squeakland November 2011

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8 participants
13 discussions

Gobierno Electrónico Software Libre / Electronic Government Free Software
by Carlos Rabassa 25 Nov '11

25 Nov '11

English translation follows the Spanish text Comento sobre mensajes de Ignacio Rodríguez y de Eduardo Ricobaldi del 23 de Noviembre en la lista Comunidad ceibalJam que transcribimos al final de este comentario. Excelente explicación Eduardo (Inicié un nuevo hilo). Recientemente pasamos el día entero escuchando a un muy selecto grupo de programadores y ejecutivos del gobierno, que están llevando a cabo un proyecto muy ambicioso de mover toda la actividad que conlleva administrar nuestro gobierno, a la era digital. La agencia gubernamental que se encarga de esto se llama Agesic: http://agesic.gub.uy/ Se habló mucho sobre software libre porque el gobierno está publicando los datos que recoge y, en muchos casos, usando software libre: http://www.datos.gub.uy/ Entendimos que los están entregando en forma cruda. El gobierno los analizará únicamente para los fines que el mismo gobierno necesita. Nos invita a todos a analizarlos en otras formas, ya sea para nuestra propia información o para usarlos en otras empresas gubernamentales o privadas. En todo lo que sea posible y conveniente usan software libre. La implementación del proyecto está muy en marcha. Como ciudadanos usuarios ya vimos mucho de esto en acción en el mundo real, funcionando muy bien. Una de las grandes ventajas que encuentran en el software libre, es que facilita extender progresivamente el gobierno digital a más instituciones. Sin embargo, en algunas áreas como la Dirección General Impositiva, optaron por software privativo que opinaron les ofrece mayores seguridades considerando lo delicado de su trabajo. Uno de los primeros oradores dijo que el proyecto que nos estaba explicando comenzaron a hacerlo con software privativo porque "de alguna forma teníamos que comenzar". Luego cuando el proyecto se fue concretando, siguiendo las directivas generales del gobierno y muy preocupados desde muy al principio por hacer algo que se pudiese ir transfiriendo a otras organizaciones gubernamentales, liberaron el código. No sabiendo mucho del tema, no entendí todo pero anoté "JEE" y "JPA" y no sé si oi algo de Java. Creemos que nos dijeron exactamente lo que tu, Eduardo, dices muy bien. No empezaron en cero, usaron algunas herramientas de trabajo comerciales. Liberaron el código escrito por ellos, para que otros programadores, trabajando con las mismas o con otras herramientas, puedan construir sobre el código publicado. Explicaron repetidamente todo el esfuerzo que invierten, especialmente el que invirtieron al comenzar, para asegurarse que todo se hace con uniformidad. Hablaron, como punto fundamental, del "Principio de Versión Única" es decir que cuando dos funcionarios de dos dependencias cualesquiera discuten un problema, no quepa duda, sin necesidad de aclararlo, de que ambos se están refiriendo a la misma versión del software, la única que circula en cada momento. Hablaron de que usan el código abierto como lenguaje de comunicación. Esto significa que el código debe incluir abundantes anotaciones y explicaciones muy cuidadosas, completas y claras. El seguir rigurosamente estos dos principios ya les dio resultados cada vez que transfirieron la nueva tecnología a otra dependencia del gobierno. Sus estadísticas señalan que el tiempo y el costo de implementar el gobierno digital en una nueva dependencia, baja cada vez que repiten el proceso, tendiendo finalmente a estabilizarse pero con grandes beneficios en los primeros pasos. La reunión atrajo a muchísimos programadores que obviamente ven una gran posibilidad de ofrecer sus habilidades al gobierno y a empresas privadas. Esta implementación del gobierno electrónico, muestra muy bien que ganar dinero como programador de software libre es una posibilidad muy real. Muestra también que para entrar a este campo, además de saber programar hay que saber adaptarse muy seriamente a los lineamientos generales de este enorme cliente que es nuestro gobierno ya que la buena relación de los nuevos programas con lo ya existente es de primordial importancia. Nuestro gran agradecimiento a Ana Cichero por haber anunciado este interesante evento. Sin ella muy probablemente no nos habríamos enterado. Ahora cuento una anécdota que espero interese a los que se preguntan como hacer para comunicarnos hoy con los demás y qué camino es el mejor. Al acercarnos a la mesa de recepción, alguien me habló desde atrás mío. Era un compañero de la facultad al que no veía desde hace medio siglo. Obviamente le pregunté por qué estaba allí. Me respondió: "Leí el anuncio que publicaste en FIA58, (la lista de nuestros compañeros de facultad)". Mi compañero se refería al mensaje de Ana que re-envié a nuestra lista. Doble agradecimiento Ana! On Nov 23, 2011, at 7:30 PM, Eduardo Ricobaldi wrote: > Otro MITO: Las herramientas y compiladores no tienen que ser GPL para hacer un producto GPL. Hay quien usa .NET o Genexus y publica su fuente. El compilador no tienen nada que ver si es libre, si es barato o si es caro. Si usaron Photoshop para editar el arte del juego, tampoco afecta en nada. Es solamente anecdótico que fuese realizado con herramientas libres, pero no es obligatorio. > > Si el motor del juego es cerrado, quizás puede ser un módulo y queda un software que no es 100% libre, solo es libre lo que se desarrolló. Eso ya es un avance y quien quiera hacer un fork (versión no oficial), puede elegir si usa el mismo motor, otro motor cerrado o implementar el motor. > > Si sale mas caro implementar de cero un motor libre, bueno, genial, sería la última vez. > > Pero esto es un proyecto educativo, o de entretenimiento? (no son nintendos!) > De Apropiación tecnológica o de aplicar "lo que hay" como los celulares? > > Pronto pueden venir las XO 1.75 con un procesador ARM, que no tienen nada que ver con un PC, y todos los binarios que no se puedan recompilar van a ser historia. Lo mismo si cambia el Fedora base, como dijo Alan. > Lo que hoy sale barato, mañana va a salir mas caro. > > Sigamos mejorando. > Eduardo Ricobaldi > Consejo Ubuntu Uruguay > http://www.ubuntu.org.uy > > -- > Enviado desde Ubuntu Linux - 10.04 Lucid Lynx > > El 23/11/11 18:30, Ignacio Rodríguez escribió: >> >> es que en general las empresa utilizamos motores y otras herramientas que son inversión propia de la empresa para hacer este juego, si se hiciera sin eso de 0 saldría mucho más caro > _______________________________________________ > Olpc-uruguay mailing list > Olpc-uruguay(a)lists.laptop.org > http://lists.laptop.org/listinfo/olpc-uruguay English translation May I comment on postings by Ignacio Rodríguez and by Eduardo Ricobaldi, dated November 23, 2011, in the "Comunidad ceibalJam" list. Please find translations of these messages at the end of this page. Excellent explanation, Eduardo (I started a new thread) We recently spent the whole day listening to a most select group of government programmers and executives. They are implementing the most ambitious project of moving all the administration activity of our government into the digital era. The name of the agency in charge of this project is Agesic: http://agesic.gub.uy/ There were constant references to free software because the government is publishing the data they gather and, in many cases, are using free software: http://www.datos.gub.uy/ We understood they are publishing raw data. The government will only analyze this data for whatever needs they have. They invite all of us to analyze it, for our own information or for the use of other government or private entities. They use free software whenever possible and convenient. The implementation of the project is well under way. We, as citizen users, have seen much of this in operation, working really well, in the real world. One of the big advantages they find in the use of free software is that it facilitates the progressive extension of electronic government to more institutions. There are some areas, however, like the Internal Revenue Service, where they use private software. They feel this route offers more security, considering how delicate their work is. One of the first speakers said the project he was showing us was started with private software because "somehow we had to get started". Later on, when the project was taking shape, following the government guidelines and very much concerned from the beginning about facilitating the transfer of the technology to other organizations within and outside government, they liberated the code. Not knowing so much on the subject, I didn´t understand everything but I wrote down "JEE" and "JPA" and maybe I heard something about Java. We believe they told us exactly what you said so well, Eduardo. They didn´t start from zero; they used some commercial tools. They liberated the code they wrote. Other programmers will be able to build on this code using the same or other tools. They repeatedly explained all the effort they invest, particularly the effort invested when they started, to make sure uniformity is respected throughout the whole process. They spoke about the "Single Version Principle" as a fundamental point. This means that when two individuals associated with any two government entities discuss a problem, there should be no doubt, without need of any explanation, they are both referring to the same version of the software, the only one being used at any given time. They said they use the open code as a language for communication. This means the code must include abundant notes and careful, clear and complete explanations. Strictly following these two principles has already produced visible results, each time they transferred the new technology to another government entity. Their statistics show the time and cost of implementing electronic government in a new government branch, go down with each repetition of the process, with a tendency to stabilize but with important benefits during the first steps. The meeting attracted many programmers who obviously see a great opportunity to offer their services to the government as well as to private companies. This implementation of electronic government is clearly showing that making money as a free software programmer is a very definite possibility. It also shows that to enter this field it is necessary not only to master programming but also to be able to seriously follow the general guidelines issued by this huge client, our government. When extending electronic government to a new government entity, the good relation of the new programs with what already exists is essential. A big thank you to Ana Cichero for announcing this interesting event. Without her announcement we most probably had missed it. May I now tell you an anecdote that offers an answer to those who ask how to communicate today with others and which medium is the best. When approaching the reception table, someone spoke to me from behind. He was one of my engineering school classmates whom I hadn´t seen for over half a century. Obviously, I asked him what was he doing there. His answer: "I read your announcement in FIA58 (our classmates mail list)". He was referring to Ana´s message which I forwarded to our group. Double thanks to you, Ana! On Nov 23, 2011, at 7:30 PM, Eduardo Ricobaldi wrote: Another MYTH: In order to make a GPL product, tools and compilers don not have to be GPL. Some programmers use .NET or Genexus and they publish their source code. Whether or not the compiler is free, expensive or inexpensive, doesn´t matter. Using Photoshop to edit the game´s artwork, has no effect either. Using free tools is not mandatory, it only has anecdotic value. If the game´s engine is closed, it might be a module and you end up with software that is not 100% free. Only what you developed is free. This already represents some progress. If someone wants to create a fork (un-official version), he/she will have the choices of using the same engine, another closed engine or creating an engine. If creating a free engine from zero results the more expensive solution, goog, fantastic, it will be the last time [money is spent]. But, is this an educational project or is it entertainment? (these are not nintendos!) Are we acquiring technology or are we using "what there is", like the cell phones? Pretty soon we may get the XO 1.75 with an ARM processor, that has nothing to do with PCs. All binary code that cannot be compiled, will become history. The same if the Fedora base changes as Alan pointed out. What is less expensive today, will be more expensive tomorrow. Let´s keep improving. > Eduardo Ricobaldi > Consejo Ubuntu Uruguay > http://www.ubuntu.org.uy > > -- > Sent from Ubuntu Linux - 10.04 Lucid Lynx > > On 11/23/11, Ignacio Rodríguez wrote: the fact is that we usually use engines and other tools in our companies, which represent our own investment to create this game. Should we attempt to avoid this investment, starting from zero, the new game would result much more expensive. > > _______________________________________________ > Olpc-uruguay mailing list > Olpc-uruguay(a)lists.laptop.org > http://lists.laptop.org/listinfo/olpc-uruguay Carlos Rabassa Voluntario Red de Apoyo al Plan Ceibal Montevideo, Uruguay www.tiny.cc/AprendoILearn

