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This is such a great article from dog trainer Dee Ganley. You can download it here: http://deesdogs.com/documents/whendoistarttraining.pdf
There are many more other helpful articles on training and behaviour on Dee's website, as well as her training manuals to buy:
There are many more other helpful articles on training and behaviour on Dee's website, as well as her training manuals to buy:
When Do I Start Training??
- Part I
The most important time in your dog's life is right now! His behavior is constantly
changing. A dog that is well-behaved today will not necessarily remain that way forever.
New problems can develop, existing problems can get worse. Dogs are social animals,
but they are animals, and without proper training they will behave like animals. They can
soil your house, destroy your belongings, bark excessively, dig, fight other dogs and even
bite you. Nearly all behavior problems are perfectly normal canine activities that occur at
the wrong time or place or are directed at the wrong thing. For example, he will eliminate
on the carpet instead of outside; he will bark all night long instead of just when a stranger
is prowling around outside; or he will chew furniture instead of his own toys.
Why Obedience Training?
The key to preventing or treating behavior problems is learning to teach the dog to
redirect his normal behaviors to outlets that are acceptable in the domestic setting.
One of the best things you can do for your dog and yourself is to obedience train him.
Obedience training doesn't solve all behavior problems, but it is the foundation for
solving most of them. Training opens up a line of communication between you and your
dog. Effective communication is necessary for instruction. You can teach him anything
from 'stay' (don't bolt out the door) to 'sit' (don't jump up on the visitors) to 'off' or "leave
it" (don't chew the furniture). Training is also an easy way to establish the social
When your dog responds to a simple request of 'come here, sit,' he is showing
compliance and respect for you. It is NOT necessary to establish yourself as top dog or
leader of the pack by using extreme measures such as the so-called alpha roll-over. You
CAN teach your dog his subordinate role by teaching him to show submission to you in a
paw raise (shake hands), roll over or hand lick (give a kiss). Most dogs love performing
these tricks (obedience commands) for you which also pleasantly acknowledge that you
are in charge.
Training should be fun and rewarding for you and your dog. It can enrich your
relationship and make living together more enjoyable. A well-trained dog is more
confident and can more safely be allowed a greater amount of freedom than an untrained
animal. Some people debate whether or not it is possible to train puppies. Others ask
whether it is possible to teach an old dog new tricks. The answer to both questions is an
unequivocal YES. Whatever the age of your dog, the right time to begin training is right
now! Enroll in a local dog training class to learn the basics. Then most teaching and
training can and should be done in your home.
How To Begin
It is best to begin teaching in an area that is familiar to your dog and with as few
distractions as possible. When you feel both you and your dog are skilled at several
commands, then take these commands to different areas. Introducing distractions may
seem like starting all over again, but it's worth the effort. In reality, who cares if your dog
will sit stay when no one is around? What you need is a dog who will sit-stay when
company is at the door. Who cares if your dog heels beautifully in your own back yard?
But you need to start there if you eventually want a dog who will heel beautifully when
walking down Main Street. If you want your dog to be obedient in your car, guess where
you have to practice? If you suddenly want your dog to down-stay while you are trying to
move over 3 lanes to make an exit, you had better find time to practice those commands
in the car long before you need them. Don't drive and practice at the same time. Practice
while the car is parked or while someone else is driving.
When Do I Start Training?? - Part II
Training sessions
Keep the training sessions short and sweet. It is dull and boring to schedule tedious and
lengthy training sessions. Instead, integrate training into your daily routine. Make training
interesting and meaningful to your dog. If Rover insists on following you from room to
room while you are getting ready for the day, then insist he have something to do too.
"Roll over" for your wake-up greeting. "Heel" from the bedroom to the bathroom.
"Down-stay" while you're brushing your teeth. "Heel" from the bathroom to the kitchen.
"Sit-stay" while grinding the coffee beans. "Go find the ball" while you get dressed. Now
"go get the leash" so you can go for a walk. "Sit" when the door is opened, "sit" again
when the door is closed. And so on. Be sure that training infiltrates your dog's favorite
activities such as eating his dinner, playing ball, being petted . His favorite activities
should become training, so that training becomes his favorite activity.
The single most important aspect of training is rewarding your dog for good
behavior. Using food, praise, petting and play will help him learn faster. The more times
the dog is rewarded, the quicker he will learn. Therefore, it's essential that you set up
situations repeatedly in order for him to get plenty of practice at doing the right thing. It's
equally important that you always praise your dog for good behavior instead of taking it
for granted. It's easy to forget to praise good behavior because it goes unnoticed. But the
very nature of misbehavior gets our attention. We don't notice when our dog is lying
quietly, but excessive barking gets our attention. How many of us take notice and praise
our dogs when they chew their own toys? But we all go berserk when we notice our
favorite pair of shoes chewed up! Praise and reward are the most important part of
maintaining good behavior and preventing problems from arising.
Some dogs feel they are constantly bombarded with "NO, No Bad Dog", "Stop that,
get off, shame on you!" They tend to get used to it so the reprimands become
meaningless and are ignored. If most of our interaction with the dog is praise for good
behavior, then reprimands will take on much more meaning. Whenever you find the need
to reprimand your dog, immediately show him what you want him to do, then reward him
for getting it right.
If you catch him chewing the furniture, you're too late in your correction. Watch
your dog when he is looking at something that is inappropriate and say "Uh, Uh." (You
must give him the information as he is thinking of it, not after he has done it.) Then
immediately direct him to his own toys, enthusiastically entice him to chew on them and
praise him for doing so. If done correctly, your voice alone is sufficient to stop the wrong
behavior. Don't continue to nag him. Put him in his crate or make him lie down for 5
minutes if you have spoken to him twice. Never hit, kick, slap or spank your dog. This
type of inappropriate punishment always creates more problems and usually makes
existing problems worse. Not only will you have a barking, chewing dog, but one that is
leery, hand-shy, fearful or aggressive. Proper training is hard work and lots of practice.
But your reward is having a happy, well behaved dog who is a pleasure to be around.
Copyright Ganley/Lyon 2000


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Therapeutic Neuroscience Education: Educating Patients About Pain
Registration |
This class is designed to update attendees on the latest evidence and clinical application of therapeutic neuroscience education for patients in pain. Current best evidence has shown that neuroscience educational strategies utilizing neurobiology and neurophysiology are able to reduce pain, increase function, reduce fear and catastrophization, improve movement and change cognitions and brain activation during pain experiences. Therapeutic neuroscience education changes patient beliefs regarding their pain, thus reducing the threat of pain.
This class will discuss the evolution of therapeutic neuroscience education, why neuroscience education is needed in patient care and, more importantly, the clinical application and implementation of therapeutic neuroscience education for patients with acute, sub-acute and chronic pain. Special features include various metaphors, images, examples and case studies explaining neuroscience to patients in pain. In addition the class will cover clinical issues such as compliance, pacing exercise and activity, incorporation of therapeutic neuroscience education with traditional movement based therapy, billing and insurance reimbursement concerns and delivering therapeutic neuroscience education in busy, time-constrained clinical environments. This class is a must for all professionals dealing with patients in pain.
Day 1 | Saturday | |
8 am | Introduction and Welcome | |
8:15 am | Our Patient and Our Reasoning | |
9:15 am | Cognitions and Pain | |
10 am | Break | |
10:15 am | Education Patients | |
11 am | Therapeutic Neuroscience Education: Nociception and Pain | |
12:30 pm | Lunch | |
1:30 pm | Therapeutic Neuroscience Education: Neuropathic Pain | |
3 pm | Therapeutic Neuroscience Education: Central Sensitivity | |
4:15 pm | Break | |
4:30 pm | Therapeutic Neuroscience Education: Multiple Output Mechanisms Defending | |
6 pm | Adjourn |
Day 2 | Sunday | |
8 am | Recap and Review from Day 1 | |
8:15 am | Clinical Application: Step-by-Step Education for Patients in Pain | |
10 am | Break | |
10:15 am | Clinical Application: Step-by-Step Education for Patients in Pain (cont). | |
11 am | Clinical Issues: Time, Duration, Billing, Other Therapy, Frequency and More… | |
12 pm | Lunch | |
1 pm | Therapy for Pain: Exercise, Movement and More… | |
2:30 pm | Break | |
2:45 pm | Case Study: "Everything Hurts; Nothing helps" – Putting it all Together | |
3:45 pm | Summary, Questions and Finish | |
4 pm | Adjourn |
Target Audience
Physicians, nurses, physical therapists, and other healthcare professionals.
Learning Objectives
- Discuss the latest evidence for therapeutic neuroscience education.
- Demonstrate the clinical ability to apply therapeutic neuroscience education to clinical practice with the use of at least one metaphor shared in class.
- List at least half of the output systems discussed in class and their response in a chronic pain patient.
- List potential strategies to implement therapeutic neuroscience into clinic practice regarding time, staff, billing and traditional therapeutic treatments.
- Design a treatment plan for a chronic pain patient based on output system dysfunctions with correct pain neurophysiological reasoning behind the treatment with information provided in the course.
Adriaan Louw, PT, PhD, CSMT
CEO, International Spine & Pain Institute
Dr. Louw, co-founder and CEO of ISPI, earned both an undergraduate as well as a master's degree in research and spinal surgery rehabilitation from the University of Stellenbosch in Cape Town, South Africa. He is a guest lecturer/adjunct faculty at Rockhurst University, St. Ambrose University and the University of Las Vegas Nevada. In addition, he maintains a clinical practice and is co-owner of The Ortho Spine and Pain Clinic in Story City, Iowa. Adriaan has been teaching postgraduate, spinal manual therapy and pain science classes throughout the US and internationally for 15 years. He is a Certified Spinal Manual Therapist through ISPI. In addition, Adriaan has presented at numerous national and international manual therapy, pain science and medical conferences and has authored and co-authored articles, books and book chapters related to spinal disorders and pain science. Recently, Dr. Louw completed his Ph.D. which centers on therapeutic neuroscience education and spinal disorders.
