So, since I never really talked much about what I was actually doing in grad school, while I was there, I decided to write this month’s blog post about my research. There is probably some irony here, but I can’t really explain it- just be excited that this post might actually show that I have done some real, academic work during the last five years.

What I want to talk about today, is one of the data collection tools I used, and why. During the time when I was still figuring out what I was going to do, beyond my grand scheme of “exploring a Maker experience with early adolescents”, I was lucky enough to get to spend hours in the car with my colleague and cohort member, Deb Bailey (now Dr. Deb Bailey!). Deb’s research interest has some parallels to mine- she explored how participation in gardening programs affected older adolescents, and we both work on the SYNERGIES project, so had time to talk about our ideas as we commuted up to the Portland area for conducting interviews and such. Deb was going to use Personal Meaning Maps with her youth, and the more we talked about it, the more I felt that they would be the perfect tool for my work too.

If you are unfamiliar with this tool, it was developed by John Falk and some of his colleagues and used in a number of studies based in museums. At first glance, it looks like a mind map or concept map. You have a piece of paper (although I guess this could all be done in iPads if you are tech savvy) with a prompt in the middle and have the participants write down words or phrases that refer to what they know, think, or believe about that topic. The next part is what was interesting to me- you interview the participant about what they have written, using their language. This appealed to me as a way to minimize my biases in the interviews.

You administer this activity twice, ideally as a pre-/post- experience, doing the interview twice too. In their second pass, they can add, remove, or change whatever they want about the initial artifact. And this was another important factor for me. The Personal Meaning Map would pretty accurately track the changes that each individual went through as a result of the experience they were participating in, rather than track them against some predetermined end point. As a former Montessorian, where the mantra is “follow the child”, this ability to see where each youth started and ended in such an individualized way fit perfectly with my beliefs about respecting each learner and where they might happen to be on their learning journey.

Then, this tool, which can look deceptively simple, can be analyzed along a number of dimensions- extent, breadth, depth, emotional intensity, and mastery. For someone vested in a mixed-methods study, this ability to have some measurable, quantitative data was a boon! Further, I supplemented these dimensions by examining changes in use of personal pronouns by the youth, and this tool was a perfect artifact to gather that data also.

You never know when inspiration will hit. As Deb and I passed the time during our car rides, really just filling the time, of course talk about our research ideas would come up- as it was consuming a lot of our lives. But, if I had not been “stuck” in the car for hours, talking to my intelligent and industrious friend, I might not have learned as much about this interesting tool, and my research would have been the weaker without it….. Serendipity comes in all sorts of interesting moments!

I have been sitting in front of the computer today searching for creative ways to install potent microphones and camouflage them among the rocks of our live animal touch-tanks. Cyberlab cameras are up and running, and we have great views of the families’ interactions at many angles of our touch-tank exhibit. Once captured through our data collection tools, the families’ discourse can give researchers invaluable data about the visitor’s learning experience, meaning making and social interactions in the exhibit and among themselves. This is important data not only for evaluation purposes but also for learning research purposes as we strive to conceptualize learning in informal settings and contextualize its occurrence within new theoretical frameworks paying attention to contemporary mediating tools.

The problem we run into at the touch-tanks while trying to collect rich data is, of course, audio capture. Often, there are lots of people using the exhibits all at once, discussing among themselves and with the staff volunteers. There are lots of social exchanges between visiting groups, lots of excitement going on as people touch the animals on display, water background noise and all sorts of other noises incorporated in this rich experience. The camera mics are not good enough to clearly capture all the various dialogues efficiently; therefore, we are starting the process of installing new mics throughout the few access points of the touch tanks so that rich audio can accompany rich video data.

We will be working on installations in the next few weeks, and as soon as my IRB approval comes through (fingers crossed), I will hit the ground running with my own research, which will use the audio and video systems we have to collect the data for discourse analysis of family interactions at the tanks and the links to conservation dialogue. I will be recruiting families and working with them in a set of four activities at the touch tanks, collecting data through video observations, interviews and focus groups. I can’t wait to start but before that I need to dive into team and creative work to install these wonderful mics.

