions of Coca Cola, such as Koka Kola, Kola Koke, etc, Coca Cola could claim that such use was creating confusion in people’s minds about the producer of the product bearing such names, and would also "dilute" or diminish the value of the Coca Cola brand name.
The general rule for determining domain name disputes is to compare the following (Greenstein, 2000):

The date the registered applicant of the domain name first used the domain name OR the effective date of a validating trademark registration; and
The date the claimant of a dispute first used a trademark OR the effective date of the claimant’s validated registration.

1.3 Legal Issues Involving Trademarks
A trademark is a logo or phrase that identifies the source of goods or services. Trademark rights do not stop others from copying a product, but they do prevent them from calling or labeling their product by a name or phrase that is confusingly similar to the trademark.
Trademark protection is obtained automatically when the mark is applied to a product that is then sold. Trademark protection is available for a mark or phrase that is not already in use by someone else. In addition, it must (1) not be just geographically descriptive (e.g. Chicago Retail Store), (2) not be just descriptive of the type of goods (e.g. The Soft Drink Store), (3) not be just a surname (e.g. Smith Enterprises), and (4) not be likely to deceive others. Trademarks can be registered with the U.S. Patent Office and this provides some legal benefits.
Names that create a false impression about a product or which might mislead others in terms of the product or the company cannot be protected by trademark. This "likelihood of confusion" is an important factor in determining trademark infringement.
1.3.1 Determining Likelihood of Confusion
The major factors that are examined in determining whether likelihood of confusion exists are (Bitlaw, 2000):

The similarity in the overall impression created by the two marks (including each mark’s look, phonetic (sound) similarities, and underlying meanings);
the similarities of the goods and services involved (including an examination of the marketing channels for the goods);
the strength of the plaintiff’s mark (how well known it is);
any evidence of actual confusion by consumers;
the intent of the defendant in adopting the mark (was the defendant trying to confuse customers into thinking his brand was the same as the complainant’s?) and
the degree of care that the consumer is likely to exercise (for example, if a consumer is likely to buy items at the checkout counter on impulse, without much thought or examination of the product, then a similar-sounding name might mislead the consumer into buying an unintended product).

The ease with which companies can set up on the Internet makes this medium an especially easy one for trademark infringement. Some situations could arise where a site, pretending to represent a particular trademark, participates in an "unsavory" attack, and by doing so damages the rightful trademark holders reputation. For example, a company, using a mark similar to another’s logo sends unsolicited email (spamming). Such an act would be trademark infringement.
If there is evidence of infringement, the usual remedy is for the court to grant an injunction against further infringement (i.e. an order stop infringing). If the trademark was federally registered, attorney fees may also have to be paid by the infringer.
1.3.2 Internet Service Providers and Trademark Liability
ISPs must, of course, ensure that they are not creating confusion in customers’ minds regarding their product or company, because their logo, domain name or anything else in their literature or website is similar to that of another company. They can, however, have logos of other companies on their website if permission is given for doing so.
In addition, ISPs may be liable if one of their customers infringes the trademark of someone else, especially if the ISP knows, or should have known in the course of regular oversight, that such infringement was occurring. The ISP may be liable for contributory trademark infringement where it knowingly causes or contributes to the infringing conduct of another. For example, if an ISP is informed by someone that one of its customers is misusing a trademark and provides details, but the ISP does nothing about it, for fear of losing the customer, it may be liable for contributory trademark infringement.
Meta Tags: Some areas of trademark violation are unique to the Internet. One example is the use of keyword meta tags. Search engines on the web look for sites by looking for HTML meta tags that are labeled as keywords. Programmers have deliberately used well known trademarked words as meta tags in their web sites in order to draw viewers to their site. For example, some web sites have used "Playboy" as a meta tag. Such use is likely to be viewed as an infringement of a trademark.
Other potential areas of dispute related to links on the Internet are (Greenstein, 2000, p. 80):

Retrieving and displaying information from a website without proper reference (similar to plagiarism);
Retrieving and displaying information from a linked commercial site that has advertising frames, without displaying the site’s advertisements along with the retrieved document.
Linking to illegal files. For example, Lycos developed a database of music and video available on the web. However, since many of the sites in the database had bootlegged copies, Lycos was taken to court for providing links to these sites. The case has not yet been resolved.
Inappropriately linking to a website. An example of such a case is given below:

Hyperlinking case illustration excerpted from:
http://law.about.com/newsissues/law/library/weekly/aa022399.htm?once=true&
The Case Between Ticketmaster and Microsoft
The dispute arose nearly two years ago. Microsoft had embarked on its Seattle Sidewalk Web service, providing local event information to Seattleites, with plans to build similar sites for a variety of other cities. Negotiations with Ticketmaster to jointly provide content and ticket sales failed, but Microsoft set up its event pages with links directly toTicketmaster's specific event ticket sales pages.
Ticketmaster objected to links which bypassed its own substantive content and advertising, but Microsoft persisted. In fact, according to a CNET report at the time, Ticketmaster set up technological blocks to prevent Microsoft and other sites from accessing ticket sales pages directly in that way, but Microsoft built a work-around and continued the practice anyway. So Ticketmaster sued.
The law regarding hyperlinking is still evolving. It is good practice to get permission from a site before linking to it especially if it is going to be a major link that will draw viewers to your website. In addition, the cases that have arisen to date suggest that difficulties with hyperlinks arise when the links bypass some major content of the site being linked to (for example, pages that contained important information regarding the company linked to, and its advertising) so that some of the effectiveness of that site is diminished. Linking to a webpage by avoiding some of the earlier pages on the site is sometimes referred to as "deep linking".
1.4 Patents
A patent is a right of ownership given to a new idea for a machine, manufacture, composition of matter, or method, or for an improvement on an existing one of any of these. The right of ownership is given for 17 years. In order to get this right, the applicant must state the details of the idea clearly in writing and submit it to the U.S. Patent and Trademark Office for their assessment of its uniqueness. Patents can be licensed or sold to others.
Patents can sometimes be combined with copyrights or trademarks. For example, if someone writes a computer program that does something new, it can be copyrighted. If the program also meets the criteria for a patent because it deals with a new method, then it may be patentable too.