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Re: [squeakland] File error on open and sound reverb problem again
by Mike Lee 24 Nov '11

24 Nov '11

Thanks Karl. Given the Thanksgiving holiday here, I have some days before the volunteers dive into the work. I will issue this as a v8 template. One issue a volunteer encountered was clicking on the book caused it to stick to the cursor despite the book being set to resist being picked up. Someone else also wondered if there is a Send to back key command. I couldn't find one. Mike On Thu, Nov 24, 2011 at 8:56 AM, karl ramberg <karlramberg(a)gmail.com> wrote: > Hi > The Sound reverb was still not set correctly in the project. > A fixed version attached > > On Thu, Nov 24, 2011 at 4:35 AM, Mike Lee <curiouslee(a)gmail.com> wrote: >> >> Hi Karl, >> >> The files used in that screencast are attached. My answers below... >> >> On Wed, Nov 23, 2011 at 8:03 PM, karl ramberg <karlramberg(a)gmail.com> >> wrote: >> > Hi >> > Awesome project. I am really impressed. I see you put a lot of effort >> > and >> > hours into it. >> > And you have collected a lot of sound resources. >> > Reverb does not sound good at all on the spoken sounds. >> > The book turn page sound can be turned of. >> >> I'll place a note in the final documentation for the lesson files, >> which I will complete in January after the files are posted to the >> Lubuto web site, on how to change or deactivate the turn page sound. >> >> > I saw you had some issues that popped up. Like a pre-debugger window at >> > some >> > point. >> > That should really not happen. >> > If I had access to the project I could take a look at it. >> >> Attached. Happy to supply anything else you may need. >> >> > The shared flap tools becoming duplicated is a maybe a feature :-) >> > We could do some checking if a similar named flap was present it would >> > be >> > replaced by the shared one. >> >> Probably not worth the effort as this templating procedure is an edge >> case. >> >> > This we have to look into. >> > Karl >> > >> > >> > On Wed, Nov 23, 2011 at 7:05 AM, Steve Thomas <sthomas1(a)gosargon.com> >> > wrote: >> >> >> >> Mike, >> >> Great job, wonderfully documented. 700 Etoys lesson files WOW!!! >> >> Thanks, >> >> Stephen >> >> >> >> On Tue, Nov 22, 2011 at 2:11 AM, Mike Lee <curiouslee(a)gmail.com> wrote: >> >>> >> >>> Stephen, >> >>> >> >>> I just wanted to let you know that we were able to successfully demo >> >>> our template file this past Sunday with about a dozen volunteers from >> >>> the Special Libraries Association who will be working in the 700 >> >>> lesson files in Etoys on their own in the coming days. >> >>> >> >>> http://www.flickr.com/photos/curiouslee/6376689783/in/photostream >> >>> >> >>> I made a 29-minute screencast of our process and posted it to YouTube: >> >>> >> >>> http://www.youtube.com/watch?v=4LcwApLN7DA >> >>> >> >>> And the supporting document is on Scribd: >> >>> >> >>> >> >>> >> >>> http://www.scribd.com/doc/73438581/LubutoLiteracy-Lessons-Production-Notes-… >> >>> >> >>> Mike >> >>> >> >>> >> >>> On Mon, Nov 14, 2011 at 1:53 AM, Steve Thomas <sthomas1(a)gosargon.com> >> >>> wrote: >> >>> > On Mon, Nov 14, 2011 at 12:49 AM, Mike Lee <curiouslee(a)gmail.com> >> >>> > wrote: >> >>> >> >> >>> >> I'd still like the project local reverb disable button in the Score >> >>> >> Player to work one day sooner than later. >> >>> > >> >>> > Tested in 4.1.2 Alpha (next version not yet released) and it seems >> >>> > Karl >> >>> > fixed the reverb problems. So hopefully sooner. >> >>> > Of course the really cool things in next version are: Pie's, >> >>> > Stencil's >> >>> > and >> >>> > perhaps one or two other surprises!!! >> >>> > Stephen >> >> >> >> >> >> _______________________________________________ >> >> squeakland mailing list >> >> squeakland(a)squeakland.org >> >> http://lists.squeakland.org/mailman/listinfo/squeakland >> >> >> > >> > > >