I will post a blog in the next few weeks with photos and updates on the process, and maybe your creative input may come right in handy 🙂

After all the preparation for my research study, it was finally time to sit and observe visitor behavior around exhibits and collect some data.  This allowed me to personally see what natural behaviors in an informal science setting look like, while applying the skills and knowledge I have gained about conducting research and interviewing human participants.

Over the course of August I interviewed 25 family groups after they used the Ideum multi-touch table.  My goal was to collect data in the Visitor Center over morning and afternoon hours each day of the week to get a wide distribution of visitor attendance.  After each sampling session I was busy processing the data, inputting survey responses and typing up the comments from the open-ended piece of the interview, while downloading video footage of the interactions.  I enjoyed the result of our team’s effort of putting the camera system in place, as it was convenient to go back to the day of the visitor encounter and know that their conversations and interactions were captured unobtrusively on film.  The set-up of the Cyberlab provides an advantage to past methodologies where the researcher physically tracked the visitor or a large video camera was placed right over an exhibit.  Through our methods, I believe we are collecting very natural behaviors by the visitor which will help us understand learning in the public science setting more efficiently and effectively.

Family use of museums and science centers have been investigated over the past few decades, but as learning researcher Doris Ash noted in 2003 in the Journal of Research in Science Teaching, there are few studies that investigate at depth the dialogic analysis of interactions with the family group.  This is important to understanding how meaning and sense-making between learners takes place in the informal science setting.  In looking at the research on large touch surface technology, I have not found much on family group use in public settings with science-related content.  The field of human-computer interaction has explored this technology with regard to usability features, particularly with gestures and software or program navigation.  I hope that my research provides insight combining both family learning and how this technology can support that.

While there are many different layers to the informal science experience (physical, personal, and sociocultural elements), I thought about the individual and collective learning in the family group, as well as how they were positioned in the physical sense around the touch table during the “live” observations.  As I look at footage, I will be exploring the interactions and roles that occur within the group while considering the conversations that are taking place.  I am also interested in the overall response to the touch table.  Part of my interview with the group was to hear how they would describe their attraction to the exhibit and how they described their interaction with this type of technology.  I will be doing some content analysis in an effort to see what the common themes are within their responses.

Considering the other technology we have, a familiar digital “interactive” is a single user kiosk or desktop computer with games and information.  The touch table allows for multiple users and inputs and is not commonly seen in other settings.  We have a desktop interactive located near the touch table, and I observed families (in groups of two, three, even up to five) crowding around the computer and “coaching” the user in control of the mouse.  As the desktop exhibit affords one kind of experience, the touch table allows for collective physical action at the same time.  Five people could use this exhibit at once.  Keeping this in mind, how can we (informal science centers with access to the technology) take advantage of this to facilitate learning for the individual and the group?

September and October will be busy months analyzing footage.  I am eager to see just what comes out of all of this data!

Summer is flying by and the hard work in the Cyberlab continues.  If you have been keeping up with previous posts, we have had researchers in residence as part of our Cyber Scholar program, movement on our facial recognition camera installations, and conference presentations taking place around the country and internationally.  Sometimes I forget just how amazing the implementation of unobtrusive audio and video collection methods are to the field of visitor research and exhibit evaluation until I talk to another researcher or educator working at another informal learning center.  The methods and tools we are applying have huge implications to streamlining these types of projects.  It is exciting to be a part of an innovative project in an effort to understand free choice learning and after a year in the lab, I have gained several new skills, particularly learning by doing.

As with any research, or project in general, there are highs and lows with trying to get things done and working.  Ideally, everything will work the first time (or when plugged in), there are no delays, and moving forward is the only direction.  Of course in reality there are tool constraints, pieces to reconsider and reconfigure, and several starts and stops in an effort to figure it out.  There is no Cyberlab “manual” – we are creating it as we go – and this has been a great lesson for me personally when it comes to my approach to both personal and professional experiences, particularly with future opportunities in research.