2. Internet Service Provider Contracts and Fraud

When ISPs provide services to their customers, they do so based on the contract that has been agreed upon between them. If the ISP does not supply the services it specified in the contract, it may become liable for breach of contract or fraud. An example is when America Online moved to a flat rate policy, the number of its customers increased enormously. As a result, its services were slowed and many customers had to wait for long periods of time to get online because of busy signals. Customers took AOL to court saying that the company knew that its flat rate plan would give rise to these problems but went ahead with it. In addition, the complainants said that by misleading current and prospective customers about the quality of services, AOL had committed fraud.

3. The Internet and Issues Regarding Defamation

Defamation is a broad term covering slander and libel. Slander is a false statement made to injure the reputation of a person. Libel is a similar statement that is published i.e. is stated in some fixed medium, such as in writing. The Internet, because of the freedoms it provides, is a potential source of defamatory issues that could involve ISP liability. Two examples of such issues, taken from Bitlaw (2000) are given below.
Prodigy was sued for defamation because of a defamatory comment made by one of its customers in one of its discussion rooms (or bulletin boards). The judge had to determine whether Prodigy was only a distributor of the information (in which case it would not be liable for defamation by a customer), or whether it was a publisher of the information (in which case it would be guilty of defamation since, as publisher, it has control over content). The judge found Prodigy guilty of defamation on the grounds that Prodigy had well publicized policies for monitoring and censoring content in its discussion rooms, and so behaved like a publisher.
On the other hand, in a similar case involving CompuServe, the judge ruled that the company was not guilty of defamation because it did not exercise any control over discussion room content and so acted merely as a distributor rather than a publisher.
In another case involving America Online, the judge ruled that ISPs are distributors rather than publishers. Therefore, ISPs cannot be held liable for libelous statements made by their customers even if the ISP is made aware of the posting.
Since the Internet is an international medium, however, this can give rise to unusual twists. In the UK, ISPs, even though they are distributors of information, must prove innocent distribution, i.e. that they had no knowledge of the defamatory statement on their site. This differing view has given rise to a unique legal situation involving ISPs as described below (Greenstein, 2000, p. 92):

A British professor made derogatory comments about Canadians, in general, on a website.
An offended Canadian student at Cornell University (a U.S. university) posted five defamatory statements about the professor to a Usenet group using Cornell’s computer system.
The British professor filed a lawsuit in the U.K. against both the student and Cornell University stating that the statements damaged his professional reputation because they were read by individuals in the U.K.

The case highlights the situations that can arise when international jurisdictions are involved in Internet related cases. In the U.S. Cornell University may not be considered liable because it is a distributor and because of First Amendment protections of freedom of speech and expression. In the U.K., the university’s position is less clear since the professor claims that the University allowed the statements to stay on the site even after it was informed of the defamatory statements by the professor. The case also raises questions about legal jurisdiction. If the U.K. court finds Cornell University to be guilty of defamation, it may not be able to enforce its laws in the U.S. The outcome of the case is being watched keenly across the world because of its important implications for the Internet and ISPs.

4. Internet Issues Involving Privacy

Businesses and government have always collected information regarding individuals, households, the economy, etc. through surveys, interviews, etc. In general, the individual about whom information was being collected knew that this was being done. However, with the Internet and telecommunications, technology currently available makes it possible to record and/or trace every "click" or interaction by a user browsing the web, without their knowledge. This has raised issues about the individual’s right to keep his or her personal and businesses activities and information confidential. The Federal Trade Commission (FTC) has outlined several factors that should govern the collection or use of information. These are given below (largely quoted from Greenstein, 2000; p. 73):

Notice: Consumers should be made aware of an entity’s information practices before personal information is gathered.
Choice. Consumers should be given the opportunity to consent or deny any secondary uses (uses other than the processing of a transaction) of information. Secondary uses include notices or transfer of data to third parties. Thus, this would mean that the firm involved in the transaction would not send them emails about other products or sell or make available their address or information to any other company without their consent.
Access: Consumers should be able to access their personal data and review it without significant delays. They should also be able to easily and quickly correct inaccurate personal information.
Integrity and Security: The data regarding consumers’ personal information should be processed in such a way that the information is accurate. The data should also be kept confidential as it is processed, transmitted and stored. This makes it necessary for ISPs and e-commerce units to provide secure transactions and storage of data.
Enforcement: Consumers should have some clear means to address the situation if any of the above features is violated.