Relevant to the content of this CME activity, Dr. Louw indicated he is a publisher and receives royalties from OPTP (fitness equipment manufacturer).
Continuing Education Credit
- MD: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Iowa Medical Society (IMS) through the joint providership of Des Moines University (DMU) and the International Spine and Pain Institute. DMU is accredited by the IMS to provide continuing medical education for physicians. DMU designates this live activity for a maximum of 14.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
- DO: Des Moines University is accredited by the American Osteopathic Association (AOA) and approves this live activity for a maximum of 14.5 AOA Category 2-A CME credits.
- Nurse: Des Moines University is Iowa Board of Nursing approved provider #112. This live activity has been reviewed and approved for 17.40 continuing education contact hour(s). No partial credit awarded.
- Other: This live activity is designated for 14.5 AMA PRA Category 1 Credits™.
The information provided at this CME activity is for continuing education purposes only and is not meant to substitute for the independent medical judgment of a healthcare provider relative to diagnostic and treatment options of a specific patient's medical condition. The content of each presentation does not necessarily reflect the views of Des Moines University.
International Spine and Pain Institute
PO Box 232
Story City, IA 50248
Available Credit
- 14.50 AMA PRA Category 1 Credits™
- 14.50 AOA Category 2A
- 14.50 CE Contact Hour(s)

subset: commoncrawl


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As scientists continue the hunt for energy sources that are safer, cleaner alternatives to fossil fuel, an ever-increasing amount of valuable farmland is being used to produce bioethanol, a source of transportation fuel. And while land-bound sources are renewable, economists and ecologists fear that diverting crops to produce fuel will limit food resources and drive up costs.
Now, Prof. Avigdor Abelson of Tel Aviv University's Department of Zoology and the new Renewable Energy Center, and his colleagues Dr. Alvaro Israel of the Israel Oceanography Institute, Prof. Aharon Gedanken of Bar-Ilan University, Dr. Ariel Kushmaro of Ben-Gurion University, and their Ph.D. student Leor Korzen, have gone to the seas in the quest for a renewable energy source that doesn't endanger natural habitats, biodiversity, or human food sources.He says that marine macroalgae — common seaweed — can be grown more quickly than land-based crops and harvested as fuel without sacrificing usable land. It's a promising source of bioethanol that has remained virtually unexplored until now. The researchers are now developing methods for growing and harvesting seaweed as a source of renewable energy. Not only can the macroalgae be grown unobtrusively along coastlines, Abelson notes, they can also clear the water of excessive nutrients — caused by human waste or aquaculture — which disturb the marine environment. A man-made "ecosystem" While biomasses grown on land have the potential to inflict damage on the environment, the researchers believe that producing biofuel from seaweed-based sources could even solve problems that already exist within the marine environment. Many coastal regions, including the Red Sea in the south of Israel, have suffered from eutrophication — pollution caused by human waste and fish farming, which leads to excessive amounts of nutrients and detrimental algae, ultimately harming endangered coral reefs. Encouraging the growth of seaweed for eventual conversion into biofuel could solve these environmental problems. The system that the researchers are developing, called the "Combined Aquaculture Multi-Use Systems" (CAMUS), takes into account the realities of the marine environment and human activity in it. Ultimately, all of these factors function together to create a synthetic "man-made ecosystem," explains Prof. Abelson. Man-made fish feeders, which produce pollution in the form of excess nutrients and are generally considered harmful to the marine environment, would become a positive link in this chain. Used alongside an increased population of filter feeders such as oysters, which suck in extra particles and convert them food that the microalgae can consume, this"pollution" could be used to sustain a much greater yield of seaweed, which is needed for seaweed to become a sustainable source of fuel. "By employing multiple species, CAMUS can turn waste into productive resources such as biofuel, at the same time reducing pollution's impact on the local ecosystem," he says. Turning waste into opportunity The researchers are now working to increase the carbohydrate and sugar contents of the seaweed for efficient fermentation into bioethanol, and they believe that macroalgae will be a major source for biofuel in the future. The CAMUS system could turn seaweed into a sustainable bioethanol source that is productive, efficient, and cost-effective.
This free educational webinar will provide a detailed process for climate-driven "pre-response" in a variety of key areas including: Supply Chain Disruptions, Employee Safety and Productivity, Regulatory and Compliance Risks …and many more areas.


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Please Help Us Build Sustainable, Malawian Run, Schools and Libraries Here
Building Malawi has developed has successfully built 2 Schools and 4 Libraries in Lilongwe, Malawi and, having bought a 22 acre site in the city, is now working to develop Lingadzi Academy - the largest sports complex in the country. This first of its kind sports complex includes the Grace Hadman Netball Court.
Upon completion all projects become financially self sufficient. Our main aim is to create facilities that become sustainable for the future that do not rely on our continued support.
100% of the money that we receive goes directly to our projects. We have Minimal UK Running Costs (unavoidable bank charges) and these are not funded by donations you make). We believe in being transparent with our donors and can tell you exactly where your money has gone.
We are actively looking for volunteers to help us in Malawi. We have a partnership with Swiss charity Play Football Malawi who run things at Lingadzi Academy and will welcome you in the country and make the most of your talents coaching sport, teaching, playing, building or gardening. Learn about Volunteering in Malawi here.
We aim to raise £10,000 per year so any contribution (time, money or sports equipment) makes a big difference!
Click on one of the links below to learn more about how you can help us:
1) Latest Project - Lingadzi Academy Community Sports School
2) How You Can Help - Fun ways you can help
3) Visit Malawi - Free, Easy to Arrange Volunteering in Malawi
4) Contact Us - Ask Any Questions - About Anything!
5) Share us with your friends - Help us generate interest:
(All of these things really help us connect with you all so thank you! We will keep you up to date with our projects, you can unsubscribe any time and we will NEVER share your information or ask you for any money!)
Quick Links to important areas of our site:
Free, Easy to Arrange, Volunteering Opportunities in Malawi
How You Can Help us - It's Easy and Fun!
Any Questions? Contact Us Direct Here
Follow us on Facebook and see photos of out projects here
Help us improve the educational and sporting opportunities in Malawi by purchasing one of the Charity Gifts below (please scroll down to the bottom of the page to see these).
We are currently focussed on developing a community sports school in the west of lilongwe called Lingadzi Academy Community Sports School. We have a massive 22 acres of land where we have: sports fields for netball, volleyball and football that are free to use, a community library and a playground. In the future we will also build a school and a community hall on the plot. Hundreds of children play here every day. Please help us support this community!
We welcome volunteers to Malawi to see our projects and offer your expertise. Everyone has something to offer and through volunteer work in Africa with Building Malawi you will learn infinitely more than it is possible to teach. Our projects are focused on buildings for schools and libraries and we also run a community sports outreach programme. Past volunteers that have worked for us in Malawi, Africa have built buildings, taught in a school, coached football and netball and planted trees. We welcome your input and place you in a project that best suits your skills. Best of all we do not charge you a penny. You simply have to cover your expenses. Contact us for more information.
We are a UK based charity whose members have a strong belief in education. Since we began we have built two successful schools in Lilongwe, Malawi and we are now working on the largest and most ambitious project yet; a community sports school. This community sports school will first and foremost offer a high quality education and secondly it will have sports facilities that will be available for people from all over the city. Please check out out plans for this new Malawi School on the community sports school page. Learn more about us. See the inspiring testimonials here.
Watch this video about our latest project Lingadzi Academy Community Sports School and then contact us to help:
Hundreds of Photos from Lingadzi Academy Now On Facebook!
Friday 14th December 2012
Hi everyone, Building Malawi has been extremely fortunate to welcome many visitors and volunteers to Lingadzi Academy in Malawi. These wonderful folk have posted photos to our Facebook Page. Please check them out here: https://www.facebook.com/BuildingMalawi/photos_stream Be sure to like us on Facebook too! We would love it if you could visit Lingadzi Academy. We do not charge our volunteers. For more information check out our Volunteers page here: http://www.buildingmalawi.com/volunteer.html Best wishes from the entire team at Building Malawi! [caption id="attachment_103" align="alignnone" width="301" caption="Kids at Lingadzi Academy earlier this year"][/caption]
to find us!


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This is a design for Raiders fans combined with Iron Maiden graphics. This Las Vegas Raiders crewneck sweatshirt will help you stand out from the crowd watching matches, on the street or go out for Halloween. It's especially suitable for Halloween. Hurry up! This will be your great gift in special days for your relatives and friends.
Different display colors have slight deviations, please understanding
Material: 95% Polyester, 5% Spandex Lightweight jacket suitable for mild temperatures Crew neck Long sleeve |
Pullover Screen print graphics Thickness: Standard Brand: Print on Demand |
Care Instruction: machine wash cold with similar colors, do not bleach, tumble dry low, do not iron, do not dry clean.
Processing Time
Each Las Vegas Raiders crewneck sweatshirt are custom made and require a production time of: 5 – 7 days.
Shipping Time
Shipping time for normal approval: 20 - 28 days from the day of dispatch to USA.
International shipping normal approval: 20 - 40 days depending on where you are in the world.
We advise you not to order if these times are not acceptable


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Heart Green
Made lightweight and durable, all my earrings are handcrafted in small batches, custom colour mixed, hand stamped and cut right out of my home. As these items are handmade, variables are to be expected. Each piece is unique in it's own way.
Earrings are made of polymer clay and use stainless steel hypoallergenic posts and hooks. Lead and nickel free.
Polymer clay earrings should be handled with care and stored in a clean, dry place. Clean gently with a wet q-tip and sanitize metal posts or hooks with a q-tip and alcohol.
Although they are durable they may break if they are dropped or bent.


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Teterboro Airport - Private Jet Charter
Overview summary
Being located just on the other side of the Hudson River Teterboro Airport serves as the primary private jet airport for Manhattan (just 12 miles) and the whole New York City area.