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Re: [squeakland] File error on open and sound reverb problem again
by Mike Lee 24 Nov '11

24 Nov '11

Stephen, I've tested the file you modified on - Mac OS X 10.6.7 / Etoys 4.1.1 - Windows XP / Etoys 4.1.1 - Windows 7 / Etoys 4.1.1 - OLPC Sugar 11.3.0 / Etoys 113 The fix holds except that on Windows XP & 7, the reverb comes back intermittently. That is fine for now. I would like to find out how to "modify beep" myself (where to find the beep code) at some point so I can apply your code change to another file if needed. I can now proceed with having the volunteers help us on Mac and PC machines. I will also be able to load demo files on XO-1 and XO-1.5 laptops to do demos at the Zambian Embassy in Washington, D.C. I will credit the posters here in future announcements. Mike On Sat, Nov 12, 2011 at 11:13 PM, Steve Thomas <sthomas1(a)gosargon.com> wrote: > Mike, > > Attached is a project that I think may solve your problem. I modified beep > to add the line highlighted below. > beep: anObject > "Play given sound or at least beep." > | sound | > SoundPlayer stopReverb. > anObject isString > ifTrue: > [sound := SoundService default playSoundNamedOrBeep: anObject. > (sound respondsTo: #stopGracefully) > ifTrue: [self costume setProperty: #playingSound toValue: sound]] > ifFalse: > [SoundPlayer resumePlaying: anObject quickStart: true] > > Also did some testing: > > 1) Open Etoys 4.1 build 2390 (Mac OSX 10.6.8) > 2) Open Preferences window > 3) Check soundReverb (NOT set, like that 1985 code ;)) > 4) Open Mike's project > 5) Check soundReverb Preference in Preference WIndow (NOT Set) > 6) Click TestSound Play Button (while Preference Window Open) > 7) Step 6 causes soundReverb Preference to be set > One way to get rid of the Reverb is to execute SoundPlayer stopReverb > The problem is how to do it when project starts/opens. > 1) Tried World script set to run on "opening" (Does NOT work, doesn't > execute when project opens) > 2) Tried Book Script set to run on "opening" (Does NOT work, doesn't execute > when project opens) > 3) Tried Page 1 Script set to run on "opening" (Does NOT work, doesn't > execute when project opens) > 4) Tried Page 2 Script set to run on "opening" (Does work, doesn't execute > when project opens) > > Stephen > On Sat, Nov 12, 2011 at 6:11 PM, Mike Lee <curiouslee(a)gmail.com> wrote: >> >> Bert, >> >> The reverb stayed as it was because I didn't understand that >> commenting out the initialization was going to just preserve the >> reverb toggle state. The reverb disable button on the Score Player was >> clicked the whole time. I toggled the button again, the reverb went >> away. Upon doing a save as and reopening, the reverb was still there. >> >> I captured the sequence through the System Browser in More detail: >> >> http://www.flickr.com/photos/curiouslee/6338769418/sizes/o/in/photostream/ >> >> Mike >> >> >> On Sat, Nov 12, 2011 at 6:03 PM, Bert Freudenberg <bert(a)freudenbergs.de> >> wrote: >> > Looks fine so far. The "line disappearing" after commenting it out is >> > fine, it just means the actual source could not be written since that's >> > read-only just like the image on your system. >> > >> > When you load that project now, and play a sound, the reverb should stay >> > as it was. Doesn't that work? Did you disable the reverb? >> > >> > - Bert - >> > >> > On 12.11.2011, at 19:02, Mike Lee <curiouslee(a)gmail.com> wrote: >> > >> >> I stepped through again following your steps exactly. Pressing cmd-s >> >> on my Macbook Pro running 10.6.7 and Etoys 4.1.1. inexplicably caused >> >> the quoted string to disappear. I went ahead and saved the Etoys >> >> project file, see screenshots: >> >> >> >> >> >> http://www.flickr.com/photos/curiouslee/6337954306/sizes/o/in/photostream/ >> >> >> >> Upon returning to the SoundPlayer class in the code browser, the >> >> original code is gone and replaced with different text. >> >> >> >> The reverb persists. >> >> >> >> To recap, others are telling me there may be a fix in 4.1.2 or 4.2, >> >> but for now it seems like I need to find a resolution to the reverb >> >> manually as I will be distributing 4.1.1 and 700 project files to 20 >> >> volunteers next Sunday. >> >> >> >> This sound reverb issue is undoubtedly some legacy decision that now >> >> must be persisted as a default because so many files expect the effect >> >> to be present. But, like so many aspects of the grandfather clock that >> >> Etoys is, it makes no sense. Imagine if a photo editing program tinted >> >> your images pink by default because some developer years ago thought >> >> that was cool. No other piece of authoring software I've encountered >> >> since I started using graphical computers in 1985 puts a filter effect >> >> on a media asset by default. >> >> >> >> Mike >> >> >> >> On Sat, Nov 12, 2011 at 6:19 AM, Bert Freudenberg >> >> <bert(a)freudenbergs.de> wrote: >> >>> On 12.11.2011, at 11:15, Mike Lee wrote: >> >>> >> >>>> After some hours of reading and clicking around, I finally got to the >> >>>> SoundPlayer initialize string in the class method. >> >>> >> >>> "diving into the byzantine bowels of Squeak Etoys and Smalltalk" - >> >>> very courageous ;) >> >>> >> >>> A better way to open a Squeak Browser in Etoys is via the XO's "view >> >>> source" key. No need to fiddle with preferences. On a Mac that's cmd-comma >> >>> and on PC ctrl-comma. >> >>> >> >>>> I added the quotes closed everything up >> >>> >> >>> You need to press cmd-s / ctrl-s to "accept" the method (possibly you >> >>> did but didn't mention it). It will ask for your initials (every change is >> >>> logged with a time stamp and author). >> >>> >> >>>> and was not able to save the Etoys file due to an error