Every ISP and e-commerce unit should seek to strive to meet the privacy guidelines laid down by the FTC. The U.S. government has given private industries the opportunity to develop their own guidelines regarding the privacy rights of adults. However, a recent report by the FTC indicated that private industries have, in general, failed to develop their own standards regarding privacy. They found that 85 percent of 1,402 sites surveyed collected personal information but did not have any information about privacy policies.
A much more disturbing finding involved children’s sites. Eighty-nine percent of 212 such sites surveyed collected personal information from children. This included e-mail addresses, postal addresses, telephone numbers, social security numbers, date of birth, gender, education, interests, hobbies, etc. The government is actively seeking to end such practices and to protect children from such activities.
In order to police themselves rather than have the government develop legislation regarding privacy protection of adults on the Internet, an Online Privacy Alliance has been formed, with 43 well known global firms such as AT&T, Disney, Microsoft, etc. and 14 associations. This alliance certifies that an Internet firm meets the information privacy guidelines for adults by giving the firm a "privacy seal" that is displayed on the firms website. Customers could then be sure that the firm adheres to the privacy guidelines set down by the FTC. It is in the interest of every website to have this seal.
The European Union passed a privacy directive in 1998 that is similar to, but in some aspects stricter than, the FTC’s guidelines. Any firms, including ISPs, that want to do business with Europe would have to meet these criteria. The guidelines set down by the Online Privacy Alliance are very similar to the European Union directives.
The first FTC case involving Internet privacy concerned the information gathering practices of a very popular site on the web: GeoCities. GeoCities which, according to one survey is the third most popular site accessed from consumers homes, was charged with misrepresenting the purposes for which it collected personal information from both children and adults. GeoCities was found to be in violation of the privacy criteria laid down by the FTC that were described above. They settled with the government and agreed to post clear and unambiguous privacy statements on the website. In addition, the company must obtain parental consent before it collects personal information from children 12 years or younger. This is in line with current industry self-regulatory guidelines. GeoCities is also required to provide a link on its site to the FTC site that contains educational material on consumer privacy (www.ftc.gov ).

5. Internet Issues Involving Free Speech and Indecency

The Internet has become the "great equalizer" in terms of allowing individuals, regardless of background, location, income, etc. to access and provide information and to make their views known. However, this has proved to be a mixed blessing. The Internet has been used to propagate material that may be found offensive by many, such as pornographic, hate and other potentially dangerous material. Since such sites may be accessed by children, there is a general agreement by the public that there should be some means to prevent this from happening.
In terms of ISP responsibility in this regard, it is good policy to develop systems that are "family friendly" and allow parental control over sites viewed by children. America Online, in trying to develop a safe and family friendly service, encourages members to self police the system and bring to their attention content that violates the service conditions. AOL’s policy prohibits hate speech or truly offensive speech. The policy has been applied to a KKK site and to a serial killer website. Recently, eBay and other auction sites shut down their gun auction sites. Some members of the public would like to see ISPs held legally liable for the material on their sites.
The global nature of the Internet can create unusual situations for ISPs
In Germany, Compuserve was ordered by a court to shut down 200 sex related newsgroups because they violated German law. Since the company could not selectively restrict access in Germany, it had to restrict access worldwide. Germany has since changed its laws so that ISPs are not liable for content. But it does show that it pays for providers to be proactive and anticipate potential problems and address them before they occur.
In France, Yahoo was taken to court because of auctions of Nazi memorabilia on its auction site and chat rooms where pro Nazi comments were made. Yahoo has announced that it will be stopping the auctions but it has not closed down the chat rooms, citing freedom of speech. The case has not been resolved but it illustrates the sort of problems that can arise in this new medium.
Indecency, Children and Legislation
Several Acts by Congress address or seek to address some of the concerns about children on the web (Turban et al., 2000; p. 359). The following brief descriptions give some idea of the concerns of the public and the possible areas regarding which ISPs need to be concerned.

The Child Online Protection Act of 1998 requires that companies verify an adult’s age before they have access to material online that is considered "harmful to minors". It also requires parental consent before soliciting personal information from a minor.
The Family Friendly Internet Access Act would require ISPs to offer screening software at the time of signing up that would allow members to filter web content that children have access to.
The Internet Protection Act seeks limits on Internet regulation by the government, but also prohibits ISPs from providing accounts to sexually violent predators.
The Internet School Filtering Act wants to use funds and grants to schools as a tool for encouraging them to install filtering software.

A related development is the use of new domain names that will identify adult related sites and make filtering easier.

6. Internet Issues Involving Spamming or Spam Mail

Spamming involves sending e-mail messages indiscriminately and without the permission of the receiver and disregarding the appropriateness of the message. It is the equivalent of "junk mail" sent through regular postal services. Spamming is widespread and affects the speed of the Internet, sometimes bring it down completely. The Electronic Mailbox Protection Act is trying to control spamming. This act requires senders of spam to identify it as advertising, to indicate the name of the sender, and to include valid routing information. In addition, ISPs would be required to offer spam blocking software and recipients would have the right to request that all future spam be stopped.

7. A Brief Introduction to Internet Ethics

Ethics deals with the standards of human conduct that direct the behavior of individuals and groups (Bottorff, 2000). These standards, in turn, are developed by the society within which the individual or group exists.
Since the Internet allows access to individuals and groups from a wide and complex range of societies and backgrounds, the ethical standards of the participants can vary widely. However, in order for the citizens of the Internet community to be able to interact productively through communications, economics transactions and shared information, it is necessary for the community to develop a common set of ethics or standards of human conduct that governs their behavior. This is especially necessary since those who are interacting are doing so in a virtual community where they cannot see or meet each other physically. Without a common ethical framework, no trust can develop between those interacting, and the Internet will then fail as a medium for interaction.
Several groups are trying to develop guidelines for a common ethical framework for the Internet. One examples of such a guideline on the web is given below and is taken from the Internet Advertising Bureau website:
The IAB strongly endorses the view of the Division Advisory Panel of the National Science Foundation Division of Network, Communications Research and Infrastructure which, in paraphrase, characterized as unethical and unacceptable any activity which purposely:
(a) seeks to gain unauthorized access to the resources of the Internet,
(b) disrupts the intended use of the Internet,
(c) wastes resources (people, capacity, computer) through such actions,
(d) destroys the integrity of computer-based information,
and/or
(e) compromises the privacy of users.
An examination of these guidelines for ethics on the Internet indicates that they address many of the areas that involve legal implications as well as ethical ones. It is often true that what is illegal is also unethical. However, the opposite is not always true: what is unethical may not always be illegal. For example, it may be considered unethical to sell information regarding your customers to another agency but it may not necessarily be illegal.
Ethical behavior seeks to go beyond legal requirements to ask questions such as: Is it what is best for all concerned and not just for myself? Would I want someone else to do the same thing to me?
It can be seen that ethics is much more difficult to pin down than legality, and is much more a personal decision. This is all the more reason for technology professionals in the computer industry to set high ethical standards and to act in a way that its actions and the basis for them are clear to all concerned. One approach to accomplishing this is to have a clearly stated set of guidelines for the organization that addresses general issues, as well as specific issues prone to ethical problems, and make sure that both employees and customers are familiar with.