With its variety of private jet operators and 23 hangars Teterboro Airport is one of the busiest private jet airports in the world and serves as a base for all kinds of business jets.
Hosting 5 state-of-the-art FBO's, with its 24h opening hours and the ability to operate in various weather conditions Teterboro airport combines everything a business traveller is looking for.
For private jet hire to and from Teterboro Airport call PrivateFly on +44 20 7100 6960 (24 hours).
Teterboro Airport is the oldest operating airport in the New York City area named after Walter C. Teter who acquired the property in 1917 and after whom the Borough of Teterboro was named.
Serving as a manufacturing plant for North American Aviation in World War I and being operated by the US Army in World War II Teterboro Airport was purchased in 1949 by the Port Authority of New York & New Jersey still operating it to this day.
Since 1970 The Port Authority of New York and New Jersey has invested $174 million upgrading Teterboro Airport's facilities.
Landing at Teterboro Airport
Teterboro Airport Location
Teterboro Airport is located in Bergen County, New Jersey just 12 miles northwest of Midtown Manhattan. It is spread over the 3 Boroughs of Teterboro, Moonachie and Hasbrouck Heights.
Teterboro Airport Facts
Airport Codes: KTEB/TEB
Lat: 40.85 N
Long: -74.0617 E
Elevation: 9 ft
Runway distance available: 7000 ft
Private Jet Charter Prices – Teterboro Airport
Find private flight prices online for private jet charter to or from Teterboro with our private jet cost calculator.


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Hacker culture
Part of a series on |
Computer hacking |
The hacker culture is a subculture of individuals who enjoy—often in collective effort—the intellectual challenge of creatively overcoming the limitations of software systems or electronic hardware (mostly digital electronics), to achieve novel and clever outcomes.[1] The act of engaging in activities (such as programming or other media[2]) in a spirit of playfulness and exploration is termed hacking. However, the defining characteristic of a hacker is not the activities performed themselves (e.g. programming), but how it is done[3] and whether it is exciting and meaningful.[2] Activities of playful cleverness can be said to have "hack value" and therefore the term "hacks" came about,[3] with early examples including pranks at MIT done by students to demonstrate their technical aptitude and cleverness. The hacker culture originally emerged in academia in the 1960s around the Massachusetts Institute of Technology (MIT)'s Tech Model Railroad Club (TMRC)[4] and MIT Artificial Intelligence Laboratory.[5] Hacking originally involved entering restricted areas in a clever way without causing any major damage. Some famous hacks at the Massachusetts Institute of Technology were placing of a campus police cruiser on the roof of the Great Dome and converting the Great Dome into R2-D2.[6]
Richard Stallman explains about hackers who program:
What they had in common was mainly love of excellence and programming. They wanted to make their programs that they used be as good as they could. They also wanted to make them do neat things. They wanted to be able to do something in a more exciting way than anyone believed possible and show "Look how wonderful this is. I bet you didn't believe this could be done."[7]
Hackers from this subculture tend to emphatically differentiate themselves from whom they pejoratively call "crackers"; those who are generally referred to by media and members of the general public using the term "hacker", and whose primary focus—be it to malign or for malevolent purposes—lies in exploiting weaknesses in computer security.[8]
The Jargon File, an influential but not universally accepted compendium of hacker slang, defines hacker as "A person who enjoys exploring the details of programmable systems and stretching their capabilities, as opposed to most users, who prefer to learn only the minimum necessary."[9] The Request for Comments (RFC) 1392, the Internet Users' Glossary, amplifies this meaning as "A person who delights in having an intimate understanding of the internal workings of a system, computers and computer networks in particular."[10]
As documented in the Jargon File, these hackers are disappointed by the mass media and general public's usage of the word hacker to refer to security breakers, calling them "crackers" instead. This includes both "good" crackers ("white hat hackers"),[11] who use their computer security-related skills and knowledge to learn more about how systems and networks work and to help to discover and fix security holes, as well as those more "evil" crackers ("black hat hackers"), who use the same skills to author harmful software (such as viruses or trojans) and illegally infiltrate secure systems with the intention of doing harm to the system.[12] The programmer subculture of hackers, in contrast to the cracker community, generally sees computer security-related activities as contrary to the ideals of the original and true meaning of the hacker term, that instead related to playful cleverness.[12]
The word "hacker" derives from the Late Middle English words hackere, hakker, or hakkere - one who cuts wood, woodchopper, or woodcutter.[13]
Although the idea of "hacking", in the modern sense, existed long before the modern term "hacker"—with the most notable example of Lightning Ellsworth[citation needed], it was not a word that the first programmers used to describe themselves. In fact, many of the first programmers were from engineering or physics backgrounds.[citation needed]
"But from about 1945 onward (and especially during the creation of the first ENIAC computer) some programmers realized that their expertise in computer software and technology had evolved not just into a profession, but into a passion" (46).[1]
There was a growing awareness of a style of programming different from the cut and dried methods employed at first,[14][15] but it was not until the 1960s that the term "hackers" began to be used to describe proficient computer programmers. Therefore, the fundamental characteristic that links all who identify themselves as hackers is that each is someone who enjoys "…the intellectual challenge of creatively overcoming and circumventing limitations of programming systems and who tries to extend their capabilities" (47).[1] With this definition in mind, it can be clear where the negative implications of the word "hacker" and the subculture of "hackers" came from.
Some common nicknames among this culture include "crackers", who are considered to be unskilled thieves who mainly rely on luck, and "phreaks", which refers to skilled crackers and "warez d00dz" (crackers who acquire reproductions of copyrighted software). Hackers who are hired to test security are called "pentesters" or "tiger teams".
Before communications between computers and computer users were as networked as they are now, there were multiple independent and parallel hacker subcultures, often unaware or only partially aware of each other's existence. All of these had certain important traits in common:
- Creating software and sharing it with each other
- Placing a high value on freedom of inquiry
- Hostility to secrecy
- Information-sharing as both an ideal and a practical strategy
- Upholding the right to fork
- Emphasis on rationality
- Distaste for authority
- Playful cleverness, taking the serious humorously and humor seriously
These sorts of subcultures were commonly found at academic settings such as college campuses. The MIT Artificial Intelligence Laboratory, the University of California, Berkeley and Carnegie Mellon University were particularly well-known hotbeds of early hacker culture. They evolved in parallel, and largely unconsciously, until the Internet, where a legendary PDP-10 machine at MIT, called AI, that was running ITS, provided an early meeting point of the hacker community. This and other developments such as the rise of the free software movement and community drew together a critically large population and encouraged the spread of a conscious, common, and systematic ethos. Symptomatic of this evolution were an increasing adoption of common slang and a shared view of history, similar to the way in which other occupational groups have professionalized themselves, but without the formal credentialing process characteristic of most professional groups.[citation needed]
Over time, the academic hacker subculture has tended to become more conscious, more cohesive, and better organized. The most important consciousness-raising moments have included the composition of the first Jargon File in 1973, the promulgation of the GNU Manifesto in 1985, and the publication of Eric Raymond's The Cathedral and the Bazaar in 1997. Correlated with this has been the gradual recognition of a set of shared culture heroes, including: Bill Joy, Donald Knuth, Dennis Ritchie, Alan Kay, Ken Thompson, Richard M. Stallman, Linus Torvalds, Larry Wall, and Guido van Rossum.
The concentration of academic hacker subculture has paralleled and partly been driven by the commoditization of computer and networking technology, and has, in turn, accelerated that process. In 1975, hackerdom was scattered across several different families of operating systems and disparate networks; today it is largely a Unix and TCP/IP phenomenon, and is concentrated around various operating systems based on free software and open-source software development.
Ethics and principles
Many of the values and tenets of the free and open source software movement stem from the hacker ethics that originated at MIT[17] and at the Homebrew Computer Club. The hacker ethics were chronicled by Steven Levy in Hackers: Heroes of the Computer Revolution[18] and in other texts in which Levy formulates and summarizes general hacker attitudes:
- Access to computers-and anything that might teach you something about the way the world works-should be unlimited and total.
- All information should be free.
- Hackers should be judged by their hacking, not bogus criteria such as degrees, age, race, or position.
- You can create art and beauty on a computer.
- Computers can change your life for the better.
Hacker ethics are concerned primarily with sharing, openness, collaboration, and engaging in the hands-on imperative.[18]
Linus Torvalds, one of the leaders of the open source movement (known primarily for developing the Linux kernel), has noted in the book The Hacker Ethic[19] that these principles have evolved from the known Protestant ethics and incorporates the spirits of capitalism, as introduced in the early 20th century by Max Weber.
Hack value is the notion used by hackers to express that something is worth doing or is interesting.[20] This is something that hackers often feel intuitively about a problem or solution.
An aspect of hack value is performing feats for the sake of showing that they can be done, even if others think it is difficult. Using things in a unique way outside their intended purpose is often perceived as having hack value. Examples are using a dot matrix impact printer to produce musical notes, using a flatbed scanner to take ultra-high-resolution photographs or using an optical mouse as barcode reader.
A solution or feat has "hack value" if it is done in a way that has finesse, cleverness or brilliance, which makes creativity an essential part of the meaning. For example, picking a difficult lock has hack value; smashing it does not. As another example, proving Fermat's Last Theorem by linking together most of modern mathematics has hack value; solving a combinatorial problem by exhaustively trying all possibilities does not. Hacking is not using process of elimination to find a solution; it's the process of finding a clever solution to a problem.
While using hacker to refer to someone who enjoys playful cleverness is most often applied to computer programmers, it is sometimes used for people who apply the same attitude to other fields.[8] For example, Richard Stallman describes the silent composition 4′33″ by John Cage and the 14th-century palindromic three-part piece "Ma Fin Est Mon Commencement" by Guillaume de Machaut as hacks.[3] According to the Jargon File,[9] the word hacker was used in a similar sense among radio amateurs in the 1950s, predating the software hacking community.
