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Spain at the Beginning of 21st Century/Statistical summary of Spain in 2000. All shown data belongs to the 2000 edition of "Statistical Yearbook of Spain". Note: "The economic figures are shown in pesetas, the currency used in Spain in the year to which these data correspond, and which was replaced by the Euro in 2002. 1 € = 166.386 pesetas."

Chess Opening Theory/1. e4/1...e5/2. Bc4/2...a5. a5?! Is a weak move for Black, and cuts off all Bishop's Opening theory permanently. FEN:rnbqkbnr/1ppp1ppp/8/p3p3/2B1P3/8/PPPP1PPP/RNBQK1NR w KQkq - 0 3 Played 115,536 times

Algebra/Chapter 9/Completing the Square. Square Root Is Not Negative. We often say that formula_1 is the positive number, which when squared is equal to formula_2. If formula_3 this is perfectly correct, but if formula_4 then formula_5 which is not positive. So to be technically correct (which is part of the fun of math) we should say that formula_1 is the non-negative number, which when squared is equal to formula_2. If it is needed to express that a square root may be both positive and negative, you will see formula_8.

Real Analysis/Normed Linear Spaces. We will give a brief review of concepts from linear algebra regarding linear spaces and their properties. This is not an exhaustive discussion, so the reader is advised to consult a linear algebra text for more details if these topics are unfamiliar. Linear Space. A linear space (also called a vector space) is a set formula_1over a field formula_2 with two operations defined on formula_1, addition and scalar multiplication. Let formula_4 and formula_5. The following eight properties define the structure of a linear space. If the field formula_6, we call this a real linear space. Similarly, if the field formula_7, we call this a complex linear space. We will restrict our study to the case of real linear spaces. Elements of a linear space (or vector space) are called vectors. Example. Euclidean Space. The set formula_8 is the set of all "n"-tuples of real numbers. So for some formula_9, formula_10 where formula_11, formula_12. Say formula_13 and formula_14. This set is a linear space. The addition property and scalar multiplication are shown by and The reader should verify formula_8 satisfies the above eight properties of a linear space. Recall, the Euclidean space is equipped with an inner product (often called the dot product in formula_8) that is given by formula_19. This will come in handy in a following example. Subspace. A subspace of a vector space formula_1 is a nonempty subset formula_21 such that formula_22 is also a linear space. So for any formula_23 and formula_24 we have that formula_25(i.e., formula_22 is closed under addition and scalar multiplication). Example. Consider formula_27 and formula_28. Then the span of formula_29 is the set formula_30. We will show that the set formula_22 is a subspace of formula_1. Proof. First, we need to show that the zero element is in formula_22 (otherwise, it could not be a linear space). It follows that formula_34. Therefore, formula_35. Now, suppose formula_23and formula_24. We see formula_38. Since formula_39 by the field properties of the reals, we have that formula_40. Hence, this set is closed under the vector space operations. Therefore, formula_22 is a subspace of formula_42. The astute reader should notice that this subspace is a plane in three-dimensional space. Basis. A linear combination of vectors is an expression where formula_44and formula_45 for formula_46. This can be expressed in more concise notation as Given a nonempty subset of a linear space formula_48 the set of all linear combinations of elements of formula_29 is called the span of formula_29, which we denote with formula_51. The span of formula_29 will generate a subspace formula_22 of formula_1. A collection of vectors formula_55 from formula_1 is said to be linearly independent when formula_57 only when formula_58. If any nonzero formula_59 satisfies this equation, then the set of vectors is called linearly dependent. A basis of a linear space formula_1 is a linearly independent set of vectors which spans formula_1. That is, the subset formula_48 is a basis if formula_63 and formula_29 is a linearly independent set of vectors. The number of linearly independent vectors it takes to span a vector space defines the dimension of that vector space. A vector space formula_1 is finite-dimensional if it can be spanned by a finite set of basis vectors. If a vector space is not finite-dimensional, it is infinite-dimensional. We denote the dimension of a vector space as formula_66. Example. The "standard basis" of the vector space formula_8 is the set formula_68, where the formula_69-th basis vector has a one in the formula_69-th entry and zeroes elsewhere. So, in three-dimensional space formula_42 our basis is the set formula_72. Hence, any vector in formula_42 can be expressed as a linear combination of these basis vectors. A suggested exercise for the reader is to prove that the expression of a vector as a linear combination of basis vectors is unique. Note that the basis set has 3 elements, so the space it spans has a dimension of 3, i.e, formula_74. Norms. In a linear space, we often want to have a concept of the "size" of elements or of the distance between elements. A norm is a function formula_75 such that for formula_4 and formula_14 the following properties hold. The norm serves as a way to describe the size of individual elements. Now, if the norm is used to describe the size of a difference between vectors (formula_82), it measures the distance between the two. So, we find that the "norm" "induces a metric" on the space formula_1. Hence, we describe a metric function on formula_1 by formula_85. The reader is encouraged to verify that this function satisfies the metric properties. A linear space with a norm on it is called a normed linear space. A normed linear space that is complete is called a "Banach space". Example. Euclidean space formula_8 has a norm given by formula_87. This should be familiar from the Pythagorean theorem. Since formula_88 is complete, we have that formula_8 is also complete. Thus, Euclidean space would also be an example of a Banach space. We should also note that the norm here can be expressed as formula_90. So, in this case, the "inner product induces a norm" on our space.

Algebra/Chapter 17/The Pythagorean Theorem. 17.1: The Distance Formula An Overview of The Pythagorean Theorem. The first expressions for mathematics were closer to Geometry than to Algebra, and the Greeks were the first people to study mathematics for its own sake, leading to generalized theories and proofs. A Greek mathematician named Euclid wrote a book called "The Elements" that presented Geometry as a logical system derived from 5 Axioms or givens and 5 "common sense" assertions about logic. In the Euclid's Elements Proposition 47 is the Pythagorean Theorem which states "In any right triangle, the area of the square whose side is the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares whose sides are the two legs (the two sides that meet at a right angle)." This is quite a mouthful, but as we will see below in algebra we can write it as formula_1. The animation to the right shows an animation of Euclid's proof for Proposition 47. The article on the Pythagorean Theorem shows several other approaches to prove the Pythagorean Theorem including one that was published by the future President of the United States James Garfield in 1876! Integers that conform to the theorem are called Pythagorean Triples, which we will soon address. A clay tablet shows that Pythagorean triplets were being documented almost 4000 years ago, 1,000 years before Pythagoras. One archaeologist theorizes that the tablet might have been a problem set a teacher assigned a student. The Distance Formula - Using The Pythagorean Theorem In Algebra. Let's say that there are two dots on a coordinate plane. How would you find the distance between the two without a ruler? Hint: draw a right triangle. Let's see if you can figure this out yourself before peeking! Suppose you have two points, (x1, y1) and (x2, y2), and suppose that the length of the straight line between them is d. You can derive the distance formula by noticing that you can follow the following path between any two points to obtain a right triangle: start at point 1, change x (keep y constant) until you're directly above or below point 2, and then alter y and keep x constant until you're at point 2. If you follow this path, the length of the first segment that you draw is formula_2 and the length of the second is formula_3. Also, since these two line segments form a right triangle, the Pythagorean Theorem applies and we can write formula_4 or, solving for d, formula_5 This formula is called the distance formula. Another Formula is (and more simplified): formula_1 Pythagorean Triples. If there exist three positive integers who are sides of a right triangle (the sum of the squares of the 2 smaller integers is equal to the square of the largest), then the three numbers are called Pythagorean Triples. Common triples include: 3-4-5 5-12-13 7-24-25 8-15-17 12-35-37 20-21-29 Note: If the three numbers a-b-c are a Pythagorean Triple, then all subsequent multiples of this Triple will satisfy the Pythagorean Theorem. Not all numbers create a Pythagorean Triple. In fact if you connect the corners of a square on a Cartesian grid you've just drawn a line that has an irrational length. formula_7 so the length of the line is formula_8. It is said that the Greek mathematician who proved this, Hippasus was thrown off a ship and drowned for proving that the formula_8 was irrational. The Wikipedia article on Pythagorean Triples shows mathematical research on Pythagorean Triples. If you follow the links on the article you will find that modern mathematicians are still finding new patterns with them. Even if you don't find Pythagorean triples interesting for their own sake, it is worth memorizing the first set: 3-4-5. You are likely to encounter these numbers on standardized tests or in word problems. After you leave school you will find opportunities to use these lengths to quickly test whether an angle you are looking at is square.

Algebra/Chapter 17/Loci. 17.2: Loci of Points Up to this point, all of the equations that we have solved or graphed had only one variable in mind. Loci. A locus (plural: loci) is one of a set of points which satisfies a set of conditions. The usual result is a curve or a surface. In real life, you likely heard of an object's location. As a matter of fact, the word "location" comes from the word "locus" itself. Loci define where in a plane or space that an object is located. The photo on the right illustrates a set of points (or locus) of the headlights as traced under the condition that all vehicles follow the path of the road. In this analogy: Set of Points: The headlight's locations as seen in the photograph<br> Condition: The road that the vehicles must follow<br> Locus: The lanes in the road as illustrated Unfortunately, there is no general equation for finding loci. However, the following steps are typically used to determine the equation for a locus. Equidistance. A point on the x-axis has the coordinates formula_1, and a point on the y-axis has the coordinates formula_2. Practice Problems. Problem 17.1 (Equidistance) Find the locus of points formula_3 such that formula_3 is equidistant from formula_5 and formula_6. Problem 17.2 (Ambulance Station) Two hospitals are located at the points (5, -1) and (2, 8). An ambulance station is to be built such that it is equidistant from the two hospitals. Determine the locus of points that are equidistant from the two hospitals. Problem 17.3 (Locus of a Circle) a. Verify that the points formula_7 and formula_8 lie on the circle formula_9.<br> b. Determine the locus of points equidistant from the points formula_10 and formula_8.<br> c. Determine the relationship between the center of the circle and the locus of points equidistant from the points formula_10 and formula_8. Problem 17.4 (The Rod) A rod of lenth formula_14 slides with its ends on the x-axis and y-axis. Find the locus of its midpoint. Problem 17.5 (The Third Vertex) Two verticies of of a triangle are at formula_15 and formula_16. Find the locus of the third vertex, such that the area of the triangle is 10 square units. Problem 17.6 (Locus from Ordered Pairs) Sketch the set of ordered pairs. Then write an equation for a locus that all of the points in each set might satisfy. a. formula_17<br> b. formula_18<br> c. formula_19 Problem 17.7 (Locus from Lines) Determine an equation, or equations, to represent the locus of points equidistant from each pair of lines. a. formula_20 and formula_21<br> b. formula_22 and formula_23<br> c. formula_24 and formula_25 Problem 17.8 (Locus from Radicals) Determine an equation, or equations, to represent the locus of points equidistant from each pair of graphs. a. formula_26 and formula_27<br> b. formula_28 and formula_29 Problem 17.9 (Flower Bed) The outside edge of a fountain is the locus of points 2 meters from the center. The outside edge of a flower bed is the locus of points 3 meters from the center of the fountain. There is no gap between the fountain and the flower bed. Sketch the flower bed, and find its area. Problem 17.10 (Describing Loci) Describe and list the locus of points in the plane that are 13 units from the origin, and 12 units from the y-axis. Problem 17.11 (Three Times the Distance) Find the equation of locus of a point such that its distance from the origin is three times its distance from the x-axis.