Bibliography
Bitlaw: http://www.bitlaw.com/index.html , 2001
Bottorff, D.L., How Ethics Can Improve Business Success, in Annual Editions: Business Ethics 00/01, McGraw Hill, 2000, p.11-15.
DeForest, T.E., Inventor’s Guide to Successful Patent Applications, TAB Books, 1988.
Greenstein, M. and T.M. Feinman, Electronic Commerce: Security, Risk Management and Control, McGraw Hill, 2000
Turban E., J.Lee, D.King and H.M. Chung, Electronic Commerce: A Managerial Perspective, Prentice Hall, 2000.

Links to Sites on the Web Dealing With Legal/Ethical Issues
http://www.nd.edu/~rbarger/cases.html This web page provides some interesting and educational case situations that are very useful for all TekXam students to read and attempt to find solutions for, using the knowledge gained from the TekXam legal/ethics tutorial.
http://www.ethics.ubc.ca/resources/computer/pubs.html This is a leading site on the web dealing with computer ethics, maintained by the University of British Columbia.
http://www.rand.org/publications/MR/R3283/ Article suggesting ethical guidelines governing email.
http://www.benedict.com/ This is known as the "Copyright Website" and has resources and links related to copyright issues and the computer.
http://courses.ncsu.edu:8020/classes-a/computer_ethics/intellectual/electronic/ Site provides numerous links to fair use and copyright related sites on the web.
http://www.bizjournals.com/baltimore/stories/1997/09/01/newscolumn2.html Article dealing with a case involving web linking.
http://www.eff.org/pub/CAF/law/ip-primer A web site functioning as an intellectual property law primer for multimedia and web developers.
http://www.wired.com/news/politics/0,1283,20948,00.html Important article illustrating the problems that can arise with linking to other sites.
http://www.cookiecentral.com/ A website describing cookies and providing links to problems associated with cookies
http://courses.ncsu.edu:8020/classes-a/computer_ethics/privacy/spam/ A web page providing links to several important articles and sites dealing with problems and cases related to spamming.
http://www.cc.iastate.edu/olc_answers/information/policy/ethics.html This site from Iowa State University provides the ethical guidelines developed, by EDUCOM, for computer professionals and users at educational institutions, and can be a useful set of guidelines for all computer professionals to follow.

SF-Study Guide: Internet Skills- TEST

2009-09-14T01:56:00.000-07:00

Proficiency Test

Go to the TekXam website http://www.tekxam.com.
Use the bookmark feature in your browser to add this web page to the list of bookmarks.

From the web page that you accessed in item 1, go to the home page of the browser.
Go back to the previous page. After you complete this instruction, your URL address should be http://www.tekxam.com.
Use two search engines to search for the following topic: Harry Potter Movie
Describe the results from each search in terms of the following:

Search engine #1

Search engine #2

Indicate whether the following web sites belong to the advocacy, business/marketing, informational, news or personal categories.

www.cnn.com ________________
www.aclu.org ________________
www.apple.com ________________
www.state.wv.us/bep/lmi ________________
www.lynchburg.edu/public/academic/business/murray.htm ________________

Evaluate any two of the five sites in question 5, in terms of authority, accuracy, objectivity, currency and coverage.
What documentation style do you expect to use when you write a research paper for an English class?__________________________________

What documentation style do you expect to use when you write a research paper for a psychology course?____________________________

What is the URL of the TekXam main page?

____________________________________________________

SF-Study Guide: Internet Skills

2009-09-14T01:55:00.001-07:00

Internet Research and Site evaluation

The Internet is a collection of connected networks, including federal, regional, educational, local and international networks. In theory, the Internet is one long wire with millions of computers attached to it. While it is fun to visualize the Internet in this way, in reality it is made up of computers and networks connected with copper cables, fiber optic cables, microwave relay sites and satellite links. It is estimated that over 200 million people use the Internet -- a number that grows by millions every year! It is projected that at least 80 percent of the world’s computers will be connected to the Internet in just a few years.
The Internet is in fact global in nature. No one group or organization owns or controls the Internet. Each individual and group connecting to the Internet is responsible for maintaining its own network. The Internet has grown to the point that in some cases governments are trying to regulate it through law and profit from it through taxes.
The number of sites and pages on the World Wide Web (WWW) is staggering, with millions of sites and an estimated billion pages. This size is the factor that makes it both fascinating and frustrating. It is fascinating because there is so much available on the Internet and frustrating because there is too much available.
Browsers
You will use the Internet by connecting to it through your browser software that interprets the HTML, displays various web pages, and enables you to link to other web pages and web sites. Without a doubt, the two most common browsers are Netscape’s Navigator and Microsoft’s Internet Explorer.
Search Engines
If you try to find a specific fact or a set of data manually in the sea of data contained in the World Wide Web, you have a daunting task with only small chance of success. The search engine is the tool that finds data on the Web. There are generally two types of search engines, the standard search engine and the meta search engine. The standard search engine builds its database by searching Web pages and Internet files based on keywords or phrases. Search engines stay current by constantly reviewing web sites and rebuilding their indexes to provide more and better matches to inquiries made on the web.
The meta search engine is similar to the standard search engine except that instead of searching web sites, it searches search engines. With a meta-search engine, when you submit your search, it transmits your request simultaneously to several individual search engines and their databases of web pages.
Due to the amount of information available on the web, you can improve your chances of finding the best results by limiting the scope or your search. Proper use of search operators will improve the efficiency of your search. To look for a specific string or phrase, you can enclose the search string in quotation marks. Use the include or exclude operators ( + or - ) to require or prohibit certain information in the results. Compound search criteria can be created with the use of the Boolean operators AND, OR, NOT.