The Boston Globe in 1984 defined "hackers" as "computer nuts".[21] In their programmer subculture, a hacker is a person who follows a spirit of playful cleverness and loves programming. It is found in an originally academic movement unrelated to computer security and most visibly associated with free software, open source and demoscene. It also has a hacker ethic, based on the idea that writing software and sharing the result on a voluntary basis is a good idea, and that information should be free, but that it's not up to the hacker to make it free by breaking into private computer systems. This hacker ethic was publicized and perhaps originated in Steven Levy's Hackers: Heroes of the Computer Revolution (1984). It contains a codification of its principles.
The programmer subculture of hackers disassociates from the mass media's pejorative use of the word 'hacker' referring to computer security, and usually prefer the term 'cracker' for that meaning. Complaints about supposed mainstream misuse started as early as 1983, when media used "hacker" to refer to the computer criminals involved in The 414s case.[22]
In the programmer subculture of hackers, a computer hacker is a person who enjoys designing software and building programs with a sense for aesthetics and playful cleverness. The term hack in this sense can be traced back to "describe the elaborate college pranks that...students would regularly devise" (Levy, 1984 p. 10). To be considered a 'hack' was an honor among like-minded peers as "to qualify as a hack, the feat must be imbued with innovation, style and technical virtuosity" (Levy, 1984 p. 10) The MIT Tech Model Railroad Club Dictionary defined hack in 1959 (not yet in a computer context) as "1) an article or project without constructive end; 2) a project undertaken on bad self-advice; 3) an entropy booster; 4) to produce, or attempt to produce, a hack(3)", and "hacker" was defined as "one who hacks, or makes them". Much of TMRC's jargon was later imported into early computing culture, because the club started using a DEC PDP-1 and applied its local model railroad slang in this computing context. Initially incomprehensible to outsiders, the slang also became popular in MIT's computing environments beyond the club. Other examples of jargon imported from the club are 'losing' ("when a piece of equipment is not working")[18] and 'munged' ("when a piece of equipment is ruined").[18]
Others did not always view hackers with approval. MIT living groups in 1989 avoided advertising their sophisticated Project Athena workstations to prospective members because they wanted residents who were interested in people, not computers, with one fraternity member stating that "We were worried about the hacker subculture".[23]
According to Eric S. Raymond,[24] the Open Source and Free Software hacker subculture developed in the 1960s among 'academic hackers'[25] working on early minicomputers in computer science environments in the United States.
Hackers were influenced by and absorbed many ideas of key technological developments and the people associated with them. Most notable is the technical culture of the pioneers of the ARPANET, starting in 1969. The PDP-10 AI machine at MIT, running the ITS operating system and connected to the ARPANET, provided an early hacker meeting point. After 1980 the subculture coalesced with the culture of Unix. Since the mid-1990s, it has been largely coincident with what is now called the free software and open source movement.
Many programmers have been labeled "great hackers",[26] but the specifics of who that label applies to is a matter of opinion. Certainly major contributors to computer science such as Edsger Dijkstra and Donald Knuth, as well as the inventors of popular software such as Linus Torvalds (Linux), and Ken Thompson and Dennis Ritchie (Unix and C programming language) are likely to be included in any such list; see also List of programmers. People primarily known for their contributions to the consciousness of the programmer subculture of hackers include Richard Stallman, the founder of the free software movement and the GNU project, president of the Free Software Foundation and author of the famous Emacs text editor as well as the GNU Compiler Collection (GCC), and Eric S. Raymond, one of the founders of the Open Source Initiative and writer of the famous text The Cathedral and the Bazaar and many other essays, maintainer of the Jargon File (which was previously maintained by Guy L. Steele, Jr.).
Within the computer programmer subculture of hackers, the term hacker is also used for a programmer who reaches a goal by employing a series of modifications to extend existing code or resources. In this sense, it can have a negative connotation of using inelegant kludges to accomplish programming tasks that are quick, but ugly, inelegant, difficult to extend, hard to maintain and inefficient. This derogatory form of the noun "hack" derives from the everyday English sense "to cut or shape by or as if by crude or ruthless strokes" [Merriam-Webster] and is even used among users of the positive sense of "hacker" who produces "cool" or "neat" hacks. In other words, to "hack" at an original creation, as if with an axe, is to force-fit it into being usable for a task not intended by the original creator, and a "hacker" would be someone who does this habitually. (The original creator and the hacker may be the same person.) This usage is common in both programming, engineering and building. In programming, hacking in this sense appears to be tolerated and seen as a necessary compromise in many situations. Some argue that it should not be, due to this negative meaning; others argue that some kludges can, for all their ugliness and imperfection, still have "hack value".
In non-software engineering, the culture is less tolerant of unmaintainable solutions, even when intended to be temporary, and describing someone as a "hacker" might imply that they lack professionalism. In this sense, the term has no real positive connotations, except for the idea that the hacker is capable of doing modifications that allow a system to work in the short term, and so has some sort of marketable skills. However, there is always the understanding that a more skillful or technical logician could have produced successful modifications that would not be considered a "hack-job". The definition is similar to other, non-computer based uses of the term "hack-job". For instance, a professional modification of a production sports car into a racing machine would not be considered a hack-job, but a cobbled together backyard mechanic's result could be. Even though the outcome of a race of the two machines could not be assumed, a quick inspection would instantly reveal the difference in the level of professionalism of the designers. The adjective associated with hacker is "hackish" (see the Jargon file).
In a very universal sense, hacker also means someone who makes things work beyond perceived limits in a clever way in general, without necessarily referring to computers, especially at MIT.[27] That is, people who apply the creative attitude of software hackers in fields other than computing. This includes even activities that predate computer hacking, for example reality hackers or urban spelunkers (exploring undocumented or unauthorized areas in buildings). One specific example is clever pranks[28] traditionally perpetrated by MIT students, with the perpetrator being called hacker. For example, when MIT students surreptitiously put a fake police car atop the dome on MIT's Building 10,[29] that was a hack in this sense, and the students involved were therefore hackers. Other types of hacking are reality hackers, wetware hackers ("hack your brain"), and media hackers ("hack your reputation"). In a similar vein, a "hack" may refer to a math hack, that is, a clever solution to a mathematical problem. All of these uses have spread beyond MIT.
Ethical Hacking
CSO Online defined ethical hacking as going into devices and computer systems belonging to an organization, with its explicit permissions, to assess and test the efficacy of the organization's cybersecurity defenses. Generally, organizations engage the services of ethical hackers either through third-party cybersecurity firms or under contract. Their main job is to identify and fix security gaps before threat-actors find them and exploit them. This proactive approach to cybersecurity testing leads to significant cost savings for organizations.
Ethical hacking is the process of software engines running real-world cyber threats to assess the survivability of a company's digital structure. Ethical hackers play the role of cyber attackers by executing assessments, penetration tests, and modeling tactics, techniques, and procedures used by threat-actors. This careful examination provides an organization with the identification of weaknesses in its security systems, enabling the organization to employ necessary measures towards fortifying its defense.
Cyber-attacks can have significant financial implications for a company. On average, a successful cyber-attack may cost a large organization as much as $8,640,000. In such cases, the organizations could have been saved from these gigantic financial losses by identifying and fixing the vulnerabilities discovered by an ethical hacker. Moreover, for smaller organizations, the impact can be even more dramatic as it can potentially save the business's very existence.
Furthermore, the act of ethical hacking also molds the larger hacker culture. Hacking skills, traditionally associated with breaking the law, have changed dramatically with the emergence of ethical hacking. Ethical hacking helped legitimize hacking skills which can now be talked about publicly. This shift challenges the stereotypical perception of hackers as criminals, allowing for greater emphasis on their positive contributions to cybersecurity. Ethical hacking has drastically changed the public perception of hackers. Rather than viewing persons with hacker skills as perpetrators of cybercrime, they can be viewed as part of the solution in fighting against cybercrime. The ethical hacker with knowledge and expertise stands as guardian to the digital assets, working beforehand alongside organizations to build up a more secure online landscape.
Ethical hacking is not only a proactive defense for organizations but also brings about the desired cultural revolution within the realm of the hacking fraternity. Ethical hacking, on its part through focusing on the constructive application of hacking skills, has become an integral activity in the collective effort towards fortification of cybersecurity and redefining hackers' image in the public eye.
Home computing enthusiasts
In yet another context, a hacker is a computer hobbyist who pushes the limits of software or hardware. The home computer hacking subculture relates to the hobbyist home computing of the late 1970s, beginning with the availability of MITS Altair. An influential organization was the Homebrew Computer Club. However, its roots go back further to amateur radio enthusiasts. The amateur radio slang referred to creatively tinkering to improve performance as "hacking" already in the 1950s.[30]
A large overlaps between hobbyist hackers and the programmer subculture hackers existed during the Homebrew Club's days, but the interests and values of both communities somewhat diverged. Today, the hobbyists focus on commercial computer and video games, software cracking and exceptional computer programming (demo scene). Also of interest to some members of this group is the modification of computer hardware and other electronic devices, see modding.
Electronics hobbyists working on machines other than computers also fall into this category. This includes people who do simple modifications to graphing calculators, video game consoles, electronic musical keyboards or other device (see CueCat for a notorious example) to expose or add functionality to a device that was unintended for use by end users by the company who created it. A number of techno musicians have modified 1980s-era Casio SK-1 sampling keyboards to create unusual sounds by doing circuit bending: connecting wires to different leads of the integrated circuit chips. The results of these DIY experiments range from opening up previously inaccessible features that were part of the chip design to producing the strange, dis-harmonic digital tones that became part of the techno music style. Companies take different attitudes towards such practices, ranging from open acceptance (such as Texas Instruments for its graphing calculators and Lego for its Lego Mindstorms robotics gear) to outright hostility (such as Microsoft's attempts to lock out Xbox hackers or the DRM routines on Blu-ray Disc players designed to sabotage compromised players.[citation needed])
In this context, a "hack" refers to a program that (sometimes illegally) modifies another program, often a video game, giving the user access to features otherwise inaccessible to them. As an example of this use, for Palm OS users (until the 4th iteration of this operating system), a "hack" refers to an extension of the operating system which provides additional functionality. Term also refers to those people who cheat on video games using special software. This can also refer to the jailbreaking of iPhones.