Algebra/Chapter 17/Conic Sections. 17.3: Conic Sections

Chatbots For Social Change/IRB, Research Ethics. Institutional Review Boards (IRBs) have long acted as a much-needed regulatory arm of academic research. Although principles of IRBs may differ slightly amongst jurisdictions, any one IRB will provide a schema for planning ethical human research which gives a good guide for researchers inside or outside the institution. In this section we give a high-level overview of the IRB guidelines for Cornell University, as they apply to experimental interventions on people using Large Language Models. If you are interested in publishing academic research which makes scientific claims based on the results of the intervention, most journals will "require" you to provide the approval you got from an institutional IRB board at a university. If you are not currently a member of a university or institution, your best bet is to find a collaborator or co-author who is willing to act as the contact, and submit to their IRB under their name. Outline of IRB Considerations. Informed Consent: Participants must be fully informed about the nature of their interaction with the LLM, including potential risks, benefits, and the overall purpose of the research. The process must clearly distinguish the human participant's interaction with the AI from more traditional interventions. Special attention must be paid to ensuring participants understand that they are interacting with a machine rather than a person, and how their data might be used, stored, or processed by the AI system. If vulnerable populations are involved, the consent process may require further scrutiny and additional safeguards. Data Collection and Retention: Data collection should be designed with clear protocols for safeguarding participant information. At the outset, the researcher must obtain informed consent, ensuring participants understand the type of data being collected, the purpose of the study, and how their information will be used and protected. Sensitive data, including personally identifiable information (PII), should be minimized to the greatest extent possible. If collecting and storing PII is necessary, the data collection process must involve robust encryption methods, such as AES-256 encryption, both at rest and in transit. This ensures that the data is secure during storage and transfer, preventing unauthorized access or breaches. Additionally, research teams should utilize secure data management platforms, with access restricted to only those individuals directly involved in the study. To align with Cornell IRB standards, researchers must develop a comprehensive data retention and destruction policy. Data should only be retained for as long as is necessary to meet the objectives of the research. It is recommended to clearly outline a data retention period in the IRB submission, which includes specific timelines for data anonymization and deletion. For sensitive datasets, anonymization should involve techniques such as data masking, pseudonymization, or aggregation, which effectively reduce the risk of re-identification. Once the study is complete or the data is no longer needed, researchers must ensure that all data, particularly PII, is securely destroyed using approved methods, such as cryptographic erasure or physical destruction of storage media. Furthermore, if data is to be shared with third parties, strict data-sharing agreements should be established to ensure these entities adhere to the same confidentiality standards and that the data remains protected throughout its lifecycle. By employing these strategies, researchers can adequately protect participants' privacy and meet Cornell IRB's stringent data protection requirements. Risk Assessment: As part of the IRB review, researchers are required to provide a thorough risk assessment, identifying any potential harms that may arise from the use of LLMs. This includes emotional distress, the possibility of biased responses from the AI system, or unintended social consequences resulting from the interaction. If the LLM is designed to have an influence on participants' decision-making, emotions, or social behavior, these risks must be carefully weighed. The IRB will also evaluate how the research team plans to monitor and mitigate such risks, including offering resources or referrals for participants who may need support after the intervention. Impact of LLM on Decision-Making and Autonomy: Given the nature of LLMs to simulate human-like conversation, there is concern about how AI might influence a participant's autonomy. Cornell's IRB expects researchers to clarify how the LLM's responses are generated and to assess whether there is a risk of the chatbot’s recommendations or outputs being perceived as authoritative or manipulative. In fields where the research seeks to create social or behavioral changes, the ethical implications of using LLM-generated content to influence participants must be considered. Researchers should propose clear debriefing mechanisms to ensure participants understand the nature of the interaction post-experiment. Bias and Fairness: Many LLMs may reflect inherent biases from the data they were trained on, potentially leading to socially harmful outcomes. Cornell’s IRB requires researchers to address how they will monitor for and mitigate bias in the LLM's responses, particularly if the intervention affects marginalized or vulnerable groups. This could involve regular auditing of the AI’s outputs for fairness, as well as transparency in how the AI has been trained. Any known limitations or biases within the LLM should be disclosed in the IRB application and communicated to participants. Debriefing and Feedback: For research involving LLMs, especially where the social impact of the intervention is unclear or could have unforeseen consequences, a thorough debriefing process is necessary. The IRB will look for details about how participants will be informed about the true nature of the LLM interaction post-experiment and given the opportunity to ask questions or withdraw their data if they choose. Researchers are encouraged to include a mechanism for participants to provide feedback on their experience, which can also help in identifying any unanticipated risks or impacts. Special Considerations for Social Impact Research: If the research aims to address societal issues or achieve a broader social impact, such as influencing public opinion, political views, or behaviors, Cornell’s IRB will evaluate whether the intervention could lead to unintended social disruptions. For example, if a chatbot is designed to engage with users on sensitive topics like mental health, political ideologies, or social justice, the IRB will require the researcher to provide detailed justifications for the choice of topic, population, and the ethical considerations of using an AI for such interventions. The IRB Review Process. The IRB review process at Cornell University is a collaborative and iterative one, designed to ensure that research involving human subjects adheres to strict ethical standards. After researchers submit their initial proposal, which includes study objectives, methodologies, participant recruitment strategies, and data protection plans, the IRB typically engages in a back-and-forth process with the research team. This communication, often conducted over email, involves the IRB providing detailed feedback and requesting clarifications or modifications to ensure compliance with both institutional policies and federal regulations. The feedback process can require multiple revisions, as the IRB might suggest adjustments to improve participant protections, refine the consent process, or better safeguard sensitive data. Researchers are expected to address these concerns and resubmit their revised protocols for further review. This ensures that the research is ethically sound before approval is granted. Once approved, the IRB’s oversight doesn’t stop. For ongoing or multi-year studies, researchers must submit annual renewal applications to maintain their approval status. Any significant changes to the study design, methodology, or participant involvement during the course of the research also require prior IRB approval through an amendment process. Exempt Status. At Cornell University, certain types of research involving human subjects may qualify for an IRB Exempt category, meaning they are subject to a lighter level of review. While these studies are still required to meet ethical standards, they typically involve minimal risk to participants and are eligible for a streamlined review process. To qualify for exemption, the research must fall into one of several federally defined categories, such as studies involving normal educational practices, anonymous surveys, or research using publicly available data. However, even if a study meets these criteria, it must still be submitted to the IRB for an official determination of exempt status. The exemption does not mean the study is free from oversight. Researchers are still required to follow guidelines related to informed consent, data privacy, and participant welfare. Additionally, any significant changes to the research after exemption is granted must be submitted to the IRB for review to confirm that the study remains eligible for exempt status. Although exempt studies do not require annual renewals, researchers must keep the IRB informed of any updates that could affect the scope or risk level of the research.

Algebra/Formulas. Area of a rectangle: L x W

Spain at the Beginning of 21st Century/Territory and demographics. "All shown statistical data come from the 2000 edition of Statistical Yearbook of Spain". Territory and environment. "Text content to be added here" Demographics. "Text content to be added here"

Spain at the Beginning of 21st Century/Education and health. "All shown statistical data come from the 2000 edition of Statistical Yearbook of Spain". Education. "Text content to be added here" Health. "Text content to be added here"

Spain at the Beginning of 21st Century/Economy. "All shown statistical data come from the 2000 edition of Statistical Yearbook of Spain". Note: "The economic figures are shown in pesetas, the currency used in Spain in the year to which these data belong, and which was replaced by the Euro in 2002. 1 € = 166.386 pesetas." Economic overview. "Text content to be added here" Agriculture, hunting and fishing. "Text content to be added here" Industry and energy. "Text content to be added here" Services. "Text content to be added here"

Norwegian/Vocabulary/Animals. = Dyr (animals) =

Norwegian/Vocabulary/Sports. =Idretter (Sports) =

Norwegian/Vocabulary/Colors. = Farger (colors) =

Norwegian/Vocabulary/Food. = Drikker (drinks) = = Mat (food) =

Norwegian/Vocabulary/Geography. = Geografi (geography) =

Spain at the Beginning of 21st Century/Main events by year. Below is a list of the main historical events in Spain, at each year of the period covered by this book. 2006. "List of events to be added here" 2007. "List of events to be added here" 2008. "List of events to be added here" 2009. "List of events to be added here" 2010. "List of events to be added here" 2011. The historical period covered by this book comes to an end, but several important events occurred during this year: This events can truly be said to mark the beginning of a new stage in Spain's history: a change of government, the end of ETA terrorism, and 15-M movement that would later give rise to the birth of new left-wing political parties. This new stage is clearly different from the 2000s decade in Spain.