Site Evaluation
Once you have located the information you need, you must determine the validity and accuracy of the search results. Anyone can basically place anything on the web. There is no organization that oversees the WWW and insures that the information is factual. It is the user’s responsibility to determine what is true and what is not.
What do you know about the source of Internet data and what should you know about the source? Areas to focus on are the author or publisher of the data, verifiability and currency of the data. Questions to be answered include:

What is the author’s background?
Who is the publisher of the web site?
Is there a built-in or known bias with the author or publisher?
Can the information be verified through other sources?
Has the site been updated recently and is the information current?

Search Techniques
As you successfully search the World Wide Web, you will find a favorite search engine that you depend on. It is important to remember that your favorite search engine is just one tool and to be successful you will need many tools. Do not be afraid to leave your favorite search engine for one that may be specific to a certain topic. Sometimes it is best to not use a search engine at all. You will often locate data more quickly by going directly to the web site of the organization, product, or location on which you are seeking information.
Search the Web
Review the questions listed below. They seem to be very straightforward and should be easy to answer using the Internet. Test your web searching skills and techniques by finding answers to the following:

Who was the 12^th President of the US?
Who is the CEO of Hewlett Packard?
What is the population of Seattle, Washington?
Who won the 1948 World Series?
How many U.S. Senate seats does Nebraska have?
Who were the democratic presidential and vice-presidential candidates in the 1952 election?
When did Alabama become a state?
What does an official NBA basketball weigh?
How many books did Charles Dickens publish?
How old was Richard Wagner when he died?
How many symphonies did Beethoven write?
What is the Atomium?

Did you find the answers to each one? Were they as easy to answer as you thought they would be?
Resources
The following web sites provide information about search engines and web site evaluation techniques:
http://www.zdnet.com/searchiq
http://www.searchenginewatch.com
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/MetaSearch.html
http://www.germantownacademy.org/Academics/US/Library/Internet/Evaluation/teacher.htm
http://writing.msu.edu/modules/oldresearch/criteria.html

SF- Study Guide: Troubleshooting

2009-09-14T01:54:00.001-07:00

Introduction

With all the rapid advances in computer hardware, processing speed, and the new more powerful software, computing should be effortless and problem free. Anyone who uses a computer will eventually encounter problems and mysteries. Sometimes it seems that computers have minds of their own and are intent on causing problems at the most inopportune times. Knowing simple troubleshooting techniques may help you correct some situations and continue working. The main factors to keep in mind when troubleshooting are: do not panic, take a common sense approach, and work from general to specific when addressing the problem.
A series of troubleshooting questions are listed below. In most cases, by answering these questions you should be able to identify the problem’s cause and correct it yourself. If you do need assistance to solve the problem, knowing the answers to these questions will provide a tremendous amount of information to the individual that helps you and may save you both time and money.

HARDWARE

Is the power cable plugged in?

It seems so obvious, but without an electrical source, the most expensive and powerful computer will not do a thing. Some computer systems have several power cables, often one for each component. Check each one and make sure that the plug is completely plugged in.
Are all cables connected?

Computer systems usually have several cables associated with them that are used to connect the peripherals to the main system. Check both ends of the cables and make sure they are plugged in securely and plugged into the correct location.
Are all components switched on?
Most systems have components and peripherals attached to them and quite often each one has its own power switch. All components must be switched on if communication is to be established between them.
Are the keyboard and mouse cables snug?
Because the keyboard and mouse are moved every time the computer is used they can work themselves loose over time. Check their connections.
Is there paper in the printer and is the printer on-line?

Many printer problems can be traced to a lack of paper and the printer not being on-line. When the printer is on-line it is ‘on the line’ connected to the computer. Many printers have an on-line switch on their control panel. Pressing the on-line button may restore the connection.

Is this a new problem? Has it worked before?
Has the system been used successfully in the past to complete the task you are attempting, or is this a new problem? If this is not a new problem, try to determine what could have changed since the last use to cause the problem.
Has any new hardware been installed recently?
Determine if there is any new hardware or if any changes have been made to the system. Often installing new hardware can cause "surprises" to appear in the system. If you are sure that new hardware caused the problem, you may want to reinstall the hardware or uninstall it and remove it from the system.
Have there been any recent power outages and/or electrical storms?

Power outages and lightening strikes can damage your system. If lightning has damaged your system, you very likely have a serious problem with some component in the system. This is a good time to ask for assistance from someone who deals with these types of problems on a regular basis. A UPS (uninterruptible power supply) should prevent any damage from power outages and will also provide some protection from lightning. But remember, nothing stops a direct lightning hit. The best protection is to completely unplug the system from electrical outlets and unplug the modem connection.
Has someone new used the computer recently?
Has your little brother used your computer? If someone who does not usually have access to your computer has used it he or she may have changed settings or broken something.
Is the network operating or is the phone line valid?