Hacker artists
Hacker artists create art by hacking on technology as an artistic medium. This has extended the definition of the term and what it means to be a hacker. Such artists may work with graphics, computer hardware, sculpture, music and other audio, animation, video, software, simulations, mathematics, reactive sensory systems, text, poetry, literature, or any combination thereof.
Dartmouth College musician Larry Polansky states:
Technology and art are inextricably related. Many musicians, video artists, graphic artists, and even poets who work with technology—whether designing it or using it—consider themselves to be part of the 'hacker community.' Computer artists, like non-art hackers, often find themselves on society's fringes, developing strange, innovative uses of existing technology. There is an empathetic relationship between those, for example, who design experimental music software and hackers who write communications freeware.[31]
Another description is offered by Jenny Marketou:
Hacker artists operate as culture hackers who manipulate existing techno-semiotic structures towards a different end, to get inside cultural systems on the net and make them do things they were never intended to do.[32]
A successful software and hardware hacker artist is Mark Lottor (mkl), who has created the 3-D light art projects entitled the Cubatron, and the Big Round Cubatron. This art is made using custom computer technology, with specially designed circuit boards and programming for microprocessor chips to manipulate the LED lights.
Don Hopkins is a software hacker artist well known for his artistic cellular automata. This art, created by a cellular automata computer program, generates objects which randomly bump into each other and in turn create more objects and designs, similar to a lava lamp, except that the parts change color and form through interaction. Hopkins Says:
Cellular automata are simple rules that are applied to a grid of cells, or the pixel values of an image. The same rule is applied to every cell, to determine its next state, based on the previous state of that cell and its neighboring cells. There are many interesting cellular automata rules, and they all look very different, with amazing animated dynamic effects. 'Life' is a widely known cellular automata rule, but many other lesser known rules are much more interesting.
Some hacker artists create art by writing computer code, and others, by developing hardware. Some create with existing software tools such as Adobe Photoshop or GIMP.
The creative process of hacker artists can be more abstract than artists using non-technological media. For example, mathematicians have produced visually stunning graphic presentations of fractals, which hackers have further enhanced, often producing detailed and intricate graphics and animations from simple mathematical formulas.
Bubbles was created using watercolors, then scanned into a computer. Colors were then manipulated using a software imaging tool.
Sunrise was created using pen and ink, then scanned into a computer and colored with a software imaging tool.
Rolling Golden Hills of California was created using pencil, scanned, and then painted with a software imaging tool.
Barnsley's fern, a fractal fern computed using an iterated function system
A fractal that models the surface of a mountain
Hacker art mentions
- "Vector in Open Space" by Gerfried Stocker 1996.
- Switch|Journal Jun 14 1998.
- Eye Weekly "Tag – who's it?" by Ingrid Hein, July 16, 1998.
- Linux Today Archived 2011-07-09 at the Wayback Machine "Playing the Open Source Game" by Shawn Hargreaves , Jul 5, 1999.
- Canterbury Christ Church University Library Resources by Subject – Art & Design, 2001.
- SuperCollider Workshop / Seminar Archived 2007-09-28 at the Wayback Machine Joel Ryan describes collaboration with hacker artists of Silicon Valley. 21 March 2002
- Anthony Barker's Weblog on Linux, Technology and the Economy "Why Geeks Love Linux", Sept 2003.
- Live Art Research Gesture and Response in Field-Based Performance by Sha Xin Wei & Satinder Gill, 2005.
- Hackers, Who Are They "The Hackers Identity", October 2014.
See also
- Cowboy coding: software development without the use of strict software development methodologies
- Demoscene
- History of free software
- Maker culture
- Unix philosophy
This article is based in part on the Jargon File, which is in the public domain.
- ^ a b c Gehring, Verna (2004). The Internet in Public Life. Maryland: Rowman & Littlefield Publishers. pp. 43–56. ISBN 0742542335.
- ^ a b "The Hacker Community and Ethics: An Interview with Richard M. Stallman, 2002". gnu.org. Archived from the original on 2021-03-07.
- ^ a b c Stallman, Richard (2002). "On Hacking". Archived from the original on 2019-04-25. Retrieved 2008-03-16.
- ^ "TMRC – Hackers". Archived from the original on 2006-05-03. Retrieved 2012-12-27.
- ^ Stallman, Richard M. "Words to Avoid (or Use with Care) Because They Are Loaded or Confusing". GNU.org. Free Software Foundation. Archived from the original on 3 June 2013. Retrieved 29 December 2012.
- ^ "IHTFP Hack Gallery: Hacks on the Great Dome (Bldg. 10)". hacks.mit.edu. Archived from the original on 2019-08-20. Retrieved 2018-05-07.
- ^ Stallman, Richard. "Hackers – Wizards of the Electronic Age" (Interview).
- ^ a b Raymond, Eric (2008-01-08). "How To Become A Hacker". Thyrsus Enterprises. Archived from the original on 2006-12-19. Retrieved 2008-03-16.
- ^ a b Raymond, Eric, ed. (2003-12-29). "hacker". Jargon File (version 4.4.7 ed.). Archived from the original on 2017-05-28. Retrieved 2008-03-02.
- ^ Internet Users' Glossary. January 1993. doi:10.17487/RFC1392. RFC 1392.
- ^ Okpa, John Thompson; Ugwuoke, Christopher Uchechukwu; Ajah, Benjamin Okorie; Eshioste, Emmanuel; Igbe, Joseph Egidi; Ajor, Ogar James; Okoi, Ofem, Nnana; Eteng, Mary Juachi; Nnamani, Rebecca Ginikanwa (2022-09-05). "Cyberspace, Black-Hat Hacking and Economic Sustainability of Corporate Organizations in Cross-River State, Nigeria". SAGE Open. 12 (3): 215824402211227. doi:10.1177/21582440221122739. ISSN 2158-2440. S2CID 252096635.
{{cite journal}}
: CS1 maint: multiple names: authors list (link) - ^ a b "Definition of "Cracker"". Jargon File. Archived from the original on 2011-08-05.
- ^ "Hacker Etymology". 16 November 2023. Archived from the original on 20 November 2023. Retrieved 20 November 2023.
- ^ Antony J. T. Davie (1992). Introduction to Functional Programming Systems Using Haskell. Cambridge University Press. p. 1. ISBN 978-0-521-27724-2. Archived from the original on 2023-10-19. Retrieved 2018-12-17.
- ^ "A History of Modern Computing". The Washington Post. Archived from the original on 2017-05-27. Retrieved 2017-08-29.
During the time one of these machines read a card, it could execute a sequence of up to forty-eight steps. More complex sequences-within-sequences were also possible. One computer scientist later noted that this method of programming demanded the kind of detailed design of parallel subsequencing that one sees nowadays at the microprogramming level of some computers.
- ^ "Glider Emblem FAQ". 22 May 2014. Archived from the original on 12 September 2016. Retrieved 20 September 2016.
- ^ "The Hacker's Ethics". Archived from the original on 30 July 2013. Retrieved 31 August 2011.
- ^ a b c d Levy, Steven (1984). Hackers: Heroes of the Computer Revolution. Garden City, NY: Anchor Press/Doubleday. ISBN 0-385-19195-2.
- ^ Himanen, Pekka; Torvalds, Linus; Castells, Manuel (2001). The Hacker Ethic. Secker & Warburg. ISBN 0-436-20550-5..
- ^ Definition of 'hack value' Archived 2011-08-05 at the Wayback Machine in the Jargon File
- ^ Dyer, Richard (1984-05-06). "Masters of the Game". The Boston Globe. Archived from the original on 1997-06-07.
- ^ Joe Wilson (19 September 1983). "for hack ( er ) s who want to complain to CBS". Newsgroup: net.misc. Archived from the original on 5 June 2013. Retrieved 28 July 2016.
- ^ Garfinkel, Simson L. (Feb–Mar 1989). "Students Log on to ATHENA" (PDF). Technology Review. pp. 7–10. Archived (PDF) from the original on 9 April 2016. Retrieved 25 January 2016.
- ^ Eric S.Raymond: A Brief History of Hackerdom Archived 2015-12-20 at the Wayback Machine (2000)
- ^ Raymond, Eric Steven (19 September 2003). "Reasons to Believe". The Art of Unix Programming. Addison-Wesley. Archived from the original on 18 July 2008. Retrieved 6 September 2015.
- ^ Graham, Paul (2004). "Great Hackers". Archived from the original on 2015-09-06. Retrieved 2015-09-06.
- ^ Eric Steven Raymond (2001). "What Is a Hacker?". How To Become A Hacker. Thyrsus Enterprises. Archived from the original on 2006-12-19. Retrieved 2008-10-18.
- ^ "MIT Gallery of Hacks". Hacks.mit.edu. Archived from the original on 2008-11-07. Retrieved 2013-11-30.
- ^ "IHTFP Hack Gallery: CP Car on the Great Dome". Hacks.mit.edu. 1994-05-09. Archived from the original on 2013-11-28. Retrieved 2013-11-30.
- ^ hacker. Archived from the original on 2015-08-06. Retrieved 2008-10-18.
{{cite book}}
ignored (help) - ^ Singing Together, Hacking Together, Plundering Together: Sonic Intellectual Property in Cybertimes by Larry Polansky
- ^ "Cornelia Sollfrank". Thing.net. 2000-07-25. Archived from the original on 2011-06-29. Retrieved 2011-07-01.
Further reading
The Jargon File has had a role in acculturating hackers since its origins in 1975.[citation needed] These academic and literary works helped shape the academic hacker subculture:[citation needed]
- Abelson, Hal; Sussman, Gerald Jay (1984). Structure and Interpretation of Computer Programs. London: MIT Press. ISBN 9780070004849.