Occupational Health/Safety Training. A notable instance of OSHA requiring training are the rules and protocols under 29 CFR 1910.134. However, the implementation of of this rule varies dramatically. In fact, one 1985 paper pointed out that 9% of programs surveyed didn't even properly check for the use of NIOSH-approved respirators! Future questions. To truly evaluate the quality of 29 CFR 1910.134 programs would require a randomized control trial. However, notice that it is "29 CFR 1910.134" trial, not an "N95" trial. In the same way an RCT giving books to uninformed students, or life jackets who won't wear them will not produce any "meaningful" results, giving people respirators with no explanation won't either. One might as well not have a respirator program at all, given the results above. Some RCTs that are "called" N95 RCTs are actually 1910.134 RCTs, like this one. One of the tell-tale signs is that the RCT "excludes" people with beards, people who, under 29 CFR 1910.134, are not allowed to wear negative-pressure respirators.

Hindi/Plurals. In Hindi plurals are different, but not difficult. For example: As per the above examples, it can become "oṅ" or "eṅ" as per the word.

Debian for beginners. This book is for people who do not know much about computers or software. It teaches the basics of downloading, installing and using Debian. Keep in mind:

Debian for beginners/Before install. To install Debian you first need to download and record it on a "installation medium" (USB flash drive, CD, DVD). What "installation image" do I choose? Architecture (64-bits or 32-bits). Before downloading the installation image, check if your system is 64 or 32 bit. It is likely to be 64-bit but in the case you don't know, check it in your motherboard's BIOS. Remember that live images are only for 64-bit PCs. Download image. Download the live image. If your computer is 32-bit, install the 32-bit DVD image. If the memory of your storage device is below 3.5GB, download the CD image. You can also buy official Debian CDs, DVDs and USB drives from a vendor. Recording installation image. You need to record (or "flash") the image on your installation medium. To do that you need to install a special program. We will use Rufus. Backup data. Before installing Debian, copy any important files, from your "target drive", to another drive.

Chess Opening Theory/1. e4/1...e5/2. Nf3/2...f6/3. Nxe5/3...Qe7. Damiano Gambit; Closed Defence Black sees the idea & goes for a safer capture. Nf3 is the best move. Why this is the best move All of white's Qh5+ ambitions are born gone if this is played. Black's g6 is actually effective now, as well.

High School Biology/Organic Compounds. = Organic Compounds = The molecules found in life are uniquely complex in structure and function. The element carbon presents qualities that allow for the synthesis of such molecules. Due to this element's significance in biological compounds, molecules containing carbon, and typically Hydrogen, are known as "organic compounds". The study of organic compounds, organic chemistry, is a vast field, with many of the things we use everyday falling within its bounds. Why Carbon? A carbon atom's nucleus is made up of four (neutrally charged) neutrons, and four (positively charged) protons, comprising a net charge of (+4). Due to this, carbon, and other elements in its group retain four valence electrons, and therefore can share those electrons with other elements to form four covalent bonds. A total of four covalent bonds allows carbon to form more stable complex molecules than other elements due to them resulting in a "full" valence shell of eight electrons. This, along with the prevalence of carbon on Earth, allows for the synthesis of complex macromolecules and life. Bonding. Carbon is particularly able to form large and complex organic molecules. By sharing its four valence electrons with other atoms carbon can form four covalent bonds. Each shared pair of valence electrons between two atoms is considered an individual covalent bond. It is possible for more than one covalent bond to be present between two atoms. By sharing four total outer shell electrons, a double bond is formed (eg. O2). In more specific scenarios, a triple bond can be formed through the sharing of six total valence electrons (eg. N2). Skeleton Structure. The location and number of bonds within a molecule can be represented in multiple ways (Lewis, Stick and Ball, etc.). When studying organic molecules it is typically most convenient to utilize the "skeleton" structuring style. In molecules depicted in this way, covalent bonds are shown as straight unbroken lines, with the vertices between lines being interpreted as carbon atoms. When less than four covalent bonds are depicted on an uncharged carbon atom, the remaining unrepresented bonds are assumed to be to hydrogen atoms. Using the skeleton method of drawing organic compound structures has several advantages and disadvantages: Nomenclature Basics. Although thoroughly covering the terminology of organic compounds is outside the scope of this book, it is important to understand the systematic nature of chemical names. IUPAC Standards. The International Union of Pure and Applied Chemistry (IUPAC) is considered the world authority on chemical terminology. Contrary to a compound's common name, the IUPAC naming system allows for the interpretation of a compound's structure.

Algebra/Chapter 10/Binomial Theorem. 10.3: The Binomial Theorem Factorials. The notation ' formula_1 ' is defined as n factorial. 0 factorial is equal to 1. Proof of 0 factorial = 1 The Binomial Theorem. The binomial thereom gives the coefficients of the polynomial We may consider without loss of generality the polynomial, of order n, of a single variable z. Assuming formula_9 set "z = y / x" The expansion coefficients of formula_11 are known as the binomial coefficients, and are denoted Noting that is symmetric in "x" and "y", the identity may be shown by replacing "k" by "n - k" and reversing the order of summation. A recursive relationship between the formula_15 may be established by considering or Since this must hold for all values of "z", the coefficients of formula_18 on both sides of the equation must be equal for k ranging from 1 through n, and Pascal's Triangle is a schematic representation of the above recursion relation ... Show (proof by induction on "n"). A useful identity results by setting formula_23 The visual way to do the binomial theorem. Lets look at the results for (x+1)n where n ranges from 0 to 3. (x+1)0 = 1x0 = 1 (x+1)1 = 1x1+1x0 = 1 1 (x+1)2 = 1x2+2x1+1x0 = 1 2 1 (x+1)3 = 1x3+3x2+3x1+1x0 = 1 3 3 1 This new triangle is Pascal’s Triangle. It follows a counting method different from difference triangles. The sum of the x-th number in the n-th difference and the (x+1)-th number in the n-th difference yields the (x+1)-th number in the (n-1)-th difference. It would take a lot of adding if we were to use the difference triangles in the X-gon to compute (x+1)10. However, using the Pascal’s Triangle which we have derived from it, the task becomes much simpler. Let’s expand Pascal’s Triangle. (x+1)0 1 (x+1)1 1 1 (x+1)2 1 2 1 (x+1)3 1 3 3 1 (x+1)4 1 4 6 4 1 (x+1)5 1 5 10 10 5 1 (x+1)6 1 6 15 20 15 6 1 (x+1)7 1 7 21 35 35 21 7 1 (x+1)8 1 8 28 56 70 56 28 8 1 (x+1)9 1 9 36 84 126 126 84 36 9 1 (x+1)10 1 10 45 120 210 252 210 120 45 10 1 The final line of the triangle tells us that (x+1)10 = 1x10 + 10x9 + 45x8 + 120x7 + 210x6 + 252x5 + 210x4 + 120x3 + 45x2 + 10x1 + 1x0. Practice Problems. <quiz display=simple points=1/1> </quiz> Problem 2: If 3! * 5! * 7! = n!, what is n?

Algebra/Chapter 14/The Unit Circle. 14.2: The Unit Circle

Short introduction to the use of sewing machines/Sewing labs/Socks. Making socks with sewing machines. In this tutorial we will learn how to make socks that fit properly to the shape and wide of our foots. Preparation. Socks can be made with a single piece of fabric, but also with more than one part; With two, three or more pieces of fabric. The following items may be needed: A fabric with a size of at least 40 inches x 20 inches, this will be enough to make at least one pair of socks. A protractor Scissors Sewing machine, thread and needle. Material selection. Select an elastic fabric, this is due the fact that the upper part is shorter than the middle parts of the socks. An advantage of this, is that you can use natural and organic materials (example: Cotton), the texture, the thickness of the sock and also use breathable materials. An option could be: Solid Stretch Sateen Fabric 95 % cotton 5 % Spandex. Making socks with one piece of fabric. 1.- Taking measures for the template. This can be done with measures taking directly from the shape of your foot, or using one of your socks to copy the measures. Taking measures from socks. Use a pair of your socks and take measures of them: Side of the sock: Length of the sock: 16 inches from top to bottom, also measure: 2.- Drawing the socks lines in the fabric. Create a model for your template: Taking in mind that we are going multiply by 2 the previous measures, since they will be for the frontal and the other side of the sock and will be sew together to make the sock with a single piece of fabric. Use a protractor to measure the angle in which the lower part is oriented: In this case 240 degrees, you can also change it. Measures. The length of the sock will not change. Drawing the template: We will use a fabric 20 inches wide by 20 inches long for the first sock. Mark a dot in the the center of the fabric. Mark a line in 30 degrees up from the left side, and this will be the center, make it 16 inches long, this will be the wide of the socks. This will be a 150 angle. Mark a line 8 inches long 30 degrees to the left of the sock, if we use as reference the vertical straight upper part of the sock (this is a 210 degrees angle). This is the lower part of the sock. Draw the shape of the sock and sew it. Making socks with two piece of fabric. For this way of making socks you can use a pair of socks and cut two pieces of the same shape or you can also use the previous template to make the two pieces. Once you have the 2 pieces cut, sew them together. Notes. Even is this is the process to make personalized socks, once you see the best template for you socks, you can mass produce socks for your own use, since they will fit correctly to the form of your foot. Also see. https://www.wikihow.com/Make-Socks

Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Nc3/3...Nf6/4. g4. = Four Knights Game: Grob Gambit = Interesting move. White sacrifices a pawn.