If your computer is not communicating, check the phone line or network cable for a good connection. If you have a dialup connection, pick up the phone and listen for a dial tone. If you are connected to a network, contact your network administrator.
Shut the system down and restart.
One of the great (and often frustrating) properties about computers is that in many cases just turning the system off, waiting a minute and then turning it back on will correct the problem.
If you are out of your comfort zone ASK FOR ASSISTANCE!
Your computer system is a significant investment and an important tool. Do not let your pride keep you from asking for help when you need it.
If you are not sure ask!

SOFTWARE

Is this a new problem, or has it worked before?
Has the system been used successfully in the past to complete the task you are attempting, or is this a new problem? If this is not a new problem, try to determine what could have changed since the last use to cause the problem.
Are you in the habit of saving your work early and often?
Without a doubt, the best insurance against many software problems is to save your work early and often. You cannot save too often. It is also a good idea to save important documents in more than one place.
Is there an easier or more efficient way to complete the task?
Most computer programs provide more than one way to handle most tasks. If possible, use the one designed to handle the problem. When creating a mass mailing, it is easier to use the mail merge feature than to create each letter individually. Use the cut and paste features whenever possible. Many software packages have assistance, such as wizards or coaches, to help you with complicated tasks.
Is any required media available?

Some programs require that media be available to run correctly. Be sure that any required diskette is in the floppy drive and that any required CD-ROM is in the drive and facing the correct direction.
Have you used the programs Help feature to find a solution?

Many of the newer applications have great Help features. Go to Help and use the index or search feature to find assistance with problems. Often an application’s Help section will also demonstrate a solution and/or guide you through the solution.

Are there other applications open that you do not need?
Many times a system will slow down or have problems because many or most of its resources are obligated. If there are other applications currently open, system performance can often be improved by closing these applications and freeing up resources in the computer.
Are you using the appropriate application for the task?
Many applications will handle a lot of different computing chores; however, remember that certain applications were designed to specifically perform some tasks better than others. Be sure you are using the program that best meets your needs.
Does the software version meet the requirements?
Check the software version to verify that you are using the most current version of the software. Your task may require a specific software version. The version can usually be found under About on the Help menu.
Was the software completely and correctly installed?
Some software will let you install some, part, or the entire program. You may need to install portions of the program that were not originally installed. If the program was incorrectly installed, you may need to completely uninstall the application and reinstall it.
Has any new software been installed recently?
Determine if any new software has been added or any software updates have been made to the system. Often installing new software or upgrading can cause ‘surprises’ to appear in the system. If you are sure that new software caused the problem, you may want to reinstall the software or uninstall it from the system.
Is the network operating or is the phone line valid?
If the task you are completing requires using a network or the Internet and your computer is not communicating, check the phone line or network cable for a good connection. If you have a dialup connection, pick up the phone and listen for a dial tone. If you are connected to a network, contact your network administrator.
Has someone new used the computer recently?
Has your little sister used your computer lately? If someone who does not usually have access to your computer has used it, he or she may have changed settings or broken something.
Shut the system down and restart.
One of the great (and often frustrating) properties about computers is that in many cases just turning the system off, waiting a minute and then turning it back on will correct the problem.
If you are out of your comfort zone - ASK FOR ASSISTANCE!
Your computer system is a significant investment and an important tool. Do not let your pride keep you from asking for help when you need it.
If you are not sure - ask!

SF- Study Guide: Computer Network Concepts- Excercise

2009-09-14T01:52:00.000-07:00

End of Concept Exercises

INSTRUCTIONS: Complete each of the statements below by filling in the blanks with terms found in the Computer Network Concepts module.

1. Computer systems that transmit data over communications lines such as telephone lines or cables are called _____________________________.

2. A ___________________________ is a device that converts a digital signal to an analog signal and vice versa. It is short for modulate/demodulate.

3. is a technology that is capable of moving data at 128,000 bps over any modem. This technology requires two phone lines one for data transmission and one for tradition phone conversation. ______

4. A network of geographically distant computers and terminals is a __________________________________.

5. To ___________________ files means to retrieve files from another computer and store them.

6. To ___________________ files means to send files to another computer.

7. A network of computers that covers a small geographical area is a ___________________________________.

8. A special computer that directs communications traffic when several networks are connected together is a _____________________________.

9. Sending messages directly from one computer to another is __________________.

10. A __________________________ is an automatic mailing manager.

11. The ______________________ is a rapidly growing web of networks from around the world - a network of networks.

12. The largest and most popular part of the Internet is the _____________________.

13. It is the graphical part of the Internet._ are documents that contain text, graphics, sound, and/or video and have built-in connections called ______.

14. A related collection of Web pages is a _________________________________.

15. A unique address on the WWW is called a _______________________________.

16. A __________________________ is the software on the user’s computer that allows the user to access the Internet via the service provider using a graphical interface.

17. The __________________________ provides the server computer and the software required for you to connect to the Internet. AOL is an example.

18. Computers on the Internet have a standard way to transfer copies of files. This program is called _________________________________.