- Aho; Sethi; Ullman (1986). Compilers: Principles, Techniques, and Tools. Reading, MA: Addison-Wesley. ISBN 9780201100884.
- Bourne, Stephen R. (1983). The Unix System. Reading, MA: Addison-Wesley. ISBN 9780201137910.
- Brooks, Fred (1975). The Mythical Man-Month. Reading, MA: Addison-Wesley. ISBN 9780201006506.
- Graham, Paul (2004-05-18). Hackers & Painters. Sebastopol, CA: O'Reilly Media. ISBN 9780596006624.
- Hoftstadter, Douglas (1979). Gödel, Escher, Bach. New York, NY: Basic Books. ISBN 9780465026852.
- James, Geoffrey (1987). The Tao of Programming. Santa Monica, CA: InfoBooks. ISBN 9780931137075.
- Kernighan, Brian W.; Ritchie, Dennis (January 1988). The C Programming Language. Englewood Cliffs, NJ: Prentice Hall. ISBN 9780131103702.
- Kidder, Tracy (1981). The Soul of a New Machine. Boston, MA: Little, Brown and Company. ISBN 9780316491709.
- Knuth, Donald (1968). The Art of Computer Programming. Reading, MA: Addison-Wesley. ISBN 9780201038019.
- Levy, Steven (1984). Hackers: Heroes of the Computer Revolution. Garden City, NY: Anchor Press / Doubleday. ISBN 9780385191951.
- Raymond, Eric S. (1999). The Cathedral and the Bazaar. Cambridge, MA: O'Reilly Media. ISBN 9781565927247.
- Stoll, Cliff (September 1989). The Cuckoo's Egg. New York, NY: Doubleday. ISBN 9780385249461.
- Olson, Parmy. (05-14-2013). We Are Anonymous: Inside the Hacker World of LulzSec, Anonymous, and the Global Cyber Insurgency. ISBN 0316213527.
- Coleman, Gabriella. (Nov 4, 2014). Hacker, Hoaxer, Whistleblower, Spy: The Many Faces of Anonymous. Verso Books. ISBN 1781685835.
- Shantz, Jeff; Tomblin, Jordon (2014-11-28). Cyber Disobedience: Re://Presenting Online Anarchy. John Hunt Publishing. ISBN 9781782795551.
External links
- A Brief History of Hackerdom
- Hack, Hackers, and Hacking (see Appendix A)
- Gabriella Coleman: The Anthropology of Hackers The Atlantic, 2010.
- Gabriella Coleman: Hacker, Hoaxer, Whistleblower, Spy: The Many Faces of Anonymous at Open Library


text:
1984 Mercury Mercruiser THERMOSTAT with HOUSING and TEMP SENSOR 47587 Sterndrive GM Motor
$ 48.00
This is the thermostat housing from a Mercruiser boat complete with the thermostat and temperature sensor. Not exactly sure as to the year of the motor but we are fairly certain that it is a 1984 motor. This part is in good condition. This part should fit on several other years and models but research is vital to ensure purchase of proper part. This item is in good condition. Sold exactly as pictured.
Our goal is to continue providing outstanding customer service with every order. Every effort is made to inspect the item and provide an accurate description so that you can buy with confidence! We would be happy to try and answer any and all questions regarding our products. We usually ship on Monday and Thursday. Please check out our store! Thanks!
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text:
Pathologically Eclectic Rubbish Lister | |
PerlMonks |
comment on |
( [id://3333]=superdoc: print w/replies, xml ) | Need Help?? |
It took me a bit to get the syntax correct, but there are two special regular-expression features which can be used in combination. (?(condition)yes|no) and (?{code}). The perldoc perlre page explains that they can be combined, but gives no example. I then use the (?!pattern) construct with no pattern to force a backtrack for each non-word. Here's my example. Output: This particular solution is non-greedy: it finds the shortest known word, and leaves the rest for future matches. A more complicated solution would try harder to consume more letters for an early word if it led to fewer un-matched letters in the long-run: "bekindtostewardessesplease" should find 'stewardesses', not 'stew'. Luckily, one possible solution is simple: change (\w+?) to (\w+), and be patient with the engine as it chugs through the additional backtracking work. Of course, you can fill the vocabulary hash with whatever you want, or use different code in the (?{code}) construct to achieve the solution. You can also replace the (?=) success case to deal with extra unknown letters between words. -- In reply to combining (?(condition)yes|no) and (?{code})
by halley


text:
What is RocketLauncher?
RocketLauncher is a WordPress installation package that installs WordPress as the demo. The launcher installs the sample data, which has been customised to match the demo, and the themes, plugins and images are already built in. The launcher is the best method to replicate the demo with ease.
Due to the complexity of our demos, it is much easier to see it in action then it is to read in written tutorials and / or viewing screenshots. Therefore, the process of using the template on your WordPress Blog is much faster, simpler and makes for a better experience.
We use the latest WordPress version available at the time for our launchers and when WordPress updates, we proceed to update all the launchers so they are up to date for all new downloads. Please go to the WordPress Downloads repository to see what version the RocketLauncher is using.
For information on upgrading WordPress, please see: http://codex.wordpress.org/Upgrading_WordPress
Step 1 – Upload the files
- Download the Syndicate RocketLauncher Package (rt_syndicate_wp_rocketlauncher.zip) from the Syndicate theme downloads section
- Unzip the zip packaged onto your computer to reveal the rt_syndicate_wp_rocketlauncher folder
- Upload this to your site using your FTP client
Step 2 – Installation
- Direct your browser to the installation such as www.yoursite.com/rt_syndicate_wp_rocketlauncher or to whatever directory your uploaded to
- Follow the standard WordPress installation, after which the theme and gantry framework will automatically be activated, along with the sample content.


text:
Twins sweep White Sox
Published 8:50 am Saturday, August 10, 2013
CHICAGO — The Minnesota Twins weren't making much contact. They were making it count, though.
Oswaldo Arcia homered leading off the 10th inning, and Minnesota beat the Chicago White Sox 3-2 to complete the day-night doubleheader sweep on Friday.
Josh Willingham and Chris Hermann also went deep in the game, and the Twins hit a combined seven homers on the day on the way to the sweep even though they struck out 25 times.
"You don't win too many ballgames when you strike out (24) times," manager Ron Gardenhire said. "The ball flies here. We put some good swings out there, got enough runs. The bullpen did a great job. Starters did a great job for us."
Brian Duensing (6-1) struck out the lone batter he faced in the opener and then worked a scoreless ninth to become the first pitcher to win both games of a doubleheader since the Yankees' Luis Vizcaino on July 21, 2007, according to STATS LLC. He also is the first in franchise history to win two games on the same day since Walter Johnson in 1923, according to information provided to the team by the Elias Sports Bureau.
"I was kind of in the right place at the right time," Duensing said. "I think all of our pitchers threw the ball really well today."
All that came after the White Sox made a big move before the opener, trading Alex Rios to Texas.
Then, Justin Morneau hit a grand slam and solo homer to lift the Twins to a 7-5 win in the early game.
In the second game, Minnesota was trailing 2-1 heading into the eighth when Willingham greeted reliever Matt Lindstrom with a leadoff homer.
Arcia, who homered in the first game, put the Twins ahead when he drove a 1-0 pitch from Dylan Axelrod (4-9) well beyond the center-field wall leading off the 10th.
Glen Perkins hit Avisail Garcia leading off the bottom half, but he ended it by retiring Alexei Ramirez on a fly to right with a runner on third for his 28th save in 31 chances.
That gave the White Sox 12 losses in 15 games and wiped out whatever momentum they built by sweeping the New York Yankees.
Hermann homered off Charlie Leesman in the fourth to give the Twins a 1-0 lead, but Chicago's Alexei Ramirez tied it with a solo drive in the bottom half against Liam Hendriks. That came hours after he hit a two-run shot, ending a home run drought that dated to April 3 and spanned 451 at-bats.
The White Sox's Blake Tekotte made it 2-1 in the sixth with his first career homer, after being recalled from Triple-A Charlotte earlier in the day.
Leesman dodged several tight spots in his major league debut but left to a nice ovation after he walked Chris Colabello leading off the sixth. He allowed one run and four hits, and was headed back to Triple-A after having his contract purchased earlier in the day.
Hendriks lasted 6 1-3 innings and gave up two runs and seven hits before heading back to Triple-A Rochester.
Caleb Thielbar came in with runners on first and third and struck out Garcia — the promising outfielder who arrived late after being called up following the Rios trade —batting for Tekotte.
"That situation called for him being put in the game," manager Robin Ventura said. "We didn't really hesitate. He was there for awhile."
Clete Thomas made a nice running catch on Alejandro De Aza's fly to center to end the threat, and White Sox second baseman Gordon Beckham saved a run with a diving stop against a pinch-hitting Joe Mauer with two on and two out in the eighth.
In the first game, the White Sox were in line for their fourth straight win before Morneau mucked it up.
His grand slam off reliever Nate Jones with two out in the seventh wiped out a 3-1 deficit. He added a solo drive in the ninth off Ramon Troncoso, making it 7-3.
Perkins gave up a two-run single to Ramirez in the bottom half before striking out Adam Dunn to end the game.
Colabello and Oswaldo Arcia also went deep for Minnesota and the Twins came away with the win after dropping two of three at Kansas City.
Chicago's Paul Konerko tied Cal Ripken Jr. with his 431st home run. Ramirez made it 3-1 with a two-run drive in the fifth, and the White Sox fell after sweeping three from the New York Yankees.
John Danks was in line for his first win since July 2, but the bullpen couldn't hold it for him.
He left after walking Clete Thomas and Pedro Florimon to start the seventh.
Matt Lindstrom struck out Brian Dozier before Donnie Veal (1-3) walked Joe Mauer to load the bases.
Then, after Jones struck out Josh Willingham, Morneau drove a 1-2 pitch out to right. The grand slam was the seventh of his career and his first since July 20, 2009, at Oakland.