Speaking of research, this past week I started the data that will go towards my Master’s thesis.  As I am looking at family interactions and evidence of learning behaviors around the Ideum touchtable, I am getting the chance to use the tools of the Cyberlab, but also gain experience recruiting and interviewing visitors.  My data collection will last throughout the month of August, as I perform sampling during morning and afternoon hours on every day of the week.  This will allow for a broad spectrum of visitors, though I am purposively sampling “multi-generational” family groups, or at least one adult and one child using the exhibit.  After at least one minute of table use, I am interviewing the group about their experience using the touch table, and will be looking at the footage to further analyze what types of learning behaviors may be occurring.

During my observations, I have been reflecting on my time as an undergraduate conducting research in marine biology.  At that point, I was looking at distribution and feeding habitats of orange sea cucumbers in the Puget Sound.  Now the “wildlife” I am studying is the human species and as I sit and observe from a distance, I think about how wildlife biologists wait in the brush for the animal they are studying to approach, interact, and depart the area.  Over the course of my sampling sessions I am waiting for a family group to approach, interact, and depart the gallery.  There are so many questions that I have been thinking about with regards to family behavior in a public science center.  How do they move through the space, what exhibits attract particular age groups, how long do they decide to stay in any particular area, and what do they discuss while they are there?  I am excited to begin analyzing the data I will get.  No doubt it will likely lead to more questions…

Spring Quarter is now upon us and with that there is plenty of “spring cleaning” to get done in the Cyberlab prior to the surge of visitors to Newport over the summer months.  For a free-choice learning geek like me, this period of data collection will be exciting as I work on my research for my graduate program.

The monitoring and maintenance of the audio and video recording devices continues!  Working with this technology is a great opportunity to troubleshoot and consider effective placement around exhibits.  I am getting more practice with camera installation and ensuring that data is being recorded and archived on our servers.  We are also thinking about how we can rapidly deploy cameras for guest researchers based on their project needs.  If other museums, aquariums, or science centers consider a similar method to collect audio and video data, I know we can offer insight as we continue to try things and re-adjust.  At this point I don’t take these collection methods for granted!  Reading through published visitor research projects, there was consideration for how to minimize the effect of an observer or a large camera recording nearby and how this influenced behavior.  Now cameras are smaller and can be mounted in ways that they blend in with the surroundings.  This helps us see more natural behaviors as people explore the exhibits.  This is important to me because I will be using the audio and video equipment to look for patterns of behavior around the multi-touch interactive tabletop exhibit.

Based on comments from our volunteers, the touchtable has received a lot of attention from visitors.  At this time we have a couple different programs installed on the table.  One program from Open Exhibits has content about the electromagnetic spectrum where users can drag an image of an object through the different sections of the spectrum, including infrared, visible, ultraviolet, and x-ray, while providing information about each category.  Another program is called Valcamonica, which has puzzles and content about prehistoric petroglyphs found in Northern Italy.  I am curious as to the conversations people are having around the table and whether they are verbalizing the content they see or how to use the technology.  If there are different ages within the group, is someone taking the role as the “expert” on how to use it?  Are they modeling and showing others how to navigate through the software?  Are visitors also spending time at other exhibits near the table?  There are live animal exhibits within 15 feet of the table and are they getting attention?  I am thinking about all of these questions as I design my research project that will be conducted this summer.  Which means…time to get back to work!

Deme
A game of strategy and survival
(Version 1.1)

Copyright (C) 2013 Harrison Baker.
Permission is granted to copy, distribute and/or modify this document
under the terms of the GNU Free Documentation License, Version 1.3
or any later version published by the Free Software Foundation;
with the Invariant Section being the Creator’s Note.
A copy of the license is included in the section entitled “GNU
Free Documentation License”.

***

Contents
1. Creator’s Note
2. Before You Start
3. The Basics
4. Combat/Predation
5. Seasons and Reproduction
6. Genetics
7. Ending the Game
8. GNU Free Documentation License

***

1. Creator’s Note

Y’all,

I’d like to take a moment to explain what Deme is and why I made it. More
importantly, I would like to let you know where I would like us—you and me
and everyone else who might be interested—to take it. Please read the
following paragraphs.