_____________________________________________________________________________

Exercise Key

Data Communications Systems

Modem

Integrated Services Digital network, ISDN

Wide Area Network (WAN)

Download

Upload

Local Area Network (LAN)

Router

E-mail

Listserv

Internet

World Wide Web (WWW)

Web pages

Web site

Uniform Resource Locator (URL)

Browser

Internet Service Provider (ISP)

File Transfer Protocol (FTP)

___________________________________________________________

Glossary

*Bridge*	A combination of hardware and software that recognizes the messages on a network and passes on those addressed to nodes in other networks.
*Browser*	Software on the user’s computer that allows the user to access the Internet via the service provider, using a graphical interface.
*Data communications systems*	Computer systems that transmit data over communications lines such as telephone lines or cables.
*Download files*	Retrieve from another computer and store them.
*E-mail*	The ability to send messages directly from one computer to another.
*File Transfer Protocol (FTP)*	A standard way to transfer copies of files on the Internet.
*Host computer*	The mainframe computer in a WAN.
*Hub*	A device that repeats signals and connects a group of computers to a network.
*Internet*	A rapidly growing web of networks from around the world -- simply, a network of networks.
*Internet Service Provider (ISP)*	Provides the server computer and the software required for you to connect to the Internet.
*Listserv*	Widely used automatic mailing manager.
Local Area Network (LAN)	A network of computers that share hardware, software, and data in small geographic area.
*Modem*	A device that converts a digital signal to an analog signal and vice versa.
*Newsgroups*	An informal network of computers that allows the posting and reading of messages in newsgroups that focuses on specific topics.
*Plug-ins*	Software that enhances the value of a browser by increasing its features.
*Router*	A special computer that directs communications traffic when several networks are connected together.
*Uniform Resource Locator (URL)*	A unique address on the WWW.
Web pages	Documents that contain text, graphics, sound, and/or video and have built-in connections called hyperlinks.
*Web site*	A related collection of Web pages.
*Wide Area Network (WAN)*	A network of geographically distant computers and terminals.
*World Wide Web (WWW)*	The largest and most popular part of the Internet; it is the graphical part of the Internet.

SF- Study Guide: Computer Network Concepts- Introduction

2009-09-14T01:50:00.000-07:00

Introduction

Methods of Telecommunication

In years past, we relied on the postal service, telephone, radio, books, or newspapers to send or receive information. The computer has opened a variety of ways to communicate more quickly and effectively. Computer systems that transmit data over communications lines such as telephone lines or cables are called data communications systems. These data communications systems have been evolving since the mid-1960s. A network is a computer system that uses communications devices to connect two or more computers and their resources. Although it may seem to be a simple task to connect several computers together to form a network, it requires serious planning and effort to be effective. Let’s begin our study of networking by examining the components needed to transmit data from one computer to another. In the most basic illustration of sending and receiving information, we will see three elements.

A common example of communication is when one computer sends e-mail to another computer across town. The two computers would probably use phone lines to send their message. Each computer will need one other piece of equipment -- modem. A modem is a device that converts a digital signal to an analog signal and vice versa. Modem is short for modulate/demodulate. A modem is required because computer signals are in a digital format and phone signals are in analog format. The speed of transmission of data using a modem is measured in bits per second (bps). Older standards of speed were 9600, 14,400, 28,800, and 33,600 bps, which are very slow by today’s standard of 56,000 bps. 56K speed only applies for receiving data. One technology used to improve speed is Integrated Services Digital Network, ISDN. An ISDN adapter can move data at 128,000 bps over any modem. ISDN does require two separate phone lines -- one for data transmission and one for normal phone use. The fees for this service are fairly expensive, and this service is not available in some locations.

Networks

There are two types of networks: wide area networks (WAN) and local area networks (LAN). First, let’s discuss wide area networks. A wide area network is a network of geographically distant computers and terminals. Personal computers are very often used in this type of network to communicate with mainframe computers. To communicate with a mainframe, a personal computer must employ terminal emulation software. The mainframe computer in this type of network is called the host computer. When a personal computer or workstation is being used as a network terminal, file transfer software enables a user to download files (retrieve them from another computer and store them) and upload files (send files to another computer). WANs are used in networks that span cities, states, countries, and the world. A local area network (LAN) is usually a network of personal computers that share hardware, software, and data. A LAN, as the name implies, covers short distances, usually within one building or a group of buildings within a small geographic area. The computers or nodes can be connected by a shared network cable or by wireless transmission. A network interface card (NIC) may be inserted into a slot inside the computer to handle sending, receiving, and error checking of transmitted data. There are several important terms relevant to LANs. A bridge is a combination of hardware and software that recognizes the messages on a network and passes on those addressed to nodes in other networks. For example, a manufacturing plant might have separate LANs in each of its departments that need to communicate occasionally. A router is a special computer that directs communications traffic when several networks are connected together. If traffic is clogged on one path, the router can determine an alternative path. More recently, now that many networks have adopted the Internet Protocol (IP), routers are being replaced with IP switches, which are less expensive and faster. A hub is a device that repeats signals and connects a group of computers to a network.
Two ways to organize the resources of LANs are client/server and peer-to-peer. A client/server arrangement involves a server, the computer that controls the network. The server computer has a hard disk that holds shared files and often has a very high-quality printer attached. The other computers on the network are called clients. Under the client/server arrangement, the server usually does the processing and only the results are sent to the client. Since the server does most of the heavy work, less-expensive computers can be used as the clients. In the peer-to-peer arrangement all computers have equal status; no one computer is in control. The main disadvantage of the peer-to-peer is lack of speed.