writing the >> >>>> image file. >> >>> >> >>> You normally don't want to save the image file. On many systems you >> >>> can't (as you discovered) because this modifies the Etoys application >> >>> itself. That menu entry is in the developer's world menu (accessible by >> >>> toggling the "etoy-friendly" preference you found). The view-source menu >> >>> leaves these out, which is why we recommend using that. >> >>> >> >>>> Perhaps this is what you mean by >> >>>> "attaching [the change] to the project," which I haven't a clue how >> >>>> to >> >>>> do. >> >>> >> >>> You don't need to do anything special, as long as you edited the >> >>> method while in the project that needs the change. Any method you accept in >> >>> a project is added to that project's changeset automatically. You just need >> >>> to save the project afterwards (and it will ask you if you want to include >> >>> the changes). >> >>> >> >>>> See my screenshots: >> >>>> >> >>>> >> >>>> http://www.flickr.com/photos/curiouslee/6337002318/sizes/o/in/photostream/ >> >>>> >> >>>> Mike >> >>> >> >>> Very nice, I could see exactly what you were doing (except I could not >> >>> guess which OS you were on). >> >>> >> >>> - Bert >> >>> >> >>>> On Fri, Oct 21, 2011 at 6:32 PM, karl ramberg <karlramberg(a)gmail.com> >> >>>> wrote: >> >>>>> I'm not sure what Halo changes Steve suggest... >> >>>>> Fix is quite easy if you know your way around the Etoys system. >> >>>>> Just comment out the SoundPlayer initialize in the class method, see >> >>>>> below. >> >>>>> A change set with this fix can be attached to the project. >> >>>>> >> >>>>> Karl >> >>>>> >> >>>>> >> >>>>> SoundPlayer class>>startUpWithSound: >> >>>>> startUpWithSound: aSound >> >>>>> "Start up the player process." >> >>>>> >> >>>>> + "SoundPlayer initialize." >> >>>>> - SoundPlayer initialize. >> >>>>> SoundPlayer >> >>>>> startPlayerProcessBufferSize: (BufferMSecs * >> >>>>> SamplingRate) // 1000 >> >>>>> rate: SamplingRate >> >>>>> stereo: Stereo >> >>>>> sound: aSound. >> >>>>> >> >>>>> On Fri, Oct 21, 2011 at 8:25 AM, Mike Lee <curiouslee(a)gmail.com> >> >>>>> wrote: >> >>>>>> Karl, >> >>>>>> >> >>>>>> Good to hear of the fix. If reverb is turned off in 4.2, or if I >> >>>>>> change it in the world Halo as Steve suggests, should we expert >> >>>>>> that >> >>>>>> the setting will be honored on prior versions--even if the file is >> >>>>>> changed and resaved? >> >>>>>> >> >>>>>> Mike >> >>>>>> >> >>>>>> On Fri, Oct 21, 2011 at 2:20 AM, karl ramberg >> >>>>>> <karlramberg(a)gmail.com> wrote: >> >>>>>>> I fixed an issue with reverb i that is included in Etoys 4.2. >> >>>>>>> SoundPlayer initializes everytime it is started and the reverb is >> >>>>>>> set >> >>>>>>> to true every time. >> >>>>>>> >> >>>>>>> Karl >> >>>>>>> >> >>>>>>> >> >>>>>>> On Fri, Oct 21, 2011 at 5:51 AM, Mike Lee <curiouslee(a)gmail.com> >> >>>>>>> wrote: >> >>>>>>>> Hi, >> >>>>>>>> >> >>>>>>>> The Lubuto Library Project to develop 700 Etoys lessons in Zambia >> >>>>>>>> is >> >>>>>>>> finally nearing completion after a year of work by teachers and >> >>>>>>>> students in Lusaka. There are 100 lessons in 7 Zambian languages >> >>>>>>>> plus >> >>>>>>>> 700 sound files that have to be associated with a button in the >> >>>>>>>> files. >> >>>>>>>> >> >>>>>>>> Now we have have enlisted a group of Washington, D.C.-area >> >>>>>>>> volunteers >> >>>>>>>> from the Special Libraries Association to help with a final >> >>>>>>>> finishing >> >>>>>>>> pass at the files. >> >>>>>>>> >> >>>>>>>> Though all the files were authored on OLPC XO laptops in Sugar >> >>>>>>>> using >> >>>>>>>> Etoys 3.x, we wish to do the final production on Etoys 4.1 on Mac >> >>>>>>>> and >> >>>>>>>> PC depending on what the volunteer has. The finished files need >> >>>>>>>> to >> >>>>>>>> open and function properly on Etoys 3.x and 4.x on all platforms. >> >>>>>>>> >> >>>>>>>> I have some initial questions regarding some problems working >> >>>>>>>> with the >> >>>>>>>> files across different versions of Etoys. >> >>>>>>>> >> >>>>>>>> 1) When I double-click to open the files from Zambia on Etoys 4.1 >> >>>>>>>> Mac, >> >>>>>>>> I get an error message that prevents the file from loading and >> >>>>>>>> makes >> >>>>>>>> it impossible to close Etoys without a force quit. I have seen >> >>>>>>>> this >> >>>>>>>> error before when I open older project files on new builds of >> >>>>>>>> Etoys on >> >>>>>>>> the XO. On Eotys 4.1 Mac, I can open the file from with Etoys. >> >>>>>>>> Here is >> >>>>>>>> a screen shot: >> >>>>>>>> >> >>>>>>>> http://www.flickr.com/photos/curiouslee/6265581802/in/photostream >> >>>>>>>> >> >>>>>>>> And here is a sample file on Dropbox: >> >>>>>>>> >> >>>>>>>> http://dl.dropbox.com/u/16590498/Citonga%201%20Afabeti%201.003.pr >> >>>>>>>> >> >>>>>>>> 2) The sound reverb problem persists. Opening up the Etoys 4.1 >> >>>>>>>> Score >> >>>>>>>> Player in the files authored in Etoys 3.x and clicking the >> >>>>>>>> Disable >> >>>>>>>> Reverb button doesn't work. >> >>>>>>>> >> >>>>>>>> Thanks in advance to whomever can provide some guidance. >> >>>>>>>> >> >>>>>>>> Mike >> >>>>>>>> _______________________________________________ >> >>>>>>>> squeakland mailing list >> >>>>>>>> squeakland(a)squeakland.org >> >>>>>>>> http://lists.squeakland.org/mailman/listinfo/squeakland >> >>>>>>>> >> >>>>>>> >> >>>>>> >> >>>>> >> >>>> _______________________________________________ >> >>>> squeakland mailing list >> >>>> squeakland(a)squeakland.org >> >>>> http://lists.squeakland.org/mailman/listinfo/squeakland >> >>> >> >>> >> >>> >> >>> >> > >> _______________________________________________ >> squeakland mailing list >> squeakland(a)squeakland.org >> http://lists.squeakland.org/mailman/listinfo/squeakland > >