What Deme is:
Deme is a tactical board game of ecology and survival. Players control
animal species on a small island as they compete, feed, breed and evolve.
The primary goal of each species is to survive and reproduce, but other
goals present themselves along the way. Competitors can be eliminated. New
traits can evolve. New species can be born.

What Deme is not:
Deme is not an ecosystem model. Deme plays with broad concepts such as
random mutation, energy flow, interspecific competition and trophic cascades.
It does not, however, represent these things exactly as they happen in a real
ecosystem.

Deme is meant to raise questions and encourage experimentation. If you
would like a thorough, scientifically accurate ecosystem modeling system
rather than a game, you might want to try one of these:
http://atlss.org/
http://www.ecopath.org/

The rule system is intended as a toolbox, not a cage. Feel free to modify,
add and subtract rules in the future to meet your needs and make Deme as
realistic or fantastic as you like. I trust my players to find and explore
the differences between real-world dynamics and fictional ones, applying
and sharing their own prior knowledge to create fun, meaningful table
sessions.

Thank you and enjoy!

Harrison

***

2. Before You Start

What you will need:
-Multi-colored tokens, beads or figurines to represent each species (as many as you can get)
-Several six-sided dice (a pack of 10 should be good)
-One 20-sided die
-A hex grid board with hexes large enough to accommodate your poker chips
-Some rocks or other obstructions to serve as terrain
-A set of poker chips (at least one)

The role of the Ecosystem Master:
One person (not a player) will serve as Ecosystem Master (EM). This person is responsible for
overseeing the environment, laying out the narrative, arbitrating player disputes and handling
some random and semi-random events.

Think of the EM like the Dungeon Master in a game of Dungeons & Dragons, or the referee in
a sporting event. The EM has a responsibility to be fair and impartial, and to keep things
interesting. The EM is basically a storyteller, so this role can be a lot of fun.

Terrain:
Rocks, sticks, etc., when placed on the board, represent impassable obstructions. The EM lays
these out as he or she sees fit before the game begins.

Token and Plant Placement:
The EM places each player’s tokens around the board as he or she sees fit. Keep in mind what’s
fair, challenging and makes sense in the ecosystem.

Species:
Each player controls a species (set of tokens of a single color). Each species has its own
distinct set of three stats:
-Attack strength (ATT)
-Defense (DEF)
-Speed (SPD)
Each of these stats is determined prior to play for each species by the EM and/or player(s).
To start, you may wish to limit individual SPD values based on board size, and individual ATT and
DEF values to the number of six-sided dice you have on hand.

***

3. The Basics

Each player’s turn looks like this:
1) Move a token (representing an animal or small population, as the scenario dictates) any
number of hexes up to its SPD value. Each token can move in any direction, but cannot move
through rocks. You can forgo movement if you want.

2) Attack or feed using the token you just moved, if you want to. Place the token on its side so
you remember you moved it.

3) Repeat until all tokens have acted. Play then passes to the next player.

Herbivores move first, then their predators, then those predators’ predators, etc. Within each
trophic level, you may roll for initiative or simply pass from right to left around the table. The
EM (ecosystem master) keeps track of the progression of seasons, the narrative, replacing plant
mass, etc. Play is divided into seasons and years. Each year begins with Spring. When all players have
moved, a new season begins. When four seasons have passed (all players have moved four
times), a new year begins. We’ll get to what this means later.

Movement:
Each species has a “SPD” value, which represents speed. You can move any number of hexes
(or none at all) up to this value. You cannot move through rocks or share or pass through a
space with another animal. You can share a space with plants (green chips). If you enter a space
occupied by an animal of a different species, you must stop by default.

Feeding:
Feeding is at the core of Deme. When an herbivore ends its turn on a plant (green poker chip),
it carries the chip around with it. If a carnivore kills an adjacent prey animal, the carnivore
gains a green poker chip. Each animal can only gain one green chip per food item, and can only
carry two green poker chips at maximum.
At the end of Summer and Winter, each animal loses one green poker chip and leaves behind a black chip
in its place (see “Feces” below). Animals with no chips to drop die.