Electronic Mail

Networking has given the opportunity of sending messages directly from one computer to another -- e-mail. E-mail allows the sender to reach one person or many people with one single message. E-mail does not require both participants to be present at the time of transmission; thus, it is a tremendous asset when sending messages across time zones. E-mail has become an indispensable element of business communication, allowing the opportunity to send or receive multiple messages at a time while also reducing the use of paper. One disadvantage is the abundance of junk mail has proliferated as a result of the ease of sending messages by e-mail. America Online (AOL) is one of the largest e-mail service providers. In January 2001 AOL merged with Time Warner to become one of the largest and most influential corporations in America. As you send more and more messages, you may need to know the term Listserv. Listserv is a widely used automatic mailing manager. It has the great advantage of being able to easily handle enormous mailing lists that contain thousands of members. You put yourself on and off a Listserv mailing list by sending mail to a Listserv machine on which the mailing list resides. To get off the Listserv you simply mail another message requesting to signoff. The Internet is a resource for all computer users and has defined technology in the 21^st century. Many people think the Internet sprang up overnight; however, that is not the case. It began in 1969 when research universities and defense contractors needed a network to communicate. At that time, it was not available to the general public. The Internet is a rapidly growing web of networks from around the world—simply, a network of networks. Internet provides many capabilities including e-mail, The World Wide Web (WWW), information retrieval, electronic commerce, newsgroups, and file transfer protocol (FTP). Let’s begin by saying that the Internet is a term used to describe the entire network of networks; the WWW is only one part of the Internet. The WWW, the graphical part of the Internet, is the largest and most popular part of the Internet. The WWW contains billions of documents called Web pages. The WWW was first called a web because the links of computers are so vast and complicated that they resemble a spider’s web. These Web pages are documents that contain text, graphics, sound, and/or video and have built-in connections called hyperlinks. Web pages are stored on computers all over the world. A Web site is a related collection of Web pages. Each Web page has a unique address on the WWW called a Uniform Resource Locator (URL). Let’s look at an example:
http://www.tekxam.com/Who/who.htm

http://	Stands for hypertext transfer protocol	A communications standard used to transfer pages on the Web.
www.tekxam.com	Stands for the domain name	Identifies the Web site, which is stored on a Web server—a computer that delivers requested Web pages.
Who	Path
Who.htm	File name

The domain name is important to note. The domain name for Internet providers in the United States usually ends with three letters (called the zone) that give you a clue to what kind of web site it is. The following chart will provide a quick reference for you.

Zone Name	Description
com	Commercial organizations
edu	Educational institutions
net	Networking organizations
gov	Government sites
mil	Military sites
org	Organizations

In order to use the Internet, a user must have a computer, a modem, a browser, and an Internet Service Provider (ISP). A browser is the software on the user’s computer that allows the user to access the Internet via the service provider, using a graphical interface. Internet Explorer is one of the most popular web browsers today. In addition to the browsers themselves, various vendors offer plug-ins, software that enhances the value of a browser by increasing its features. Typical plug-ins can enhance a site’s audio-video experience or improve image viewing. Most plug-ins can be downloaded from their own web sites. An ISP provides the server computer and the software required for you to connect to the Internet. If you wish to access the Internet using your home computer, you might sign up for an online service, such as America Online, which provides both access to the Internet and a browser in one. Newsgroups such as Usenet, are an informal network of computers that allows the posting and reading of messages in newsgroups that focus on specific topics. Newsgroup topics cover almost any subject you could imagine. A newsgroup is like a very large bulletin board marked off by category. A suggested rule is that you observe the newsgroup for a while, lurking, before you jump in.
In addition to accessing files on the Internet, you may want to make your copy of a particular file. In that case, you would need to download a copy of the file. Computers on the Internet have a standard way to transfer copies of files, a program call FTP, for file transfer protocol. Most downloading is done by a method called anonymous FTP. This means that instead of having to identify yourself with a proper account on the remote computer, you can simply call yourself Anonymous. Therefore, you do not need a password, only your e-mail address.

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Introduction to Computer Science and Programming

As taught in: Fall 2008

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Technical Requirements

A Type-Theoretic Basis for an Object-Oriented Refinement Calculus (1996)

Abstract:

Citations

DIFFERENTIALS AS THE BASIS FOR TEACHING THE CALCULUS.

Typical Predicate Calculus Statements

Fundamental theorem of calculus- Thanks to wikipedia

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Contents

[edit] Physical intuition

[edit] Geometric intuition

[edit] Formal statements

[edit] First part

[edit] Proof

[edit] Corollary

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Calculus- general topics

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SF- Study Guide: Presentations - Exercises

SF- Study Guide: Presentations - Slide Transition and Slide Animation

SF-Study Guide: Presentations - Enhancing the Slides

SF- Study Guide: Presentations - Adding Graphics to a Slide

SF-Study Guide: Presentations - Using a Table in a Slide

SLIDE FIVE

SF- Study Guide: Presentations - Creating a Slide Containing a Chart

SLIDE FOUR

SLIDE FOUR

SF- Study Guide: ADDING ADDITIONAL SLIDES

SLIDE TWO

SLIDE THREE

SF- Study Guide: Presentations - Getting Started

SLIDE ONE

SF- Study Guide: Presentations - Introduction

SF-Study Guide: Initial Skills Expected for the Presentation Section

Basic keyboarding

Fundamental mouse skills

Basic Formatting Techniques

Study Guide: Presentation Module

Study Guide: Presentations - Overview

SF- Study Guide: Legal and Ethical

Outline

I. Legal Issues

II. Ethical Issues

Study Guide: Legal and Ethical Aspects of the Internet

1. Protection of Intellectual Property

2. Internet Service Provider Contracts and Fraud

3. The Internet and Issues Regarding Defamation

4. Internet Issues Involving Privacy

5. Internet Issues Involving Free Speech and Indecency

6. Internet Issues Involving Spamming or Spam Mail

7. A Brief Introduction to Internet Ethics

SF-Study Guide: Internet Skills- TEST

Proficiency Test

SF-Study Guide: Internet Skills

Internet Research and Site evaluation

SF- Study Guide: Troubleshooting

Introduction

SF- Study Guide: Computer Network Concepts- Excercise

End of Concept Exercises

1. Computer systems that transmit data over communications lines such as telephone lines or cables are called _____________________________.

3. is a technology that is capable of moving data at 128,000 bps over any modem. This technology requires two phone lines one for data transmission and one for tradition phone conversation. ______

13. It is the graphical part of the Internet._ are documents that contain text, graphics, sound, and/or video and have built-in connections called ______.