Chatbots For Social Change/Conversational AI Ethics. Note to self: Stream 2 incorporated in broad strokes. Still need Wk2St1. The ethical use of conversational AI tools is still an emerging topic for discussion, and although there has been some guidance by governments around the world on basic principles of use, these are at best provisional. The observed and theoretically expected intended and unintended consequences of human-chatbot interaction already are so numerous as to fill a lengthy section. However, because the technology is so new, these may only scratch the surface, or at least leave unexpected another significant implication, especially as novel applications continue emerge. This chapter covers both theoretically expected and actualized ethical implications of advanced chatbot technology. From anthropomorphizing and trusting AI tools, to their being used to collect and process sensitive semantic data, to the consequences for society of a seamless integration with and reciprocal definition of this emerging technology, this chapter is still intended only to sensitize the reader to the type of ethical thinking required to use chatbots as a tool for social good. The Fallacy of Universal Morality. One of the primary challenges is defining a universally agreed-upon moral standard. Even widely-held principles can be interpreted differently based on cultural, historical, or personal contexts. Deciding which moral principles to prioritize can inadvertently introduce biases. Arriving at a universally accepted set of principles is ambitious, given the diversity of cultural, religious, philosophical, and personal beliefs globally. However, certain principles seem to be commonly valued across many societies, and with a high degree of agreement (though exact percentages might be challenging to pin down). Let's explore: Fundamental Principles: Ethic of Formulating Ethics: Using these principles as a foundation, we can reason and build upon them to create more specific guidelines for different contexts, including AI and technology. Remember, however, that the true challenge lies in the application of these principles in real-world scenarios, where they may sometimes conflict with one another. The Ethical Imperative of the Transformative Use of Conversational AI. The challenges faced by modern democracies, influenced by factors like the rapid spread of information (and misinformation), increasing polarization, and the influence of money in politics, are pressing. Here's a more detailed exploration of the potential benefits and concerns of such an AI: Benefits: As pertains to your calling to build conversational AI systems: If one believes that the current challenges facing democracies are of such magnitude that they threaten the very foundations of the system, then, yes, there might be a moral argument to be made that those with the capability should strive to develop tools (like a political AI) that address these challenges. However, it's also essential to approach this task with humility, acknowledging the potential pitfalls and ethical challenges such tools might bring. It would likely be a continuous process of refining and reassessing the AI's role, algorithms, and impact on society. Ultimately, whether you feel ethically obligated or obliged to pursue this project will depend on your personal beliefs, values, and circumstances. It might be helpful to engage with mentors, peers, or experts in the field to get diverse perspectives. Engaging in such reflective processes, much like the discursive mediator you envision, can help clarify your path forward. Transparency. The AI should be transparent about its own limitations, the sources of its information, and potential biases in the data it has been trained on. Users should be encouraged to seek multiple sources of information and not rely solely on the AI for forming opinions. Human-in-the-loop. Encouraging Critical Thinking: This is pivotal. Instead of just presenting conclusions, the AI can present multiple perspectives, explain the reasoning behind each, and prompt users to weigh the evidence and come to their own conclusions. By asking open-ended questions or presenting counterarguments, the AI can foster a more analytical approach in users. This approach aligns with the broader educational philosophy of teaching people "how to think" rather than "what to think." By fostering critical thinking and analytical skills, the AI not only helps users navigate contentious issues but also equips them with the tools to evaluate other complex topics they might encounter in the future. Carl Rogers, one of the founding figures of humanistic psychology, emphasized the importance of creating a supportive, non-judgmental environment in which individuals feel both understood and valued. Several of Rogers' principles can be applied to the design of an ethical AI: Integrating these humanistic principles into AI design can lead to systems that not only provide information but do so in a manner that is supportive, respectful, and ultimately more effective in facilitating understanding and growth. Allowing users to provide feedback or challenge the AI's statements can be a way to ensure continuous improvement and refinement of its knowledge and approach. The Dangers of Neutrality. ChatGPT often hesitates in making determinations when it's otherwise super important. This already takes a bit of an ethical stance, and the contours of when it makes moral judgements is already highly biased. Trust and Deception. Impact of AI Conclusions: Given the weight many people place on AI, if an AI system draws a conclusion, it could be viewed as a definitive statement, potentially reducing the space for human debate and interpretation. From ChatGPT's own reasoning: "An AI that makes judgments could lose trust among sections of the user base who feel that the AI's conclusions don't align with their perspective, even if the AI's judgments are based on a rigorous analysis of facts and reason." Unraveling the Black Box. An AI that draws conclusions based on rigorous analysis of facts can promote a more reasoned and fact-based discourse, countering misinformation or overly emotive narratives. This is where we talk about RAG etc. AI Reasoning Independently. When the AI makes decisions based on its own survival. From ChatGPT, reasoning about its own duty to making moral judgements in certain scenarios: "Unintended Consequences: Taking a clear stance, even when justified, might expose the AI to backlash, boycotts, or manipulation attempts." The Ethics of Interaction. There is a very complex web ethical considerations in conversational interaction, whether it be a human or AI that is conversing. In any given conversation, the interlocutor can choose to put you into an ethical dilemma, where non-response can even be ethically meaningful. Instilling a sense of critical thinking in users while providing accurate information in a balanced and reasoned manner can be one of the most effective and ethically responsible ways for an AI to operate in contentious scenarios. Sustainability. The environmental impact is huge! How do we cope with that?

Chess Opening Theory/1. e4/1...e6/2. d3/2...d5/3. Nd2. French Defense: King's Indian Attack. With Nd2 White transposes to the King's Indian Attack. The next moves for white are usually Ngf3, g3, Bg2, O-O and Re1, preparing to fight for the center but also looking at the long term plan of directly attacking the king. This is an excellent reply for players who want to avoid the tricky lines of the French Defense while also deviating away from usual openings.

Short introduction to the use of sewing machines/Sewing labs/Shoe covers. In this laboratory we will learn to create your own shoe cover for rainy seasons or snow seasons. Materials: Nylon fabric (a nylon laundry bag can also be used). 1.- Cut an area twice bigger than the surface area of you shoes. 2.- Wrap the nylon over you shoes 3.- The nylon will be cut as a boot, we will avoid to sew the bottom areas of the shoes, trace lines with chalk for the cuts. Leave 2 lines to wrap and tie the boot. 4.- Sew the shoe cover in more with more than 3 lines to prevent leaking inside the shoe cover. Precautions: Avoid to use this covers in slippery areas or icy areas, a crampon can be used to prevent falls. Recommendation: Had a plastic bag to carry the shoe cover after it's use since it may be wet, and you may want to reuse them.

Short introduction to the use of sewing machines/Sewing labs/Backpack and laptop case covers. In this laboratory we will learn to create your own Backpack and laptop case covers for rainy seasons or snow seasons. Materials: Nylon fabric (a nylon laundry bag can also be used). Backpack cover. 1.- Cut an area twice bigger than the surface area of you backpack. 2.- Make a cube with the shape of your backpack and sew it as desired, leaven the bottom part open to insert the backpack. 3.- Make 2 lines in the area of your backpack to be able to hold it through the straps. 2.- Wrap the nylon over you shoes 3.- The nylon will be cut as a boot, we will avoid to sew the bottom areas of the shoes, trace lines with chalk for the cuts. Leave 2 lines to wrap and tie the boot. Note: Use the top of the backpack cover unsewed. Recommendation: Had a plastic bag to put the cover in after it's use since it may be wet, and you may want to reuse them, and carry it again inside the back pack. Laptop case cover. 1.- Cut an area twice bigger than the surface area of your case. 2.- Make a cube with the shape of your laptop case and sew it as desired, Leaving the bottom part open to insert the backpack. 3.- Make 2 lines in the side of the of your laptop case, and pass the case straps through it to be able to hold it through the straps. Note: Avoid to sew the top of the laptop case, instead use the material as it came, unsewed. Recommendation: Had a plastic bag to put the cover in after it's use since it may be wet, and you may want to reuse them, and carry it again inside the laptop cover.

Guide to Game Development/Rendering and Game Engines/OpenGL/LWJGL. LWJGL. Light Weight Java Game Library - a game engine built on top of OpenGL in Java. opengl

AI Art Generation Handbook/How to install Stable Diffusion/Forge. (1) Ensure your PC meet the basic requirements at main page (2) Download Python 3.10.12 ← Link here (3) During the first page of installation wizard, remember to check Add Python 3.10 To PATH (4) Proceed the rest of installation as per usual (6) Download Forge from this location : https://github.com/lllyasviel/stable-diffusion-webui-forge/releases/download/latest/webui_forge_cu121_torch231.7z or use GitHub command : codice_1 (9) Go to this location: codice_2 to update the Forge to the latest editions