Gibson lasted 5 2-3 innings for Minnesota and allowed three runs and four hits, including the drives by Konerko and Ramirez. He struck out four and walked four.
Duensing (5-1) struck out Tekotte to end the sixth.
NOTES: Ramirez had gone 451 at-bats without a homer before he connected in Game 1. … Dayan Viciedo was the DH for Game 2 after being scratched from the lineup as the left fielder from Game 1 because of discomfort in his left thumb. He also missed Tuesday's game against the Yankees after jamming the thumb the previous day. … The Twins placed C Ryan Doumit on the seven-day disabled list because of a concussion and activated Willingham (torn meniscus, left knee) from the 15-day DL. … RHP Mike Pelfrey (4-9, 5.23 ERA) starts Saturday for Minnesota, with RHP Andre Rienzo (0-0, 1.38) pitching for the White Sox.


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Most persons agree that children need the protection of the law against potential abuse by parents. But evidence shows that only a small minority of parents turn out to be delinquent. In practice it is very seldom indeed that governments remove children from their family home. At the end of the 1980s fewer than two children per 10,000 below the age of 18 were under state care in either the United States or England and Wales. That is less than two-hundredths of one percent!1
It can thus reasonably be assumed that the vast majority of parents are altruistic toward their children so that, for instance, they will not neglect their food, clothing, or shelter. Yet if these necessities were to be provided today on the same basis as education, they would be available free of charge. Indeed, there would be laws for compulsory and universal eating and higher taxes to pay for children's "free" food at the nearest local government kitchens or shops.
But it is only in the last century and a quarter that this kind of asymmetry of treatment has emerged. This essay will accordingly look at the history of the subject to enquire to what extent the altruism of typical parents extended to education as well as to other necessities before governments intervened. I shall first examine conditions in England in the nineteenth century prior to the introduction of compulsory education. I shall then make a similar investigation of the United States to see if there were interesting parallels.
England and Wales
Contrary to popular belief, the supply of schooling in Britain between 1800 and 1840 was relatively substantial prior to any government intervention, although it depended almost completely on private funds. At this time, moreover, the largest contributors to education revenues were working parents2 and the second largest was the Church. Of course, there was less education per child than today, just as there was less of everything else, because the national income was so much smaller. I have calculated, nevertheless, that the percentage of the net national income spent on day-schooling of children of all ages in England in 1833 was approximately 1 percent. By 1920, when schooling had become "free" and compulsory by special statute, the proportion had fallen to 0.7 percent.3
The evidence also shows that working parents were purchasing increasing amounts of education for their children as their incomes were rising from 1818 onwards, and this, to repeat, at a time before education was "free" and compulsory by statute. Compulsion came in 1880, and state schooling did not become free until 1891.
Table 1 demonstrates that the annual growth of enrollments between 1818 and 1858 exceeded the annual growth of population. After the compilation of the first educational census in 1851, it was reported that the average school attendance period of working-class children was nearly five years. By 1858 the Newcastle Commission concluded that it had risen to nearly six years. And the same authority reported that "almost every one receives some amount of school education at some period or other."4
The author of the famous 1870 Act, W. E. Forster, explained that the intention of introducing fee-based government-run establishments for the first time was not to replace the vast system of private schools but simply to "fill up the gaps" where they could be found. His officials, however, were overambitious in their reports of these needs, and after government schools were erected they were often found to have much surplus capacity. To reduce their embarrassment over half-empty schools, the education boards then resorted to lowering tuition fees and using tax revenues to fill the breach. The lower price naturally expanded the demand; but this was at the expense of the private schools, many of which could not survive such unfair competition.
After education was made compulsory by statute, the government-school advocates argued that it was wrong to compel the very poorest to do something they could not afford. But rather than propose a special financial dispensation or grants to these families, the advocates insisted that education should be made free for all: the rich and the middle class as well as the lower-income groups. Free education was legislated for the new government schools exclusively because it was argued that it would be inviting conflict to ask taxpayers to subsidize religious schools. Protestant taxpayers, for instance, would object to their taxes financing Catholics, and vice versa.
In this way the new "gap-filling" government schools were given a wide-open field with their zero-priced education. Since most of the subsequent growing population naturally chose the free alternative, the private schools' share of the market declined and that of government schools skyrocketed.
The Literacy Record
The pre-1870 record of educational outputs such as literacy was even more impressive than the numbers of children in school, and this presents an even more serious problem to typical authors of social histories. Professor Mark Blaug has observed that "Conventional histories of education neatly dispose of the problem by simply ignoring the literacy evidence."5
R. K. Webb, a specialist historian of literacy, offers the following conclusions about conditions in Britain in the late 1830s:
In so far as one dare generalize about a national average in an extraordinarily varied situation, the figure would seem to run between two-thirds and three-quarters of the working classes as literate, a group which included most of the respectable poor who were the great political potential in English life.6
There was, moreover, an appreciable rate of growth in literacy. This is reflected in the fact that young persons were more and more accomplished than their elders. Thus an examination of educational attainments of males in the Navy and Marines in 1865 showed that 99 percent of the boys could read compared with their seniors: seamen (89 percent), marines (80 percent), and petty officers (94 percent).7
It is not surprising that with such evidence of literacy growth of young people, the levels had become even more substantial by 1870. On my calculations for 1880, when national compulsion was enacted, over 95 percent of fifteen-year-olds were literate.8 This should be compared to the fact that over a century later 40 percent of 21-year-olds in the United Kingdom admit to difficulties with writing and spelling.9
American Education on the Eve of Government Compulsion
In the interests of manageability I shall confine attention to a single U.S. state. New York is selected because it seems to have been reasonably representative of conditions generally in the first 70 years of nineteenth-century America.
In 1811 five commissioners were authorized to report on the extent of education in the state. They recognized that, in order to qualify for state aid, it was necessary to establish in what respects the people were not themselves already securing sufficient education for their children. The commissioners acknowledged that schooling was indeed already widespread: "In a free government, where political equality is established, and where the road to preferment is open to all, there is a natural stimulus to education; and accordingly we find it generally resorted to, unless some great local impediments interfere."10 Poverty was in some cases an impediment; but the biggest obstacle was bad geographic location:
In populous cities, and the parts of the country thickly settled, schools are generally established by individual exertion. In these cases, the means of education are facilitated, as the expenses of schools are divided among a great many. It is in the remote and thinly populated parts of the State, where the inhabitants are scattered over a large extent, that education stands greatly in need of encouragement. The people here living far from each other, makes it difficult so to establish schools as to render them convenient or accessible to all. Every family therefore, must either educate its own children, or the children must forego the advantages of education.11
The problem was thus presented in the same terms as those later used in England by W. E. Forster, the architect of the 1870 English Education Act. As we have seen, it was largely a problem, to use Forster's words, of "filling up the gaps." The logic of such argument, of course, called mainly for discriminating and marginal government intervention. To this end three methods were available. First, the government could assist families, but only the needy ones, by way of educational subsidies. Second, it could subsidize the promoters of schools in the special areas where they were needed. Third, the government itself could set up schools, but only in the "gap" areas. Without discussing possible alternatives, the New York State commissioners recommended that the inconveniences could generally best be remedied "by the establishment of Common Schools, under the direction and patronage of the State."
The report, having stressed the plight of the rural areas, leads the reader to expect special attention to be paid to them in the New York State general plan of intervention. No such priority appears, however. The main features of the plan suggested by the commissioners were: that the several towns of the state be divided into school districts by three commissioners, elected by the citizens to vote for town offices; that three trustees be elected in each district, to whom shall be confined the care and superintendence of the school to be established therein; that the interest of the school fund be divided among the different counties and towns according, not to the distribution, but to the size of their respective populations as ascertained by the current census of the United States.
Thus, in place of discrimination in favor of the poor and thinly populated districts, a flat equality of treatment was decreed for all areas; the public monies were to be distributed on a per capita basis according to the number of children between five and fifteen in each district, whether its population was dense or sparse, rich or poor.
Two details of the early legislation (of 1812 and 1814) are worthy of special attention. First, there seems to have been no announced intention of making education free. Even with the addition of the revenues from town taxes there were far from sufficient monies to cover expenses. The substantial balance was presented in the form of rate bills (fees) to the parents, who were required to pay in proportion to the attendance of their children.
For instance, in 1830 parental fees contributed $346,807 toward the total sum for teachers' wages of $586,520.12 The second detail of the early legislation worth noticing is that religion was regarded as an integral part of school education.
The commissioners observed: "Morality and religion are the foundation of all that is truly great and good; and consequently, of primary importance."13 The Bible, in common schools, was to be treated as more than a literary work. The commissioners particularly recommended the practice of the New York Free Schools (the charitable establishments) in "presuming the religious regard which is due to the sacred writings."14
Subsequently, the annual reports of the superintendents revealed a steady growth in the number of school districts organized. In some cases, entirely new schools were built; in others the personnel of existing private schools allowed themselves to become socialized, that is, to become common schools, in order to qualify for the public monies. In the report of 1821 it was stated that the whole number of children between the ages of five and 16 residing in the state was 380,000; and the total number, of all ages, taught during the year was 342,479. Thus, according to this evidence, schooling in the early nineteenth century was already almost universal without being compulsory. Moreover, although it was subsidized, it was not free except to the very poor.