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Squeak Smalltalk from the start videos
by Lawson English 23 Nov '11

23 Nov '11

Hi all, I'm creating a series of videos for programming Squeak that are intended for a reasonably beginning audience. I don't cover questions like "what is an ASCII character?" and the like, but I don't make too many assumptions about a viewer's background past the assumption that they know what "computer programming" means at some level. Please feel free to critique/make suggestions or otherwise offer feedback. Squeak from the very start Starting with squeak programming with as few assumptions as possible http://www.youtube.com/playlist?list=PL6601A198DF14788D&feature=viewall Lawson

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Re: [squeakland] [etoys-dev] Step by Step debugging and Etoys
by Ricardo Moran 13 Nov '11

13 Nov '11

Hi, I've added a simple "step over" button in the script editor. I attached a project to demonstrate. For now, it's an ugly red circle because I don't have a nice image, but it should work as expected. Limitation: it doesn't work with the repeat tile yet. And it could probably be coded more nicely. Cheers, Richo On Fri, Nov 11, 2011 at 8:51 AM, Bert Freudenberg <bert(a)freudenbergs.de>wrote: > (removing the education-team list from CC because that always bounces for > me as a non-member) > > On 11.11.2011, at 01:38, Steve Thomas wrote: > > > On Thu, Nov 10, 2011 at 7:04 PM, Bert Freudenberg <bert(a)freudenbergs.de> > wrote: > >> You couldn't even press the "next step" button because the world would > be literally stopped. And you wouldn't see what's going on since the world > would not be repainted. That's what "stopping the world" means. > > Ah, well that would be problematic :) Thought it was similar to putting > a self halt. in a script and stepping, which does repaint on forward and > turn. > > Well, yes, I was kind-of overly dramatic to make my point. The thing is, > to make this simple, the world would indeed have to be stopped as I wrote. > As soon as we let the world continue to run, affairs get way less > predictable. Using the debugger is a delicate affair, it works just fine > most of the time, but you have to develop an intuition of how far you can > take things there that will still work. And "most of the time" is not good > enough for Etoys users. > > Besides, once we have the infrastructure in place to be able to highlight > tiles in a script sequentially (as would be needed for single-stepping > regardless of the underlying mechanism) then it is only a small step to > actually "perform" the action of the current tile. And that's precisely our > "second option", which avoids all the traps of process juggling trickery > the regular debugger has to do (*) > > >> Yes, that is a solution we discussed, and think is optimal. The script > would be "interpreted", each message "performed" individually, rather than > executed as a compiled method. > >> > >> It's just ASMOP ;) > > Funny, I have the same answer for developing a new web site, now if I > could only find the time ;) > > > > Thanks, > > Stephen > > Exactly. But I am very happy to see Scott exploring that direction :) > > - Bert - > > (*) It is somewhat mind-boggling to me how interrupting the UI process, > doing a few single-steps, and then proceeding could possibly work. I can > explain it, yes, how the current UI process gets paused, a new UI process > spawned to run the debugger, then when proceeding the new one is killed and > the old one resumed, but still. If that is not mind-boggling to you, you > may not have understood the problem deeply enough yet. Or you have reached > enlightenment already ;) > _______________________________________________ > etoys-dev mailing list > etoys-dev(a)squeakland.org > http://lists.squeakland.org/mailman/listinfo/etoys-dev >

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File error on open and sound reverb problem again
by Mike Lee 12 Nov '11

12 Nov '11

Hi, The Lubuto Library Project to develop 700 Etoys lessons in Zambia is finally nearing completion after a year of work by teachers and students in Lusaka. There are 100 lessons in 7 Zambian languages plus 700 sound files that have to be associated with a button in the files. Now we have have enlisted a group of Washington, D.C.-area volunteers from the Special Libraries Association to help with a final finishing pass at the files. Though all the files were authored on OLPC XO laptops in Sugar using Etoys 3.x, we wish to do the final production on Etoys 4.1 on Mac and PC depending on what the volunteer has. The finished files need to open and function properly on Etoys 3.x and 4.x on all platforms. I have some initial questions regarding some problems working with the files across different versions of Etoys. 1) When I double-click to open the files from Zambia on Etoys 4.1 Mac, I get an error message that prevents the file from loading and makes it impossible to close Etoys without a force quit. I have seen this error before when I open older project files on new builds of Etoys on the XO. On Eotys 4.1 Mac, I can open the file from with Etoys. Here is a screen shot: http://www.flickr.com/photos/curiouslee/6265581802/in/photostream And here is a sample file on Dropbox: http://dl.dropbox.com/u/16590498/Citonga%201%20Afabeti%201.003.pr 2) The sound reverb problem persists. Opening up the Etoys 4.1 Score Player in the files authored in Etoys 3.x and clicking the Disable Reverb button doesn't work. Thanks in advance to whomever can provide some guidance. Mike

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Re: [squeakland] [IAEP] Cédula de Identidad Uruguaya - Dígito de Control / Uruguayan ID Card - Control Digit
by Carlos Rabassa 08 Nov '11