Feces:
Black poker chips serve as “feces” markers. These replace green chips lost by animals at
the end of Summer and Winter. They may also be placed by the EM or by players themselves as
the scenario and species abilities dictate.

Water:
Non-aquatic animals that start a turn adjacent to a water hex gain a +1 bonus to their SPD for
that turn. Animals that end Summer and Winter adjacent to water do not lose a green chip.

***

4. Combat/Predation

Attacking:
After moving a token, the attacker rolls the number of dice shown by the “ATT” value to attack
an animal in an adjacent hex. For example, if the attacking animal has an ATT of 3, roll three
dice. If a die scores 4 or higher, it’s a “hit.” If it scores 3 or lower, it’s a “miss.” The number of
“hits” for the attacker must be higher than the number of “hits” for the defender.
If an attacking animal has used all of its moves before attacking, it is exhausted and suffers a -1
penalty to its “ATT” value.

Defending:
When attacked, the defending player rolls a number of dice shown by the “DEF” value for the
defending animal. If the number of “hits” (i.e., rolls of 4 or more) matches or exceeds the
number of “hits” the attacker rolled, the attack is repelled.
Optionally, red poker chips may be used as health indicators, each absorbing one attack.
If the attack is successful, remove one red poker chip (if there are any) from the defending
animal. If the defending animal has no red poker chips, the animal dies.

Resolving Combat:
The attacking animal may not attack the same animal twice if the attack was repelled. However,
it may attack other adjacent animals. If the attack is successful, the attacker may continue
attacking until the defending animal is defeated, or it may attack other adjacent animals. If the
attacker is a carnivore or omnivore that feeds on the defender, it gains one green chip from the kill.

***

5. Seasons and Reproduction

Seasons:
Each season plays the same except for Winter (each player’s last turn of the year). During
Winter, each player’s SPD score is reduced by 1 unless modified by a mutation (see “Genetics”
on next page).

Every Spring, the EM replaces the plant mass lost during the last year. All green poker chips
are restored to the board, with each animal that died at the end of Winter replaced by a green
poker chip.

Plants are placed adjacent to existing plants, and/or are used to replace any black “feces” chips
dropped by players (or the EM) in the path of herbivores over the course of the last year.

Long Game:
For a more in-depth experience, each season lasts four turns for each player instead of one.

Reproduction:
Before the start of every Spring, every animal with two green poker chips gets to reproduce.
Each animal produces one offspring (unless modified by mutation). For every offspring, roll for
mutation. See “Genetics” on next page.

***

6. Genetics
When a new offspring is generated (prior to the Spring redistribution of green chips), it inherits
its parent’s stats (DEF, SPD and ATT) by default. However, each offspring rolls for random
mutations. These mutations become permanent parts of its genome, and may be inherited by all
of its offspring.

Here’s how it works:

Roll the 20-sided die to determine mutation
1 = Fatal (no offspring)
2-13 = No mutation (same as parent)
14 = +1 SPD
15 = +1 DEF
16 = +1 ATT
17 = -1 SPD
18 = -1 DEF
19 = -1 ATT
20 = WILDCARD

If the offspring rolls a rare WILDCARD mutation, roll a six-sided die to determine if the effect
is positive (4-6) or negative (1-3). You may also flip a coin, if you have one.

Roll the six-sided die again to determine the trait to be modified*
1 = Cold resistance (modify effect of Winter by +-1 SPD)
2 = Fecundity (+-1 offspring)
3 = Flight (animal passes over obstacles)
4 = Empathy (animal can pass food to adjacent conspecifics at the end of movement)
5 = Diet (animal gains or loses herbivory or carnivory—whichever it didn’t start with)**
6 = Resilience (red poker chip)

*If an animal loses a trait it doesn’t have, the mutation has no effect.
**If animal is losing a food item, flip a coin or use a six-sided die to determine which food type it loses.