Salute, Jonathan! (Romanica). This is the Romanica translation of Salute, Jonathan!, a story originally by in Interlingue that has been translated into Romanica. Romanica (Interlingua Romanica) is an international auxiliary language created by Josu Lavin and introduced in 2001. It is a reform of Interlingua with a more Romance grammar. Capitulo 1. 1 de maio. Un homine sta in una citate. Le homine scribe un jornal. Le homine vide una citate. Est-que le homine sta in una citate? Si, ille sta in una citate. Est-que le homine sta in...un homine? Non, ille non sta in un homine. Ille sta in una citate. Est-que le homine sta in un traino? Non, ille non sta in un traino. Ille sta in una citate. Le homine sta in una citate. Est-que le homine scribe un jornal? Si, ille scribe un jornal. Est-que le jornal scribe le homine? Non, le jornal non scribe le homine. Un jornal non scribe. Un homine scribe. Le homine scribe le jornal. Est-que la citate vide le homine? Non, la citate non vide le homine. Una citate non vide. Un homine vide. Est-que le homine vide la citate? Si, le homine vide la citate. Ubi sta le homine? Ille sta in una citate. Que scribe le homine? Ille scribe un jornal. Que vide le homine? Ille vide una citate. Ille sta in una citate, et ille scribe un jornal, et ille vide una citate. Est-que le homine "sta" in un jornal? Non, ille "scribe" in un jornal. Est-que le homine vide un homine? Non, ille non vide un homine; ille vide una citate. Le homine est grande. Le homine est bon, et le homine est intelligente. Ille pensa. Ille pensa a la citate. Ille pensa: "Que est la citate? Est-que la citate est bona? Est-que la citate est grande?" Est-que le homine scribe una citate? Non, ille non scribe una citate; una citate est grande. Ille scribe un jornal; un jornal non est grande. Est-que le jornal pensa a le homine? Non, un jornal non pensa. Un homine pensa. Ille pensa a le jornal, et pensa a la citate. Et ille scribe in le jornal. Ille scribe super la citate. Ille scribe: "La citate est bona, et la citate est grande." Ille pensa: "La citate est bona"; ille pensa que la citate est bona. Ille pensa: "La citate est grande"; ille pensa que la citate est grande. Ille pensa a la citate, et ille pensa a le jornal. Que est le jornal? Le jornal est ubi le homine scribe; ille scribe in le jornal. In le jornale, le homine non scribe super le traino; le homine sta in la citate, non in le traino. Ille non pensa a le traino; ille pensa a la citate, la citate Munich. Que est la citate? Illo est Munich. Ubi est Munich? Illo est ubi le homine sta. Ubi est le homine? Ille est in Munich. Si, Munich est una grande citate, et una bona citate. Le homine pensa que Munich est una bona citate, et ille pensa que illo est una grande citate. Le homine est intelligente. Ille dice: "Salute, Munich!" Ille est un bon homine! Le homine sta et pensa: "Ubi est le traino?" Ille vide...ille vide le traino! Ille pensa: "Le traino!" Nunc ille non pensa a le jornal et non pensa a la citate; ille pensa a le traino! Capitulo 2. 2 de maio. Nunc le homine est in le traino. Ille non est in Munich; ille est in un traino. Ille viagia. Ille pensa: "Nunc io viagio de Munich a Vienna. Illo est un bon viage. Io amo viages." Ille pensa a Munich. Ille pensa: "Nunc io soi in le traino, sed heri io era in Munich. Et nunc io scribo un jornal in le traino, sed heri io scribeva un jornal in Munich. Et nunc io penso in le traino, sed heri io pensava in Munich. Heri io pensava a Munich in Munich, et nunc io penso a Vienna in le traino. Nunc io soi in le traino, non in Vienna. Sed io penso et scribo super Vienna." Est-que le homine nunc pensa in Munich? Non, ille nunc non pensa in Munich. Ille pensa in le traino. Heri ille pensava. Ille dice: "Salute, traino!" Le homine est in le traino, et ille viagia a una citate. La citate non est Munich; Munich est la citate de heri. La citate est Vienna; Vienna est la citate de hodie. Le homine pensa a Munich et Vienna. Ille pensa: "Munich era la citate de heri, et Munich era bon. Nunc illo est hodie, et io soi in un traino; le traino est bon. Est-que Vienna sera bona?" Le homine pensa a Munich: Munich era la citate de heri. Ille pensa in le traino: ille est in le traino hodie. Et ille pensa a Vienna: Vienna sera la citate de deman. Et ille pensa: "Munich era grande. Le traino est grande. Est-que Vienna sera grande?" Et ille pensa: "In Munich io scribeva in un jornal. In le traino io scribo in un jornal. Est-que in Vienna io scribera in un jornal? Si, deman in Vienna io scribera in un jornal. Io amo jornales." Le homine pensa multo (ille pensa multo = ille pensa et pensa et pensa), et ille scribe multo. Si, ille est un intelligente homine. Intelligentes homines scriben multo, et pensan multo. Ille est Jonathan; Jonathan est un intelligente homine. Ille scribe: "Io soi Jonathan. Io soi in un traino. Heri io stava in Munich; deman io starai in Vienna." Ille pensa, et scribe: "Le traino...illo est bon, sed vetulo. Illo non est novo; illo est vetulo. Est-que in Munich los trainos son vetulos? Si, los trainos de Munich son vetulos. Sed los trainos de Munich son bonos, et io amo los trainos de Munich. Heri io amava le traino in Munich, et hodie io amo le traino nunc, et deman io amarai le traino in Vienna. Io amo trainos!" Jonathan scribe: "Munich est una bona citate et una vetula citate, et Vienna est una bona citate et una vetula citate. Munich et Vienna non son novos, sed son bonos. Munich et Vienna son vetulas, sed bonas citates. Las citates non son novas, sed bonas. Io amo citates!" Jonathan pensa, que le secundo die de viage est bon. Ille dice: "Hodie era un bon secundo die de viage. Io amo viages!"

History of Rhetoric. Introduction. Rhetoric is most conventionally defined as "the art of persuasion" or "the art of discovering the available means of persuasion in any situation," as Aristotle famously put it, but defining rhetoric is notoriously difficult. Rhetoric could be a broad as meaning human communication or as narrowly defined as only occurring in specific situations, as Lloyd Bitzer claimed in the first issue of "Philosophy and Rhetoric." This book aims to provide an overview of the history of rhetoric in the western tradition from its early roots in ancient Greece to more contemporary discussions of rhetoric as a discipline. Table of Contents. Chapter 1: Greek Beginnings Chapter 2: Roman Rhetoric Chapter 3: Rhetoric in a Christian Context Chapter 4: Rhetoric of the Renaissance Chapter 5: Rhetoric and Reason Chapter 6: Romanticism and Rhetoric Chapter 7: The Rhetoric of the Industrial Revolution Chapter 8: Rhetoric in the Postmodern Condition Conclusion

Bikol/Dialects. Bikol is divided into two dialects: Bikol Naga and Bikol Legazpi. Bikol Naga is spoken primarily in the pilgrim city of Naga while Bikol Legazpi is spoken primarily in the city of Legazpi and in the city of Tabaco. Here are the varying words used in these dialects.

Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Nc3/3...Nf6/4. d4. 4...d4 The Scotch Variation of the Four Knights has a repertoire of being aggressive & unusual. Some point out that it is unsound, but some exclaim it as a natural grab to the center. While still somewhat organic, if Black plays his cards right, then he can save the lost pawn.

How to guarantee recruiting Kecleon in the PMD Explorers Games. This is going to be your guide for recruiting Kecleon without fail in Pokémon Mystery Dungeon: Explorers of Time, Darkness, and Sky. And don't worry; this entire guide is within legitimate gameplay, no glitches, exploits, or hacking devices needed. You may be thinking: "That's absurd! How could you guarantee that I'll recruit Kecleon? That's by far the hardest recruit in the whole game!" And right you are. Kecleon has a base recruitment rate of minus 49.5%. A negative rate means that, without modifiers, it is impossible to recruit Kecleon. To make Kecleon have a positive recruitment rate, your team leader must be Level 99 or 100, hold a "Golden Mask," and have the "Fast Friend" IQ skill. Even after all that, Kecleon's recruitment rate is only 0.1%, or one in a thousand. You must defeat at least 1,386 Kecleons to have at least a 75% chance to recruit Kecleon. Today, I'm going to show you how many Kecleons are needed to "practically" guarantee that you will recruit one. Before you criticize the use of "guarantee", the key word here is "practically." An event is practically impossible if it is so unlikely that, even if all 8 billion people on Earth has a lifespan of 600 years, even if everyone plays it every second of their life, at a rate of one iteration per second, there is at least a 90% chance that the event never happens to anyone in those 600 years. Procedure. Not only is it very hard to recruit Kecleon, but it is also very hard to meet the requirements to make it possible in the first place. If you started with Chikorita as your starter at the beginning of the game, congratulations, you have an eligible Pokémon the moment your adventure begins. Gummis can be found starting in Drenched Bluff, the second dungeon in the game. If you did not start with Chikorita, don't worry, after the credits roll, and after you graduate from Wigglytuff's Guild, you can return to Mystifying Forest and recruit a Chikorita. Regardless of your starter Pokémon pair, you can recruit Hoppip in the Apple Woods starting in Chapter 6. Since Apple Woods allows recruitment even on the first visit, it is possible that one of the Hoppips you defeat during your quest to bring back some Perfect Apples for Wigglytuff will join your team. Time Complexity. Each time you go to Mt. Horn, each floor has an 8% chance of having a Kecleon on it (9% for floors 4-7 and 10% for floors 8-14). That means that there is a 74.46% chance that Kecleon will appear somewhere in the dungeon, which has 14 floors in total. Go to the shop, pick up an item, and select "No" when Kecleon asks if you want to pay. Once the music changes, marked by the "Robbed!" / "Catch that thief!" message, you start defeating Kecleons and hope for the best. If you can defeat at least 10 Kecleons per session, you will need to find Kecleon at least 4,869 times. If you want a Kecleon so badly that you won't eat again until you get one, you can tape your DS or 3DS to a wall and have an A.I. program play the game for you once you have successfully programmed a machine to play according to the above procedure.

Bikol/Affirmation. Here are the ways to use the Bikol word for 'yes' to affirm every statement said. The Bikol word 'iyo' ("ee-YAW") literally means 'yes'. 1) as an expression of feeling surprised. 2) as a form of polite insisting.<br> Example:<br> Maghugas ka nin mga pinggan, iyo?<br> Do the dishes, okay? 3) 'iyo na' is an expression used to mean 'already done'. 4) 'iyong iyo' is an expression used to mean 'over and over again'.<br> Example:<br> Iyong iyo na sana an piggigibo niya.<br> He is doing the same thing over and over again. 5) 'iyo' can be used together with the particles 'ngani' and 'baga'.<br> Example:<br> iyo ngani<br> iyo baga

Bikol/False Friends. False friend is a word or expression that has a similar form to one in a person's native language, but a different meaning (for example English gift and German Gift ‘poison’).

Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Bc5/4. d4/4…Bxd4. This capture is the best way for Black to proceed without entering the Haxo Gambit. White has nothing better to do than Nxd4 to open lines for their pieces.

Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Bc5/4. d4/4…Bxd4/5. Nxd4. White captures the bishop to open up the d1-h4 diagonal for their queen. Black usually responds with 5…Nxd4 but 5…exd4 is a sound alternative

Salute, Jonathan!/Grammar (pronouns). Pronouns. There are two forms, one for the subject (nominative), the other for the object (accusative or dative, oblique case).

Salute, Jonathan!/Grammar (accent). Accent (word stress). The main rule to remember is that primary stress is on the vowel before the last consonant. The syllables bil, ic, im, and ul take the accent on the preceding syllable. In addition, the plural -s and the two syllables men and um at the end of words do not change the stress of the preceding part of the word. Certain endings like -tá and -ería have a written accent, in which case this becomes the accent for the word. And some words have an accent of their own due to reasons such as internationality.