08 Nov '11

Ana, gracias por tus comentarios. Muy bueno el link que ofreces. Gracias. No solo no sabía que este tema y ejemplo se enseñan hoy en las escuelas y liceos sino que recientemente pregunté a varias personas de edades muy variadas y nadie me supo explicar para qué sirve el último dígito en la cédula. Me vine enterando gracias a que pregunté en una lista y me respondió un amigo, uno de tus colegas ya jubilado. ¿Estás segura de que todo este conocimiento está llegando a la mayoría de los alumnos? Pensé también que la cédula de identidad es un tema de actualidad entre los escolares. Recuerdo que uno de los primeros impactos sociales del Plan Ceibal fue que aparecieron niños que técnicamente no existían, no tenían cédula de identidad. La Red de Apoyo al Plan Ceibal hizo un gran esfuerzo por ayudar a estos niños, cada uno era un caso diferente. Recuerdo que algunos habían nacido en otros países, pasaron a vivir con los abuelos en Uruguay y nunca les había llegado el momento de solicitar la cédula. Uno de los tantos usos que pienso se podrían promover para las computadoras es fomentar que los niños ayuden a sus familiares a defender sus derechos. Por eso mencioné como uso de la cédula el verificar que los aportes patronales de los trabajadores son acreditados correctamente. Todos sueñan con jubilarse pero son muy pocos los que se preocupan de asegurarse que hoy están recibiendo en sus cuentas los aportes correctos, que dentro de muchos años serán la prueba de que están en condiciones de jubilarse. Pienso que seleccionando los temas, con muy poco esfuerzo extra se pueden enseñar temas muy útiles para mejorar la calidad de vida que, después de todo, es el propósito final de la educación. Algunos de los ejercicios propuestos, como el de adivinar el dígito faltante, son muy sencillos y pueden dar gran satisfacción a alumnos tal vez bastante jóvenes. Una vez más es triste que no oigamos a ningún maestro que nos explique estos temas. Tal vez todo lo que estoy diciendo está mal pero hablar sobre lo que sé y sobre lo que no sé, parece ser la única forma de hacer hablar a algunos educadores como lo acabas de hacer tú y que mucho te agradezco ya que estamos aprendiendo de lo que nos dijiste y enviaste. Carlos Rabassa Voluntario Red de Apoyo al Plan Ceibal Montevideo, Uruguay On Nov 8, 2011, at 5:40 PM, ana.cichero wrote: > Carlos, > Este ejercicio o ejemplo es un clásico de la educación matemática en uruguay. > Capaz sea un ejercicio que los gurises ya esté demasiado conocido. > > Acá el link al trabajo más conocido sobre el tema que es del año 2003 : http://www.fing.edu.uy/~omargil/educmate/ProyCodigos.html > > 2011/11/8 Carlos Rabassa <carnen(a)mac.com> > English Text Follows Spanish Text > > Pensamos este podría ser un tema interesante para un proyecto usando algunas de las aplicaciones en las computadoras del Plan Ceibal. > > Todos los que vivimos en Uruguay debemos tener, desde la edad de 45 días, nuestra cédula de identidad que contiene nuestro nombre, foto, firma, impresión digital, fecha de nacimiento y un número que nos identifica por el resto de nuestras vidas: > > > > Estos son algunos de los muchos usos de la cédula: > > - Poder recibir la computadora del Plan Ceibal. El plan mantiene una base de datos donde cada computadora entregada está asociada a un estudiante o educador. > > - Tener una cuenta personal en el BPS, Banco de Previsión Social. Presentando la cédula todos los que trabajan en Uruguay pueden verificar que el BPS les está acreditando correctamente los beneficios sociales, que tienen derecho a recibir. > > - Como identificación para viajar a países en nuestra región, en lugar de pasaporte. > > Muy frecuentemente, en la escuela, en el lugar de trabajo, en comercios, en oficinas del gobierno y privadas, nos piden nuestro número de cédula para anotarlo en algún formulario. Es muy fácil que se cometa un error al anotarlo. > > El dígito de control, que es el octavo dígito, que aparece a la derecha del guión como en este ejemplo: > > 5.555.555-5 > > puede ser que no corresponda al que se puede calcular usando los siete primeros dígitos. Eso es una indicación de que muy probablemente hubo un error al anotar este número de cédula. > > Para los que les interese cómo se calcula el dígito de control, hemos preparado esta planilla de cálculo: > > > > Este archivo pueden abrirlo con Excel, Open Office o Google Docs. > > El primer proyecto que sugerimos sería simplemente repetir el cálculo que mostramos, usando una o más de las aplicaciones que ofrecen las ceibalitas. > > Luego, podría ser resolver otros problemas: > > - Dados siete de los ocho dígitos en una cédula, calcular el faltante. > > - Siempre que haya un error, ¿nos dará mal el cálculo del dígito de control? Justificar la respuesta. > > - Si transponemos dos dígitos consecutivos, un error muy frecuente, ¿cambiará el dígito de control calculado? ¿Podremos darnos cuenta en ese caso, cuál fue el error y corregirlo? > > - ¿Hay otras aplicaciones de los dígitos de control en el mundo real, además de la cédula de identidad? > > Para los que quieran profundizar en el tema y hacer otros ejercicios, con gusto les enviaremos el trabajo de Omar Gil y Ricardo Vilaró, que mencionamos en la tabla de cálculo adjunta. > > English Text: > > We believe this could be an interesting subject for a project using some of the applications in the Plan Ceibal computers. > > All of us who live in Uruguay must have, from the age of 45 days, our ID Card containing our name, picture, signature, finger print, date of birth and a number that identifies us for the rest of our lives. > > These are some of the many uses for the ID card: > > - To be able to receive Plan Ceibal´s computer. The plan maintains a database where each computer they have delivered is associated to a student or an educator. > > - To have a personal account with BPS, Banco de Previsión Social. Anyone working in Uruguay may present the ID card and check that BPS is properly crediting the social benefits that person is entitled to receive. > > - As ID to travel to countries in our region, instead of a passport. > > Quite frequently we are asked for our ID card number to fill-in a form, This happens at school, at the work place, at shops, at government and private offices. It is very easy for errors to occur. > > The control digit, this is the eighth digit, shown to the right of the dash as in this example: > > 5.555.555-5 > > might not be the same that may be calculated using the first seven digits. This is an indication that most probably there was an error when writing down this ID card number. > > We have prepared this spreadsheet for those interested in learning how this control digit is calculated: > > > > This file may be opened with Excel, Open Office or Google Docs. > > The first project we would like to suggest is to just repeat the calculation we show, using one or more of the applications in Plan Ceibal´ computers. > > Then, it could be resolving other problems: > > - Given seven of the eight digits in an ID card, calculate the missing digit. > > - Whenever there is an error, is the calculation going to return the wrong control digit? Justify the answer. > > - If we transpose two consecutive digits, a very frequent error, will the calculation result change? Are we going to be able, in such case, to find out what the error was and correct it? > > - Are there other applications in the real world for control digits, besides the ID card? > > We will be glad to send the paper by Omar Gil and Ricardo Vilaró, mentioned in the attached spreadsheet, to anyone who might wish to further study the subject and do other exercises. > > > Carlos Rabassa > Volunteer > Plan Ceibal Support Network > Montevideo, Uruguay > www.tiny.cc/AprendoILearn > > > > _______________________________________________ > IAEP -- It's An Education Project (not a laptop project!) > IAEP(a)lists.sugarlabs.org > http://lists.sugarlabs.org/listinfo/iaep >

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Re: [squeakland] [IAEP] Cédula de Identidad Uruguaya - Dígito de Control / Uruguayan ID Card - Control Digit
by Carlos Rabassa 08 Nov '11