***

7. Ending the Game

Before play begins, the EM should lay out the scenario and a time frame (in real time or game
years) for the game. In addition, each player has the option of announcing his or her own goals
for the game. These may include the elimination of a competing species at the same trophic
level, bearing a certain number of offspring, selecting for a specific trait, etc.
The game ends when the given scenario ends, not (necessarily) when players achieve their own
goals. Remember that this is your game, so everything is negotiable if players and EM agree to
it at the outset.

Once the scenario ends, players can save the stats of their “best” tokens to serve as starter
species for future games. In this way, they can develop their species through “natural” and
artificial selection, much as they might build characters in role-playing games. In this way, a
table (EM + players) can create longer “campaigns” with the same species to see how the
ecosystem changes over time.

Food for thought:

What happens to predators and their prey over time as they evolve to overcome each other’s
weapons and defenses?

What happens to mutualistic relationships (a relationship between two organisms that
benefits both) over time? Why?

Can two organisms at the same trophic level co-exist? How?

***

8. GNU Free Documentation License

GNU Free Documentation License
Version 1.3, 3 November 2008
Copyright (C) 2000, 2001, 2002, 2007, 2008 Free Software Foundation, Inc.
<http://fsf.org/>
Everyone is permitted to copy and distribute verbatim copies
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a computer-network location from which the general network-using
public has access to download using public-standard network protocols
a complete Transparent copy of the Document, free of added material.
If you use the latter option, you must take reasonably prudent steps,
when you begin distribution of Opaque copies in quantity, to ensure
that this Transparent copy will remain thus accessible at the stated
location until at least one year after the last time you distribute an
Opaque copy (directly or through your agents or retailers) of that
edition to the public.

It is requested, but not required, that you contact the authors of the
Document well before redistributing any large number of copies, to
give them a chance to provide you with an updated version of the
Document.
4. MODIFICATIONS

You may copy and distribute a Modified Version of the Document under
the conditions of sections 2 and 3 above, provided that you release
the Modified Version under precisely this License, with the Modified
Version filling the role of the Document, thus licensing distribution
and modification of the Modified Version to whoever possesses a copy
of it. In addition, you must do these things in the Modified Version:

A. Use in the Title Page (and on the covers, if any) a title distinct
from that of the Document, and from those of previous versions
(which should, if there were any, be listed in the History section
of the Document). You may use the same title as a previous version
if the original publisher of that version gives permission.
B. List on the Title Page, as authors, one or more persons or entities
responsible for authorship of the modifications in the Modified
Version, together with at least five of the principal authors of the
Document (all of its principal authors, if it has fewer than five),
unless they release you from this requirement.
C. State on the Title page the name of the publisher of the
Modified Version, as the publisher.
D. Preserve all the copyright notices of the Document.
E. Add an appropriate copyright notice for your modifications
adjacent to the other copyright notices.
F. Include, immediately after the copyright notices, a license notice
giving the public permission to use the Modified Version under the
terms of this License, in the form shown in the Addendum below.
G. Preserve in that license notice the full lists of Invariant Sections
and required Cover Texts given in the Document’s license notice.
H. Include an unaltered copy of this License.
I. Preserve the section Entitled “History”, Preserve its Title, and add
to it an item stating at least the title, year, new authors, and
publisher of the Modified Version as given on the Title Page. If
there is no section Entitled “History” in the Document, create one
stating the title, year, authors, and publisher of the Document as
given on its Title Page, then add an item describing the Modified
Version as stated in the previous sentence.
J. Preserve the network location, if any, given in the Document for
public access to a Transparent copy of the Document, and likewise
the network locations given in the Document for previous versions
it was based on. These may be placed in the “History” section.
You may omit a network location for a work that was published at
least four years before the Document itself, or if the original
publisher of the version it refers to gives permission.
K. For any section Entitled “Acknowledgements” or “Dedications”,
Preserve the Title of the section, and preserve in the section all
the substance and tone of each of the contributor acknowledgements
and/or dedications given therein.
L. Preserve all the Invariant Sections of the Document,
unaltered in their text and in their titles. Section numbers
or the equivalent are not considered part of the section titles.
M. Delete any section Entitled “Endorsements”. Such a section
may not be included in the Modified Version.
N. Do not retitle any existing section to be Entitled “Endorsements”
or to conflict in title with any Invariant Section.
O. Preserve any Warranty Disclaimers.