Using and accessing MATE/MATE basic concepts. System Description. In this lesson we will introduce you to what the MATE environment is and its main features. You will also learn how to recognize the graphic elements of the desktop. Introducing MATE. (pronounced , like the South American plant and the infusion of the same name) is a desktop environment, that is, the basic graphical software of your computer. It is what enables you to access and use all your programs, such as word processing and many others. It also gives you the possibility to change your computer's settings, such as the screen colors or the sound volume, and to organize your data in different folders. For example, it is thanks to it that you can classify the documents you have written using a word processing program. MATE is graphical. In addition to text, files matching to programs, documents, folders or hardware connected to your computer are presented on the screen in the form of drawings called icons. Once opened, files and folders are placed inside rectangular areas, called windows. The development of graphical environments has made using computers much easier for the general public. It has also made learning to use them more complex for people with visual impairments. However, several features that make them attractive to sighted people can also be a benefit for people with visual impairments. For example, since the graphical aspect of the system is the same from one application to another, you are able to use the same commands in all your applications. For example, the command to close an application is always the same, whether you are in your word processor or your e-mail program. It is also important to know that this type of usage enables you to work with several applications at the same time: what is called multitasking. To do this, the system uses the available RAM. The more RAM your computer has, the greater the possibilities of using several programs simultaneously. MATE usually comes with all the basic tools for communicating. It enables you to access programs such as the Firefox browser, to view information on the Internet, or the Thunderbird email software, which uses the Internet to exchange emails. Office Description. When you turn on your computer, MATE displays a screen called the Desktop. This basic graphical screen represents the top of a work table, on which are arranged the accessories you need to work. You will now explore the graphical elements of the Desktop screen. Each graphical element will then be covered in more details in the following lessons. At any time, you can return to the MATE Desktop screen by using the Ctrl-Alt-d key combination. This key combination minimizes all open applications on your system: instead of occupying a large window on the screen, they are then reduced to a single button to clear access to the desktop. We'll talk about the default graphical elements that appear when you install MATE. Even if your screen displays different ones or doesn't display some of them, it's important to follow this lesson using the following screenshot (see page 1 of the touch guide). In Lesson 3 of this module, we will cover the desktop display properties. The dashboard, in one or two bars. The most important element of the desktop is the dashboard. By default, the MATE dashboard is a horizontal bar that occupies the top of the screen. On the far left of the dashboard is the main menu, with an Apps button, a Locations button, and a System button. On the right of the dashboard are quick launch icons, followed on the far right by an integrated clock. The Applications button pulls down a menu that provides commands to launch applications and accessories installed on your computer. On MATE, a button is a graphical element that contains text describing its function and can be activated using the mouse or keyboard. Between the two areas (left and right) that we have just presented, the dashboard can also present icons to launch commonly used applications, as well as a special icon that allows you to directly display the desktop, minimizing all the windows that may be open. We'll talk about the dashboard again in Lesson 3 of this module; however, be aware that another horizontal dashboard bar may be present at the bottom of the screen. This bar contains in particular the taskbar, representing all the open applications (it is completely empty if no program has been launched). Indeed, when you start an application in MATE, it opens on the screen in a window but is also represented by a button in the bottom panel (starting from the left); it is also this button that enables you to find the application when its window has been minimized. The dashboard at the bottom of the screen often ends, on the right, with a small rectangle of four boxes representing the workspaces. We will be back about his notion in lesson 4. Note that the two panels, top and bottom, may have been merged in your installation, to make it easier for you to navigate between the desktop and these areas of your screen. This configuration is useful if you are blind, as it simplifies keyboard use by removing the bottom panel, which will not be useful to you with a keyboard. The desktop and its icons. The MATE desktop also has icons. By default, the icons are spread across the entire rectangle of the screen. Let's cover the main ones. The first icon on the desktop is the Trash. This application allows you to recover deleted files or permanently erase them from your disk. Another icon is called Home folder. This folder is a classification unit in which you can store, in folders created by default, files that you have created. We will be back about the notion of file classification in module 3 about the file manager. Note that you can also customize your desktop by creating shortcut icons, or launchers, representing the applications you use regularly. Launchers make it easier for you to access your favourite applications, because they will be placed in the location you choose. You will see how to create a launcher in Module 3 about the file manager. Desktop Navigation. Note that, depending on the configuration, the office can have up to 5 areas: To move between the dashboards and the desktop icon area, you use the Ctrl-Alt-Tab keys. On the dashboards, you use the Tab key to move from one icon to another. Most often, you cannot access the icons of launched applications unless they are in the bottom bar. Take a few moments to move your caret around the desktop. For example, start by positioning your caret on the desktop using Ctrl-Alt-Tab and explore the icons there using the arrow keys. Now, move the caret to the top dashboard using Ctrl-Alt-Tab keys. Then, navigate through the icons using the Tab key. Note that we will see in the next lesson how to take full benefit of the main menu, without going through the dashboard. You have just taken your first step on MATE by exploring the desktop and its default installed elements. In the next lesson, you will learn more about the graphical elements of MATE. If you are already familiar with Windows or another desktop on GNU/Linux, you can go directly to Lesson 3. Graphical elements. MATE has several graphical elements. In this lesson, you will learn how to recognize icons, different types of windows, and menus. Icons. Icons are pictures that represent components of your system. They enable you to interact with your computer: They can be arranged on the desktop or in windows. They occupy the area of a small square of about 1 to 2 centimeters and appear on the screen in different forms. For example, the icon of a drawing application such as Draw takes the form of a sheet on which geometric shapes are juxtaposed, or the icon of the word processing application such as Writer takes the form of a sheet in which a paragraph is represented. In addition, when the icons are arranged on the desktop, the name of these is written just below. Finally, at the top right of each icon, a colored indicator is present. Refer to the desktop image (see page 2 of the touch guide if you are blind, to see the desktop elements as a drawing instead of text. Window Basics. The notion of windows is very important on MATE. At all levels, except for the desktop, the information transmitted or the pages you are working on are framed, therefore presented inside windows. A window is a rectangular area with a border. MATE enables you to open multiple windows at the same time and switch between them. Each window contains a different application or document. Windows can be juxtaposed, that is, side by side, or superimposed, that is, one on top of the other. Superimposed windows can be thought of as a stack of documents, with the active window always on top. Refer to page 3 of the touch guide if you are blind. Windows can vary in size. They can take up part or all of the screen. People with visual impairments are advised to maximize windows to avoid confusion with other elements on the screen. A maximized window takes up the entire screen. Windows can be minimized as buttons, without closing the document or application permanently. Once minimized, windows no longer occupy the desktop space. In an application window, such as what you are reading now, the minimized window button is on the dashboard. With MATE, there are four types of windows: The next sections describe them in detail. The Application Window. Each application opens in windows called application windows. For example, when you launch the Writer word processor, an application window appears on your screen. See page 4 of the Touch Guide if you are blind. The application window has a title bar located horizontally at the top of the window. This title bar indicates in particular the name of the active application and the name of the document in which you are working. The application window also has a system menu box located at the far left of the title bar. This is a small button that opens a system menu. This menu provides window management options such as Close, Maximize, and Minimize the window. We'll come back about using this menu at the end of this lesson. For now, you can see that the Alt-Spacebar keys open the system menu of an application window. The application window also includes three small buttons at the right end of the title bar: These buttons are used to resize or close the application window using the mouse. The application window contains a menu bar located below the title bar that lists each menu available for a given application. These menus are used to perform tasks, which we'll come back about in a moment. For now, note the ten menu titles listed in the screenshot above (page 4 of the touch guide). The Document Window. With MATE, the data you create, such as texts, drawings, spreadsheets, etc., are presented as documents. Each document is arranged in a document window. Note that the document window always appears as part of an application window. These two windows are twinned. A document window is created when you open an application, when you create a new document, or when you open an existing document. For example, if you launch the Writer application, a blank document window opens by default. In this case, the document is a blank page with a writing cursor in the upper-left corner. The document name appears on the title bar of the application window. The application window menu bar is used to manage the active document window and its contents. Remember that the menu bar is located between the title bar and the document. Browse the screenshot above again (page 4 of the touch guide). The Dialog Box. Dialog boxes are another type of window in MATE. They occupy only a part of the screen area. Note that their dimensions are fixed and therefore it is not possible to enlarge or reduce them. A dialog box appears after a command when you need to provide additional information to complete a task. For example, when you save your document for the first time, a dialog box appears asking for details, such as where you want to save the document. Refer to page 5 of the Touch Guide if you are blind. The dialog box has a title bar, which indicates its name, and a Close button at its right end, in the form of a cross, which allows you to cancel the current operations. It presents various options in the form of check boxes or lists, as well as input boxes for entering text. Some dialog boxes have several pages to provide you with additional options. These pages are presented in a stack, with a tab on top being the active one. Each page has a tab that allows you to select it. To move from one tab to another in a given direction, you press Ctrl-Tab, or in the opposite direction, Ctrl-Shift-Tab. You can also position the cursor on the tab name with Tab, and press the arrow keys to change tabs. Finally, the dialog box has buttons to confirm the operation, to cancel it, or sometimes to get help. These buttons are arranged either side by side at the bottom of the box, or one above the other on the right side of the box. In a dialog box, the Tab key is used to move from one element to another in a given direction. When you select the OK or Cancel buttons, the dialog box disappears. You can cancel an operation without going through the Cancel button by simply pressing the Escape key. The Message Box. The message box is another type of window in MATE. These are small windows that appear as needed to give you information. For example, if you try to quit the word processor without saving your document, a message box will inform you about this. At the bottom of the message box, there are buttons that allow you to answer to messages, for example, cancel an operation. The Main Menu. In MATE, the concept of menus is as important as that of windows. There are different types of menus: When you select these menus, lists of commands appear. When you choose a command from an open menu, the command is executed and the menu closes. The main menu is opened using the Alt-f1 shortcut or from the Menu Bar button on the dashboard. Some commands in the main menu are used to open a second menu. Graphically, this is another menu that appears next to the main menu. In addition, some commands in the submenu are used to open a third menu. This