08 Nov '11

Texto en Español sigue al texto en Inglés Chris, thanks for your comments. Unfortunately I guess my message was confusing and you misinterpreted it completely. The purpose of my message was not to brag about my limited knowledge as you seem to have assumed, but to propose what I thought could be a good subject to use in schools while teaching programming. I feel there is a strong need of good ideas to teach programming in an effective and appealing way. Also I feel there is a strong need of showing more clearly the relationship between what is taught and the real world. Let me tell you how did I get to think about all these ideas that ended up with my message about the ID cards. We recently attended a presentation entitled "Pedagogic value of programming". It was at an elementary school as part of a "Ceibal Fair". I thought to myself it was a great idea. We were finally going to listen to a teacher explaining why teaching programming is a good idea and hopefully also listening to a professional educator on the best ways to teach programming. The presentation was offered by a SugarLabs developer, who clarified he is not a teacher. It was limited to showing, line by line, how to write the Python code for three examples. One was finding out the prime numbers smaller than ten. The second was writing funny sentences by mixing parts of sentences at random. The third one was writing a song and playing it, using complex mathematical formulas. I was disappointed, not having heard what was announced. As I listened to all the details of the code, my thoughts were focused on trying to find ideas teachers could use to teach programming, showing it is an exciting subject, with real world applications. Also some examples where the code itself is very simple, allowing teacher and students to focus on the very important aspect of translating real world problems into a computer program. This may be done writing code in English like the presenter did or, maybe better by using a graphic object oriented language to avoid the distraction and frustration of syntax errors. I hope some teacher or teachers will offer one of these days the presentation that was announced on the "Pedagogic value of programming". My personal opinion about insisting on teaching how to write code to everyone, is that we are creating a new digital divide. A very small number of students is learning how to write code. A large number of teachers and students are learning how to hate programming. It seems no one is learning how to use programming to resolve real world problems and have fun in the process. Please correct me. I am not claiming to know everything. I am just showing the scars I have from the days I had to study math the hard way only to grow old and find out there are much more pleasant and fun ways of learning the same subjects. Sincerely, Texto en Español: Chris, gracias por tus comentarios. Desafortunadamente parece que mi mensaje fue confuso y lo mal interpretaste completamente. El propósito de mi mensaje no fue hacer alarde de mis limitados conocimientos como pareces haber supuesto, sino proponer lo que pensé podría ser un buen tema para usar en las escuelas al enseñar programación. Siento que hay una gran necesidad de buenas ideas para enseñar programación en forma efectiva y atrayente. También siento que hay gran necesidad de mostrar más claramente la relación entre lo que se enseña y el mundo real. Déjame decirte cómo llegué a pensar en estos temas que me llevaron a escribir el mensaje sobre las cédulas de identidad. Recientemente escuchamos una presentación titulada "Valor pedagógico de la programación". Tuvo lugar en una escuela primaria, como parte de una "Feria Ceibal". Pensé que era una gran idea. Finalmente oiríamos a un maestro explicando por qué enseñar programación es una buena idea y, esperábamos también oír a un educador profesional hablando sobre los mejores caminos para enseñar programación. La presentación fue ofrecida por un desarrollador de SugarLabs que aclaró no ser maestro. Se limitó a mostrar, línea por línea, cómo escribir el código Python para tres ejemplos. Uno consistía en encontrar los números primos menores que diez. El segundo era construir frases graciosas mezclando al azar partes de oraciones. El tercero era escribir una canción y ejecutarla, usando fórmulas matemáticas complejas. Quedé desilusionado. No escuchamos lo que se había anunciado. Mientras escuchaba todos los detalles del código, mis pensamientos se enfocaban a tratar de buscar ideas que los maestros puedan usar para enseñar programación, mostrándolo como un tema excitante, con aplicaciones en el mundo real. También ejemplos donde el código en sí sea muy simple, permitiendo al maestro y sus alumnos concentrarse en el aspecto tan importante de traducir problemas del mundo real a programas de computadora. Esto se puede hacer escribiendo código en Inglés, como hizo el presentador o, tal vez mejor, usando un programa gráfico orientado a objetos, para evitar la distracción y la frustración de los errores de sintaxis. Espero que algún maestro o maestros ofrezcan uno de estos días la presentación que se nos había anunciado sobre "Valor pedagógico de la programación". Mi opinión personal sobre el insistir en enseñar a escribir código a todos, es que estamos creando una nueva brecha digital. Un número muy pequeño de estudiantes está aprendiendo a escribir código. Un número grande de maestros y estudiantes están aprendiendo a odiar programación. Parecería que nadie está aprendiendo a usar programación para resolver problemas del mundo real y divertirse en el proceso. Por favor corrígeme. No estoy diciendo que sé todo. Simplemente estoy mostrando las cicatrices que tengo de los días cuando tuve que estudiar matemática por el camino difícil para luego de viejo venir a enterarme de que hay maneras de aprender estos mismos temas que son mucho más agradables y divertidas. Sinceramente, Carlos Rabassa Voluntario Red de Apoyo al Plan Ceibal Montevideo, Uruguay On Nov 8, 2011, at 12:53 PM, Chris Leonard wrote: > 2011/11/8 Carlos Rabassa <carnen(a)mac.com> > > English Text: > > We believe this could be an interesting subject for a project using some of the applications in the Plan Ceibal computers. > > > > The first project we would like to suggest is to just repeat the calculation we show, using one or more of the applications in Plan Ceibal´ computers. > > Then, it could be resolving other problems: > > - Given seven of the eight digits in an ID card, calculate the missing digit. > > - Whenever there is an error, is the calculation going to return the wrong control digit? Justify the answer. > > - If we transpose two consecutive digits, a very frequent error, will the calculation result change? Are we going to be able, in such case, to find out what the error was and correct it? > > - Are there other applications in the real world for control digits, besides the ID card? > > We will be glad to send the paper by Omar Gil and Ricardo Vilaró, mentioned in the attached spreadsheet, to anyone who might wish to further study the subject and do other exercises. > > > > [Español abajo] > > Carlos, > > The system you describe is generally referred to as a "checksum". > > http://en.wikipedia.org/wiki/Checksum > > http://es.wikipedia.org/wiki/Suma_de_verificaci%C3%B3n > > There are multiple algorithms for calculating check sums and each has fdifferent features. > > Checksum methods typically employ some form of hashing (from the simple to the complex) and depending on the hashing algorithm used and the construction of the identifier they are used on (e.g. all digits, digits and letters) , checksums are capable of detecting transposition errors, simple single substitutions and / or double substitutions. > > http://en.wikipedia.org/wiki/List_of_hash_functions > > Checksums are widely used in barcoding applications and data transmission to look for data corruption. They are used in all banking transactions and are probably printed on your checkbook. > > The International Standards Organization publishes: > ISO/IEC 7064:2003 "Information technology -- Security techniques -- Check character systems" whcih contains a description of a great many checksum systems and their applicability to different identifier structures. > > An understanding of checksums and their characteristics would certainly be a lesson worth learning for anyone interested in how their information is passed within computer systems. it is also an introduction of computing concepts like error correction. > > cjl > > [Español] > > El sistema usted describe es generalmente denomina "checksum". > > http://en.wikipedia.org/wiki/Checksum > > http://es.wikipedia.org/wiki/Suma_de_verificaci%C3%B3n > > Hay algoritmos múltiples para sumas comprobar calcular y cada tiene características distintas. > > Métodos Checksum emplean típicamente alguna forma de hashing (del simple a lo complejo) y dependiendo del algoritmo hashing utilizado y la confección del identificador se utilizan en (p.ej. todos dígitos, dígitos y letras), checksums son capaces de detectar errores transposición , simple sustituciones sola y / o sustituciones doble. > > http://en.wikipedia.org/wiki/List_of_hash_functions > > Checksums se ampliamente utilizado en códigos de barras aplicaciones y transmisión datos para buscar corrupción datos. Se utilizan en todas transacciones bancarias y son probablemente impreso en su chequera. > > La Organización Normas Internacionales publica: > ISO / IEC 7064:2003 "tecnología información - Técnicas Seguridad - Compruebe sistemas carácter" que contiene una descripción de un sistemas checksum gran muchos y su aplicabilidad a estructuras identificador diferente. > > Una comprensión de checksums y sus características ciertamente sería una lección pena aprender para cualquiera interesado en cómo sus información se pasa dentro sistemas informáticos. también es una introducción de conceptos computación como corrección error.