In the first half of the century, statistics for private schooling throughout the state were hard to come by. But it will be remembered that the 1811 Commissioners observed that in thickly populated areas the means of education were already well provided for. The Superintendent's Report of 1830 contained an account of a census of the schools of the city of New York for the year 1829. It showed that of the 24,952 children attending school in the city, the great majority, 18,945, were in private schools.15
By this time the superintendents were expressing complete satisfaction with the provision of schooling. On the quantity of it the Report of 1836 asserted:
Under any view of the subject, it is reasonable to believe, that in the common schools, private schools and academies, the number of children actually receiving instruction is equal to the whole number between five and sixteen years of age.16
The fact that education could continue to be universal without being free and compulsory seems to have been readily acknowledged. Where there were students who had poor parents, the trustees had authority to release them from the payment of fees entirely, and this was done "at the close of term, in such a manner as to divest the transaction of all the circumstances calculated to wound the feelings of scholars."17
Literacy in Nineteenth-Century America
The spread of literacy among the American population before education became compulsory seems to have been at least as impressive as in the case of Britain. An item in the Journal of Education of January 1828 gave this account:
Our population is 12,000,000, for the education of which, we have 50 colleges, besides several times the number of well endowed and flourishing academies leaving primary schools out of the account. For meeting the intellectual wants of this 12,000,000, we have about 600 newspapers and periodical journals. There is no country, (it is often said), where the means of intelligence are so generally enjoyed by all ranks and where knowledge is so generally diffused among the lower orders of the community, as in our own.
The population of those portions of Poland which have successively fallen under the dominion of Russia, is about 20,000,000. To meet the wants of which there are but 15 newspapers, eight of which are printed in Warsaw. But with us a newspaper is the daily fare of almost every meal in almost every family.
Sheldon Richman quotes data showing that from 1650 to 1795, American male literacy climbed from 60 to 90 percent. Between 1800 and 1840 literacy in the North rose from 75 percent to between 91 and 97 percent. In the South the rate grew from about 55 percent to 81 percent. Richman also quotes evidence indicating that literacy in Massachusetts was 98 percent on the eve of legislated compulsion and is about 91 percent today.18
Finally, Carl F. Kaestle observes: "The best generalization possible is that New York, like other American towns of the Revolutionary period, had a high literacy rate relative to other places in the world, and that literacy did not depend primarily upon the schools."19
This account of education in New York State prior to full government intervention to make it free, compulsory, and universal, can be concluded as follows: Whether or not it was appropriate (after 1867) to apply compulsion unconditionally to all classes of individuals, the laws that were actually established did not in fact secure an education that was universal in the sense of 100-percent school attendance by all children of school age. If, on the other hand, the term "universal" is intended more loosely to mean something like, "most," "nearly everybody," or "over 90 percent," then we lack firm evidence to show that education was not already universal prior to intervention. The eventual establishment, meanwhile, of laws to provide a schooling that was both compulsory and free, was accompanied by major increases in costs. These included not only unprecedented expenses of growing bureaucracy but also the substantial costs of reduced liberty of families eventually caught in a choice-restricted monopoly system serving the interests not of the demanders but of the rent-seeking suppliers. Both sides of the Atlantic, meanwhile, shared this same fate.
1. G. Becker and K. Murphy, "The Family and the State," Journal of Law and Economics 30 (1988): 3 and fn. 9.
2. E. G. West, Education and the Industrial Revolution (London: Batsford, 1975).
3. Ibid., p. 89.
4. Newcastle Commission, 1861, p. 293.
5. Mark Blaug, "The Economics of Education in English Classical Political Economy: A Re-Examination," in A. Skinner and T. Wilson, eds., Essays on Adam Smith (Oxford: Clarendon Press, 1975), p. 595.
6. R. K. Webb, "The Victorian Reading Public," in From Dickens to Hardy (London: Pelican Books, 1963), p. 149.
7. Ibid.
8. E. G. West, "Literacy and the Industrial Revolution," Economic History Review 31 (3) August 1978.
9. Central Statistical Office, Social Trends: 1995 Edition (London: HMSO, 1995), p. 58.
10. M. Randall, History of the Common School System of the State of New York, from its Origins in 1795, to the Present Time (New York: Ivison, Blakeman, Taylor, & Co, 1871), p. 18; my emphasis.
11. Ibid.
12. Ibid., p. 66. Teachers' wages constituted about one-half of total expenses.
13. Ibid., p. 19.
14. Ibid., p. 22.
15. Annual Report, New York Superintendent Common Schools, 1830, p. 17.
16. Annual Report, New York Superintendent Common Schools, 1836, p. 8.
17. Annual Report, New York Superintendent Common Schools, 1831, p. 16.
18. Sheldon Richman, Separating School and State: Liberating America's Families (Fairfax, Va.: The Future of Freedom Foundation, 1994), p. 38.
19. Carl F. Kaestle, The Evolution of the School System: New York City 1750-1850 (Cambridge, Mass.: Harvard University Press, 1973), p. 5.
This article was originally published on FEE.org. Read the original article.


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Red Hat has appointed Israel's leading IT training company, Sivan Ltd., as a certified Red Hat Training Partner for Israel and the Palestinian Authorities areas. Sivan will deliver the full range of Red Hat courses and certifications through its 13 nationwide branches. Red Hat is a leading developer and provider of open source operating system solutions, including the Red Hat Linux operating system.
Yuval Bitan, IT Director for Sivan, says: "We are committed to ensuring that the same high quality and standard of Linux training started by Red Hat is carried out across the IT community in Israel - a community that currently deploys Linux in many business environments."
The agreement will enable Sivan to offer Red Hat's full Linux training and certification curriculum leading to Red Hat Certified Engineer (RHCE) qualification.
"Sivan brings proven hands-on expertise to the Red Hat curriculum. The Red Hat Certified training courses delivered by Sivan will turn network and systems administrators into productive Red Hat Linux users and certified professionals within a few weeks," comments Ian Cole, Professional Services and Finance Director, Red Hat Europe.
Courses will be available beginning December 20th with sessions being initially held in Tel-Aviv and Herzelia with additional cities being added by early 2000. The content of the courses will benefit three primary groups: new users of Linux, systems administrators new to the Linux operating system, and systems administrators and engineers already familiar with Linux. Details on the courses are available at Sivan's web site on http://www.sivan.co.il.
About Sivan
Established 22 years ago, Sivan is Israel's leading IT training organisation and has 13 branches located all over Israel at Tel-Aviv, Jerusalem, Haifa, Ber-Sheva, Herzelia, Natania, Ranana, Rishon-Lezion, Givataim, Ramat-Hasaron, Benei-Brak, Shoham, Ashdod.
The company trained over 43,000 students in 1998 and is an authorised training center for Microsoft, Novell, Cisco, Sun, Oracle, Computer Associates, offering over 150 courses as well as being NETg's distributor in Israel and Sylvan Prometrics testing center.
You can find more information about Sivan at its Web site at: http://www.sivan.co.il.
About Red Hat, Inc.
Red Hat, the world's leading open source and Linux provider, is headquartered in Raleigh, NC with satellite offices spanning the globe. Red Hat is leading Linux and open source solutions into the mainstream by making high quality, low cost technology accessible. Red Hat provides operating system software along with middleware, applications and management solutions. Red Hat also offers support, training and consulting services to its customers worldwide and through top-tier partnerships. Red Hat's open source strategy offers customers a long term plan for building infrastructures that are based on and leverage open source technologies with focus on security and ease of management. Learn more: http://www.redhat.com
Forward-Looking Statements
Forward-looking statements in this press release are made pursuant to the safe harbor provisions of Section 21E of the Securities Exchange Act of 1934. Investors are cautioned that statements in this press release that are not strictly historical statements, including, without limitation, management's plans and objectives for future operations, and management's assessment of market factors, constitute forward-looking statements which involve risks and uncertainties. These risks and uncertainties include, without limitation, reliance upon strategic relationships, management of growth, the possibility of undetected software errors, the risks of economic downturns generally, and in Red Hat's industry specifically, the risks associated with competition and competitive pricing pressures, the viability of the Internet, and other risks detailed in Red Hat's filings with the Securities and Exchange Commission, copies of which may be accessed through the SEC's Web site at http://www.sec.gov.
LINUX is a trademark of Linus Torvalds. RED HAT is a registered trademark of Red Hat, Inc. All other names and trademarks are the property of their respective owners.
- About Red Hat
Red Hat is the world's leading provider of open source software solutions, using a community-powered approach to reliable and high-performing cloud, Linux, middleware, storage and virtualization technologies. Red Hat also offers award-winning support, training, and consulting services. As the connective hub in a global network of enterprises, partners, and open source communities, Red Hat helps create relevant, innovative technologies that liberate resources for growth and prepare customers for the future of IT. Learn more at http://www.redhat.com.
- Forward-Looking Statements
Certain statements contained in this press release may constitute "forward-looking statements" within the meaning of the Private Securities Litigation Reform Act of 1995. Forward-looking statements provide current expectations of future events based on certain assumptions and include any statement that does not directly relate to any historical or current fact. Actual results may differ materially from those indicated by such forward-looking statements as a result of various important factors, including: risks related to delays or reductions in information technology spending; the effects of industry consolidation; the ability of the Company to compete effectively; the integration of acquisitions and the ability to market successfully acquired technologies and products; uncertainty and adverse results in litigation and related settlements; the inability to adequately protect Company intellectual property and the potential for infringement or breach of license claims of or relating to third party intellectual property; the ability to deliver and stimulate demand for new products and technological innovations on a timely basis; risks related to data and information security vulnerabilities; ineffective management of, and control over, the Company's growth and international operations; fluctuations in exchange rates; and changes in and a dependence on key personnel, as well as other factors contained in our most recent Quarterly Report on Form 10-Q (copies of which may be accessed through the Securities and Exchange Commission's website at http://www.sec.gov), including those found therein under the captions "Risk Factors" and "Management's Discussion and Analysis of Financial Condition and Results of Operations". In addition to these factors, actual future performance, outcomes, and results may differ materially because of more general factors including (without limitation) general industry and market conditions and growth rates, economic and political conditions, governmental and public policy changes and the impact of natural disasters such as earthquakes and floods. The forward-looking statements included in this press release represent the Company's views as of the date of this press release and these views could change. However, while the Company may elect to update these forward-looking statements at some point in the future, the Company specifically disclaims any obligation to do so. These forward-looking statements should not be relied upon as representing the Company's views as of any date subsequent to the date of this press release.


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