is called a menu cascade or nested menu. Refer to page 6 of the touch guide if you are blind. You may notice that the commands in the Applications menu, i.e. Accessories, Universal Access, Other, Office, Education, Graphics, Internet, System Tools, Sound & Video have a triangle next to them, indicating that there is a submenu. To bring up the submenu, select the command and press the Right arrow or Enter key. Also be aware that some commands are followed by three dots. These three little dots indicate that this command will bring up a dialog box with options that you will need to select before you can execute it. You can find more information about the main menu in Lesson 4. For now, let's move on to a second type of menu. Application Menus. Application menus drop down when you activate one of the menu bar items. Remember that in an application window, the menu bar is located below the title bar and has a name for each menu. These names are aligned from left to right on the bar and when you select one, its menu drops down. This menu is made up of commands used to perform tasks. The main menu discussed above thus contains three menus: Applications, Locations and System. Being a menu like any other, we deduce that the menus of an application window can contain submenus. In the majority of MATE applications, the first menu is called File. Refer to page 7 of the touch guide if you are blind. To select a menu, you need to press the f10 key. Then, you can choose the other menus by pressing the Right arrow key. Once the menu name is selected, you open it by pressing the Down arrow key. Another way to open a menu is to hold down the alt key while pressing the underlined character in the menu name. For example, for the File menu, the letter "f" is underlined. So to drop down the File menu, you need to press Alt-f. Once the menu is open, you can select the commands displayed by pressing the Down arrow or the Up arrow. You can then activate the command by pressing the Enter key. In the case of a command with a submenu, prefer to use the Right arrow. Finally, there are shortcut keys that allow you to skip several commands available in the menus without opening them. Most of these shortcut keys begin with the ctrl key followed by a letter on the keyboard. They are indicated in the menus after the name of the command. For example, to save a document, you can press Ctrl-s instead of selecting the Save command from the File menu. The Context Menu. The third type of menu in MATE is the context menu. This can appear in different places on the screen and its contents can vary, as it offers the most commonly used commands for a given graphic element. For example, in a document window, it offers commands related to typing. Refer to page 8 of the Touch Guide if you are blind. To display the context menu, you use the Shift-F10 keys once the graphic element is selected. If your keyboard has one, you can also use the Application key located to the left of the right Ctrl key. If you are using the mouse, you can display the context menu by positioning the pointer over a graphic element and clicking the right mouse button. Once the menu is open, you use the arrow keys to select a command. You can close the menu without placing a command by pressing the Esc key. This concludes this lesson about MATE graphics elements. MATE Display Properties. MATE provides several ways to display desktop items. In this lesson, we'll cover how to change how desktop icons and main menu items are displayed. At the end of the lesson, we'll cover the display properties common to MATE menus and their accessibility. Desktop Icons. The default layout of MATE's desktop icons is meant to be visually pleasing and visible. It is accessible, since the arrow keys allow you to navigate through the icons, but it can be confusing for novice users. Users who prefer a straight, aligned layout can change how the icons are arranged. Here's how to do it. Additionally, it is possible to change the order in which the icons are displayed. In this case, they will be arranged in alphabetical order, from top to bottom and from left to right. If you are interested in this presentation, here is how to obtain it. Finally, if you use the mouse, you can move the icons on the desktop to any location. However, keep in mind that the more you spread the icons out, the less effective their identification by the directional arrows will be. Finally, remember that if you put more icons on the desktop than the screen can display, some of them may overlap. If you reach two icons that are in this case using the arrow keys, you will move from one to the other without being able to move to the others. You will then have to press the home key to place your cursor at the top left of the desktop and get out of the impasse. Application Window Properties. In this section, we'll cover the common display properties of the application windows that come with MATE and how to access them. We'll talk about the Application menu, the toolbars that are present, and the panes. Remember that the things we'll talk about in this lesson apply to all the application windows that come with MATE. However, there are variations in word processing and Internet applications, which we'll talk about later. Affected applications include the Trash, Home Folder, text editor, word processor, web browser, and email software. The next practice is to launch the trash in order to follow the description of its graphic elements. You will find its icon in the form of a trash, on the desktop. It enables you to recover files that you have previously deleted. Now, make sure to minimize the open applications using the Ctrl-Alt-d keys. Now select the Trash on the desktop. Using the keyboard, start by positioning your caret on the first item on the desktop, using the Home key. Then, select the Trash icon using the arrow keys or type the first three characters of the word. Once the caret is over the icon, you can launch the application by pressing the enter key. Using the mouse: Position the mouse pointer over the trash icon and double-click it to open this application. The Trash window should be displayed. If it is not full screen, you can maximize it. To do this, open the system menu with the Alt-Spacebar keyboard shortcut. Select the Maximize command using the Down arrow. If the command does not appear, the application window is already full screen. In this case, press Esc to close the system menu. The Menu Bar. $$$The Trash application window has a menu bar. The File, Edit, View, and Help menus are commonly found in all application windows. These menus may have different names in some applications, but their display logic remains the same. For example, File may be called Media, but it contains the same types of commands. Other menus in apps like the Recycle Bin include Go to and Favorites. The Go to menu lets you quickly move to specific locations in your folders or to places you visit most often. To view the menus present, press the f10 key to move the cursor to the menu bar of the Recycle Bin window and use the Right and Left arrows to move from one menu to another. To view the menu commands, unroll it by pressing the Down arrow. To activate a command, you must select it and press Enter. We recommend that you do not activate any commands at this time. To close the menu, press Esc. You will then find yourself in the list of items present in your Recycle Bin. If you prefer the mouse, place the pointer on the menu bar and click once on the File menu for example. This will unfold and you will be able to explore it by moving your pointer down. If you move your pointer back to the File menu header, and move it to the right on the Edit menu, it will open in turn and the File menu will close. To activate a command, you must move your pointer there and click on it once. We recommend that you do not activate any commands at this time. To close a menu, click outside of it with your mouse, or press Esc. Note that for the Home Folder and Recycle Bin tools, there are two modes for displaying folder contents: list mode and icon mode. Icon view presents the different files and folders according to the space available on the screen. They are therefore distributed from top to bottom and from left to right. List view concentrates the icons on the left side of the screen. This is the most accessible mode, because you only need to press the up and down arrows to select items. In icon mode, you should use all the arrow keys to be sure not to skip an icon. If you haven't already, we recommend that you enable List mode. To do this, pull down the View menu using Alt-a. Select the List or Compact command and press Enter. If one of these commands is already selected, press Esc to return to the list of items in your Trash. Using the mouse, pull down the View menu by clicking on it with your pointer. Click on the List or Compact command. If one of these commands is already selected, press Esc or click outside the menu to close it. Toolbars. In the windows of applications provided with MATE, you can display several toolbars below the menu bar: When they appear, these bars have several buttons that allow you to place commands using the mouse. The commands associated with the buttons are found in the various menus on the menu bar. The buttons on the other bars are difficult to access with a screen reader. We recommend that you disable the display of these bars. To do this, first pull down the View menu using the Alt-a hotkeys. Select one of the bars and, if it is checked, press the Enter key to make it disappear. The View menu will close each time and you will have to repeat the procedure for each bar. If the box is already unchecked, the bars in question are not enabled. Simply press Esc to exit the menu. The Location Bar has an input box where you can type the path to an item on your computer directly. To display the Location Bar, pull down the View menu using the Alt-a hotkeys. Select the Location Bar, and if it is not checked, press Enter to make it appear. The View menu will close. If the box is already checked, the Location Bar is already enabled. Simply press Esc to exit the menu. To access the location bar's input area, press Ctrl-l. By default, the trash address will be displayed as "trash:///". To view the items in the drop-down list associated with the address bar, press Alt-l. To close the list, press Esc. The side flaps. Word processing and Internet browser windows can display panes. These are exploration tools that allow you to display both the content of the current application and a browsing history, a list of bookmarks or bookmarks, in the same window. When this pane is displayed, the window is divided into two rectangles. The left frame contains the pane and the right frame contains the content of the application window. You can decide whether or not to display certain elements of the pane. This depends on the type of display chosen, the pane appearing as long as an element must be displayed. To view an item, use the Alt-a keys to scroll down the View menu. Then, select the item you want. We do not provide an exercise in this section to avoid having to learn a new application. In addition, this pane is often difficult to access with a screen reader. We therefore recommend that you avoid viewing it. This completes this lesson on display properties. To close the trash, press Alt-f4. The Main Menu and Dashboard. The main menu is undoubtedly the most important to know. Indeed, it is the path through which you can, for example, launch your applications and access your computer's files. This lesson introduces the basic commands of the main menu and gives you exercises using the keyboard and mouse. Main Menu Commands. To explore the main menu, press Alt-f1 and navigate using the arrow keys. Then, close it using the escape key. This will take you back to the desktop or the last application window you were in. Now that you have explored the main menu, let's briefly describe its three menus. The Applications menu contains all the software on your computer, organized into categories. This is where the Alt-f1 key takes you by default. This menu is essentially made up of submenus leading to commands to launch applications. The Places menu, to the right of the Applications menu, contains commands that let you quickly access key locations on your computer, such as File Search, Home Folder, or My Computer. The System menu, to the right of the Locations menu, gives you access to more advanced commands for managing your computer. Now that you know the menus in the Main Menu, you will explore the commands specific to each menu. The Applications Menu. Let's go back to the exercises. First, make sure you have unfolded the main menu with the Alt-f1 keys. By default, the cursor arrives in the Applications menu, which you then only have to unfold using the Down arrow key. Explore the commands offered by pressing the Down and Up arrow keys and stop on the Accessories command. Then scroll down the corresponding submenu using the Right arrow or Enter. With the mouse, point it to make the submenu appear. The Accessories submenu offers you other commands like Screenshot, Text Editor, Archive Manager, etc. For now, close the menu by pressing the Left arrow, and move to the right menu with the Right arrow key, which you will press twice. The Locations Menu. You should now be in the Locations menu. To navigate through the commands in this menu, use the arrow keys. In particular, the Recent Documents submenu contains the titles of the last ten documents you have worked on. Another command gives direct access to your personal folder. To view documents that you may have filed in this folder, you must select Personal Folder and press Enter to open the window in which you will find the files and folders that you may have placed there. For now, explore the list of commands and files in the Documents submenu using the arrow keys. We recommend that you do not open any documents at this time. Finally, an important command in this menu is MATE Search Tool. This tool allows you to search for a file, folder, or any other item installed on your computer based on extracts of the file name or its modification or