If the Modified Version includes new front-matter sections or
appendices that qualify as Secondary Sections and contain no material
copied from the Document, you may at your option designate some or all
of these sections as invariant. To do this, add their titles to the
list of Invariant Sections in the Modified Version’s license notice.
These titles must be distinct from any other section titles.

You may add a section Entitled “Endorsements”, provided it contains
nothing but endorsements of your Modified Version by various
parties–for example, statements of peer review or that the text has
been approved by an organization as the authoritative definition of a
standard.

You may add a passage of up to five words as a Front-Cover Text, and a
passage of up to 25 words as a Back-Cover Text, to the end of the list
of Cover Texts in the Modified Version. Only one passage of
Front-Cover Text and one of Back-Cover Text may be added by (or
through arrangements made by) any one entity. If the Document already
includes a cover text for the same cover, previously added by you or
by arrangement made by the same entity you are acting on behalf of,
you may not add another; but you may replace the old one, on explicit
permission from the previous publisher that added the old one.

The author(s) and publisher(s) of the Document do not by this License
give permission to use their names for publicity for or to assert or
imply endorsement of any Modified Version.
5. COMBINING DOCUMENTS

You may combine the Document with other documents released under this
License, under the terms defined in section 4 above for modified
versions, provided that you include in the combination all of the
Invariant Sections of all of the original documents, unmodified, and
list them all as Invariant Sections of your combined work in its
license notice, and that you preserve all their Warranty Disclaimers.

The combined work need only contain one copy of this License, and
multiple identical Invariant Sections may be replaced with a single
copy. If there are multiple Invariant Sections with the same name but
different contents, make the title of each such section unique by
adding at the end of it, in parentheses, the name of the original
author or publisher of that section if known, or else a unique number.
Make the same adjustment to the section titles in the list of
Invariant Sections in the license notice of the combined work.

In the combination, you must combine any sections Entitled “History”
in the various original documents, forming one section Entitled
“History”; likewise combine any sections Entitled “Acknowledgements”,
and any sections Entitled “Dedications”. You must delete all sections
Entitled “Endorsements”.
6. COLLECTIONS OF DOCUMENTS

You may make a collection consisting of the Document and other
documents released under this License, and replace the individual
copies of this License in the various documents with a single copy
that is included in the collection, provided that you follow the rules
of this License for verbatim copying of each of the documents in all
other respects.

You may extract a single document from such a collection, and
distribute it individually under this License, provided you insert a
copy of this License into the extracted document, and follow this
License in all other respects regarding verbatim copying of that
document.
7. AGGREGATION WITH INDEPENDENT WORKS

A compilation of the Document or its derivatives with other separate
and independent documents or works, in or on a volume of a storage or
distribution medium, is called an “aggregate” if the copyright
resulting from the compilation is not used to limit the legal rights
of the compilation’s users beyond what the individual works permit.
When the Document is included in an aggregate, this License does not
apply to the other works in the aggregate which are not themselves
derivative works of the Document.

If the Cover Text requirement of section 3 is applicable to these
copies of the Document, then if the Document is less than one half of
the entire aggregate, the Document’s Cover Texts may be placed on
covers that bracket the Document within the aggregate, or the
electronic equivalent of covers if the Document is in electronic form.
Otherwise they must appear on printed covers that bracket the whole
aggregate.
8. TRANSLATION

Translation is considered a kind of modification, so you may
distribute translations of the Document under the terms of section 4.
Replacing Invariant Sections with translations requires special
permission from their copyright holders, but you may include
translations of some or all Invariant Sections in addition to the
original versions of these Invariant Sections. You may include a
translation of this License, and all the license notices in the
Document, and any Warranty Disclaimers, provided that you also include
the original English version of this License and the original versions
of those notices and disclaimers. In case of a disagreement between
the translation and the original version of this License or a notice
or disclaimer, the original version will prevail.