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Gus Andrews: "What Kids These Days Don’t Learn From Technology"
by Bert Freudenberg 08 Nov '11

08 Nov '11

Begin forwarded message: > From: Sascha Silbe <sascha-ml-reply-to-2011-4(a)silbe.org> > Subject: [IAEP] Gus Andrews: "What Kids These Days Don’t Learn From Technology" > Date: 8. November 2011 13:57:14 MEZ > To: iaep <iaep(a)lists.sugarlabs.org> > > Hi! > > Saw this float by yesterday on #sugar. Very interesting read. > > http://gandre.ws/blog/2011/11/06/angry-birds-is-no-super-artillery/ > > Sascha Yep. - Bert -

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Cédula de Identidad Uruguaya - Dígito de Control / Uruguayan ID Card - Control Digit
by Carlos Rabassa 08 Nov '11

08 Nov '11

English Text Follows Spanish Text Pensamos este podría ser un tema interesante para un proyecto usando algunas de las aplicaciones en las computadoras del Plan Ceibal. Todos los que vivimos en Uruguay debemos tener, desde la edad de 45 días, nuestra cédula de identidad que contiene nuestro nombre, foto, firma, impresión digital, fecha de nacimiento y un número que nos identifica por el resto de nuestras vidas: Estos son algunos de los muchos usos de la cédula: - Poder recibir la computadora del Plan Ceibal. El plan mantiene una base de datos donde cada computadora entregada está asociada a un estudiante o educador. - Tener una cuenta personal en el BPS, Banco de Previsión Social. Presentando la cédula todos los que trabajan en Uruguay pueden verificar que el BPS les está acreditando correctamente los beneficios sociales, que tienen derecho a recibir. - Como identificación para viajar a países en nuestra región, en lugar de pasaporte. Muy frecuentemente, en la escuela, en el lugar de trabajo, en comercios, en oficinas del gobierno y privadas, nos piden nuestro número de cédula para anotarlo en algún formulario. Es muy fácil que se cometa un error al anotarlo. El dígito de control, que es el octavo dígito, que aparece a la derecha del guión como en este ejemplo: 5.555.555-5 puede ser que no corresponda al que se puede calcular usando los siete primeros dígitos. Eso es una indicación de que muy probablemente hubo un error al anotar este número de cédula. Para los que les interese cómo se calcula el dígito de control, hemos preparado esta planilla de cálculo: Este archivo pueden abrirlo con Excel, Open Office o Google Docs. El primer proyecto que sugerimos sería simplemente repetir el cálculo que mostramos, usando una o más de las aplicaciones que ofrecen las ceibalitas. Luego, podría ser resolver otros problemas: - Dados siete de los ocho dígitos en una cédula, calcular el faltante. - Siempre que haya un error, ¿nos dará mal el cálculo del dígito de control? Justificar la respuesta. - Si transponemos dos dígitos consecutivos, un error muy frecuente, ¿cambiará el dígito de control calculado? ¿Podremos darnos cuenta en ese caso, cuál fue el error y corregirlo? - ¿Hay otras aplicaciones de los dígitos de control en el mundo real, además de la cédula de identidad? Para los que quieran profundizar en el tema y hacer otros ejercicios, con gusto les enviaremos el trabajo de Omar Gil y Ricardo Vilaró, que mencionamos en la tabla de cálculo adjunta. English Text: We believe this could be an interesting subject for a project using some of the applications in the Plan Ceibal computers. All of us who live in Uruguay must have, from the age of 45 days, our ID Card containing our name, picture, signature, finger print, date of birth and a number that identifies us for the rest of our lives. These are some of the many uses for the ID card: - To be able to receive Plan Ceibal´s computer. The plan maintains a database where each computer they have delivered is associated to a student or an educator. - To have a personal account with BPS, Banco de Previsión Social. Anyone working in Uruguay may present the ID card and check that BPS is properly crediting the social benefits that person is entitled to receive. - As ID to travel to countries in our region, instead of a passport. Quite frequently we are asked for our ID card number to fill-in a form, This happens at school, at the work place, at shops, at government and private offices. It is very easy for errors to occur. The control digit, this is the eighth digit, shown to the right of the dash as in this example: 5.555.555-5 might not be the same that may be calculated using the first seven digits. This is an indication that most probably there was an error when writing down this ID card number. We have prepared this spreadsheet for those interested in learning how this control digit is calculated: This file may be opened with Excel, Open Office or Google Docs. The first project we would like to suggest is to just repeat the calculation we show, using one or more of the applications in Plan Ceibal´ computers. Then, it could be resolving other problems: - Given seven of the eight digits in an ID card, calculate the missing digit. - Whenever there is an error, is the calculation going to return the wrong control digit? Justify the answer. - If we transpose two consecutive digits, a very frequent error, will the calculation result change? Are we going to be able, in such case, to find out what the error was and correct it? - Are there other applications in the real world for control digits, besides the ID card? We will be glad to send the paper by Omar Gil and Ricardo Vilaró, mentioned in the attached spreadsheet, to anyone who might wish to further study the subject and do other exercises. Carlos Rabassa Volunteer Plan Ceibal Support Network Montevideo, Uruguay www.tiny.cc/AprendoILearn

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squeakland November 2011