creation date. For more information about this command, see Module 3 titled File Manager. The System Menu. The System menu is where you will find the preferences for your computer and its components. As with the Applications menu, this menu is essentially composed of submenus leading to commands for launching applications. In the Administration category, you will find the Software and Printer Manager. For more information on preferences, refer to module 5 on configuration options. The Log Off command lets you log off a custom work session. You can set up a profile on your computer for multiple users, each with their own files, display settings, and desktop behavior. For example, you might have a session that doesn't automatically launch the screen reader or zoom at startup, while yours does have those tools enabled. Finally, the Shutdown command offers to shut down the computer while exiting MATE, or to restart it. It is strongly recommended to shut down your computer using this command. On a laptop, its shortcut is to press the Power button for 2 seconds. This command allows you to properly close all applications necessary for the proper functioning of MATE for the next startup. The desktop finally offers a shortcut that allows you to open an application, folder, document or web page in another way. This is Alt-f2. With this command, you can launch any application as long as you know the exact spelling of its name and its path. If this is not the case, the predictive function will help you. For example, pluma launches the text editor. In the input field of the Start an application dialog box, you enter: pluma and then press the enter key. This is also the command that you can use directly to start viewing a website. Note that since the main menu is structured in three menus, if you press the Right arrow key when there is no submenu to scroll through or the Left arrow key when you have already closed a submenu, your cursor will be placed on the first item in the right or left menu. Thus, the Left arrow key allows you to navigate the menus from right to left. The Dashboard. The dashboard allows you to access the main menu and switch between applications to multitask. It is accessible from the desktop or from any application where you are working. The main menu and the dashboard are therefore accessible at all times. This section offers you to perform exercises on these concepts. Switching between application windows. To do the exercises in this lesson, you need to open two applications. Start by opening the text editor. Remember that to do this, you need to open the main menu. Select the Accessories command and expand the submenu. Now, select Pluma Text Editor and press the enter key to launch the application. Now launch another application like the file manager. To do this, open the main menu and select the Location command. Then press the Down arrow key to drop down the menu. Now select Home Folder and press the Enter key to launch this application. You should now have two applications open: the Pluma text editor and the File Manager. To switch between the application windows, press the Alt-Tab keys. Holding down the Alt key will switch between the applications each time you press the Tab key. Release the keys when you reach the Pluma application. Note that if you press Alt-Tab, release, and then press Alt-Tab again, release, you switch between the two most recently used application windows. This avoids having to cycle through all the application windows when you switch between two windows you are using simultaneously. However, remember that these are not necessarily the only windows, so the full cycle is done by holding down the Alt key and pressing Tab. Switching between buttons on the dashboard. When an application is open, a button representing it appears on the Dashboard, even if the application window is onscreen or minimized. When multiple applications are open, you can use the Dashboard to switch between them. Additionally, you can minimize all open applications at once and access the desktop. You can minimize them one by one using each application's system menu, or you can minimize all of them at once by pressing Ctrl-Alt-d. The screen now shows the MATE desktop and both applications are minimized to the dashboard. As you learned in Lesson 1, you can reach the dashboard using the Ctrl-Alt-Tab keys. Go to the bottom one. Now press Tab to go through the icons on the dashboard. Among the buttons, you will find those for Home Folder and Pluma. You will also find the other icons on the dashboard as well as the one for the software you are reading this course with. Note that the button refers to the inscription on the title bar of the application window shown. Also note that the more icons there are on the dashboard, the smaller the buttons will be. To open an app on the dashboard, press the Enter key when you have selected it using the Tab key. Workspaces. As seen in Lesson 1, on the far right is the workspace area. A workspace is a unit of organization for your application windows, or even documents. The dashboard icon is a square divided into four smaller squares, arranged like this: one at the top left, one at the bottom left, one at the top right, one at the bottom right. Each of these smaller squares allows you to create thematic spaces on your desktop. So, when you have a large number of windows open, instead of the Alt-Tab key cycling through all the open windows, it will only cycle through the windows belonging to a workspace. So, right now you have three windows open on your desktop: this course, the file manager whose title is your first name, and Pluma. Here's how to send the file manager and Pluma windows to another workspace, so that Alt-Tab here never leaves the course. Conversely, on workspace 2, Alt-Tab will cycle through Pluma and the file manager but never through this course. Each workspace is represented, once inside, as a desktop. You will therefore find exactly the same icons and the dashboard, according to settings strictly identical to those used in your session. The only variations are the open windows. Start by going through the workspaces, using the Ctrl-Alt-arrow keys. You will then notice that, as on the dashboard, each space has a place on the square. Also note that each space tells you that it is on the desktop, which is normal since none of them contain an application window. This is not the case for workspace 1, at the top left, where we are working. You are now in the file manager window, on the workspace located at the top left. To move this application window to another workspace, first open the system menu with the Alt-Spacebar keys. Then, using the Down arrow, select the Move to another workspace command. Expand the submenu using the Right arrow. Finally, choose 2, which is the workspace located at the top right. Press Enter. Your cursor will switch to the other application window open on the workspace and the file manager window will no longer appear. To see it, you must first change workspaces using the Ctrl-Alt-Right arrow keys, then make it appear using the Alt-Tab keys. Now move the application window back to workspace 1. To do this, open the system menu using Alt-Spacebar. Using the arrow keys, select the Move to another workspace command. Expand its submenu using the Right arrow key. Finally, choose Workspace 1. The window returns to its place and you are now on the desktop of workspace 2, since it no longer contains any application windows. Switch back to workspace 1 using Ctrl-Alt-Left arrow keys. The advantage of workspaces, since we can distribute windows there, is that we can therefore classify our windows by theme and speed up the path to switch between applications linked to an activity, a domain, etc. Now you will close the Pluma and File Manager applications. To do this, press the Alt-Tab keys to switch between the two applications open on the workspace1. Once you reach the file manager, close the application by pressing Alt-f4. The cursor will move to the Pluma text editor. To close it, press Alt-f4. When you complete this exercise, your cursor will be on the desktop or dashboard, or the cursor will return to this course. Comparison of MATE with its counterparts. In this lesson, you will learn the main differences between MATE and a command-line interface or other desktop-based interfaces. You will also learn the differences between MATE and the Microsoft Windows world. Comparison between MATE and GNU/Linux in command line. MATE is a system designed on the basis of a GNU/Linux distribution. This one has the reputation of being usable mainly by professionals or enthusiasts, because it would require commands to be manipulated. This historical truth has changed a lot and you will not need the command line. The command line preceded graphical desktops. There are many differences between it and desktops. This section presents some of them. The main difference between MATE and the command line is in the presentation of information. In the command line, information is transmitted in text form and commands are executed exclusively using the keyboard. On the other hand, the MATE environment is a graphical environment, that is, icons, windows, menus are displayed on the screen in addition to the text. In MATE, you can issue commands by clicking on a graphical element such as an icon using a mouse. Similarly, from a command line environment, you can issue commands using the keyboard. A second difference between MATE and the command line is the use of screen real estate. With the command line, by default, each application occupies the entire screen. On the other hand, MATE uses a concept of windows framing applications that can occupy only a part of the screen. Finally, another feature of MATE is the ability to use the computer without a keyboard. In the command line, each program must be named and the command that launches it must be the subject of options with a particular syntax. With MATE, you just have to click to activate an application or one of its commands. The next sections present the main differences between MATE and other desktops and with a Microsoft Windows system. If you are new to computers, we recommend you skip the following. Comparison between MATE and other desktop environments. On your computer, you could install a different distribution than the one recommended to follow this course. Especially since some of them are known to be specifically oriented towards accessibility for visually impaired people. The Vinux, Slint, F123 or AccessDVLinux distributions are based on other ways of presenting information. This means that the keyboard shortcuts are different and do not necessarily correspond to those used under Microsoft Windows. The icons may be arranged differently and the settings may be different. For classic distributions, the only accessible desktop different from MATE is Gnome. The main difference lies in the way you interact with your computer. MATE is mainly keyboard and menu-based, while Gnome was first designed to be used with a mouse. Although it can be used with a keyboard, it does not operate in a menu-based manner. It is more like a succession of bars with drawers that can be activated. To launch an application, the simplest solution is to enter keywords corresponding to the program you are looking for: its name or its function. The computer then searches your hard drive for software, files, folders, or even your Internet searches, which correspond to it. This working method is effective, but requires a certain ability to work with an environment where you have to be agile and handle a certain amount of information. Finally, let's point out that MATE is the only system offering this level of flexibility in display settings. Installed with the Compiz window manager, it includes a magnifier and a screen reader, as well as the ability to work with screen colors. Other distributions do not include the magnifier (Vinux), or have difficulty including a speech synthetizer which has specific shortcuts. Now that you know what sets MATE apart from other GNU/Linux systems, here's what sets it apart from Windows PCs. Comparison with Windows. MATE can easily be opposed to the systems sold by Microsoft on most commercial PCs. First, MATE does not have the same license to use. It is free and allows you to reproduce it, study it and see its manufacturing principles. Microsoft has protected Windows by preventing any reproduction with legal locks. The consequence is that Microsoft's approach is based on the consumption of a disposable product, while MATE is based on the idea of a sustainable system. Then, while updates are imposed on Windows, they are not with MATE. You alone can decide whether to apply them or not, depending on the known accessibility status of the applications. If you apply them, which is generally free, you will not experience any fundamental ergonomic changes in MATE. Microsoft seeks to innovate by always inventing new ergonomic principles, as illustrated by its Windows 7, 8, and 10 products. MATE, over the versions, adds functions and ways of working with the computer, but it does not challenge your benchmarks. Finally, the current ergonomics proposed by Microsoft, without deviating from standard keyboard shortcuts, has become very visual. It is based on ribbon or tile representations, which can make it complex to use. MATE is based on a much more sober and old interface, which allows you to discover the use of a PC with precise markers. On the other hand, MATE has not yet provided the possibility of interacting with the computer by the touch keyboard where you only need manual gestures to control your computer. Windows allows for gesture-based control and by directly touching the screen. It includes a voice synthesis and a magnifying glass as standard, which are however limited. This completes this module on MATE basics. You can complete it by practicing a 5-question quiz. If you are not interested, you can move on to the next module. Questions and Answers. This lesson features a five-question multiple-choice quiz. The answers are in the Quiz Answers section. For added interaction, the reason why the other answers are incorrect is in this area.