If a section in the Document is Entitled “Acknowledgements”,
“Dedications”, or “History”, the requirement (section 4) to Preserve
its Title (section 1) will typically require changing the actual
title.
9. TERMINATION

You may not copy, modify, sublicense, or distribute the Document
except as expressly provided under this License. Any attempt
otherwise to copy, modify, sublicense, or distribute it is void, and
will automatically terminate your rights under this License.

However, if you cease all violation of this License, then your license
from a particular copyright holder is reinstated (a) provisionally,
unless and until the copyright holder explicitly and finally
terminates your license, and (b) permanently, if the copyright holder
fails to notify you of the violation by some reasonable means prior to
60 days after the cessation.

Moreover, your license from a particular copyright holder is
reinstated permanently if the copyright holder notifies you of the
violation by some reasonable means, this is the first time you have
received notice of violation of this License (for any work) from that
copyright holder, and you cure the violation prior to 30 days after
your receipt of the notice.

Termination of your rights under this section does not terminate the
licenses of parties who have received copies or rights from you under
this License. If your rights have been terminated and not permanently
reinstated, receipt of a copy of some or all of the same material does
not give you any rights to use it.
10. FUTURE REVISIONS OF THIS LICENSE

The Free Software Foundation may publish new, revised versions of the
GNU Free Documentation License from time to time. Such new versions
will be similar in spirit to the present version, but may differ in
detail to address new problems or concerns. See
http://www.gnu.org/copyleft/.

Each version of the License is given a distinguishing version number.
If the Document specifies that a particular numbered version of this
License “or any later version” applies to it, you have the option of
following the terms and conditions either of that specified version or
of any later version that has been published (not as a draft) by the
Free Software Foundation. If the Document does not specify a version
number of this License, you may choose any version ever published (not
as a draft) by the Free Software Foundation. If the Document
specifies that a proxy can decide which future versions of this
License can be used, that proxy’s public statement of acceptance of a
version permanently authorizes you to choose that version for the
Document.

11. RELICENSING

“Massive Multiauthor Collaboration Site” (or “MMC Site”) means any
World Wide Web server that publishes copyrightable works and also
provides prominent facilities for anybody to edit those works. A
public wiki that anybody can edit is an example of such a server. A
“Massive Multiauthor Collaboration” (or “MMC”) contained in the site
means any set of copyrightable works thus published on the MMC site.

“CC-BY-SA” means the Creative Commons Attribution-Share Alike 3.0
license published by Creative Commons Corporation, a not-for-profit
corporation with a principal place of business in San Francisco,
California, as well as future copyleft versions of that license
published by that same organization.

“Incorporate” means to publish or republish a Document, in whole or in
part, as part of another Document.

An MMC is “eligible for relicensing” if it is licensed under this
License, and if all works that were first published under this License
somewhere other than this MMC, and subsequently incorporated in whole or
in part into the MMC, (1) had no cover texts or invariant sections, and
(2) were thus incorporated prior to November 1, 2008.

The operator of an MMC Site may republish an MMC contained in the site
under CC-BY-SA on the same site at any time before August 1, 2009,
provided the MMC is eligible for relicensing.
ADDENDUM: How to use this License for your documents

To use this License in a document you have written, include a copy of
the License in the document and put the following copyright and
license notices just after the title page:

Copyright (c) YEAR YOUR NAME.
Permission is granted to copy, distribute and/or modify this document
under the terms of the GNU Free Documentation License, Version 1.3
or any later version published by the Free Software Foundation;
with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts.
A copy of the license is included in the section entitled “GNU
Free Documentation License”.

If you have Invariant Sections, Front-Cover Texts and Back-Cover Texts,
replace the “with…Texts.” line with this:

with the Invariant Sections being LIST THEIR TITLES, with the
Front-Cover Texts being LIST, and with the Back-Cover Texts being LIST.

If you have Invariant Sections without Cover Texts, or some other
combination of the three, merge those two alternatives to suit the
situation.

If your document contains nontrivial examples of program code, we
recommend releasing these examples in parallel under your choice of
free software license, such as the GNU General Public License,
to permit their use in free software.