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Guest post by Sean Stoker.
Learning should be a pleasurable experience and eLearning is no exception. Even the most interesting subjects can seem unimpressive if handled in the wrong way. The human brain is not just some cup that you can pour facts into and hope everything stays in. An appropriate delivery method can make all the difference in the effectiveness of your eLearning course. Here are some quick ways to spruce up your most boring content:
1. Avoid Word Walls
There are few things less appealing to the eye than five large paragraphs crammed into a small browser window. Flashing a word-heavy slide of your course at the audience and expecting them to soak in the intricacies of everything you touched on therein is insane. Try trimming your text to key talking points. Not everything you say is gold that must be etched in the screen for your learners to read.
2. Incorporate Multimedia
The more parts of the brain that you stimulate with your courses, the easier it is for learners to form a memory of the material. People learn in a variety of different ways, so try to cater to your audience. Use images and text together with sound, video, and even interactive material like quizzes and games to get the kinesthetic learners on board.
3. So What?
Don't just bombard people with a barrage of facts. Make the material relevant. Use stories and examples of the principles you're introducing, and drive home why it's important to know, rather than just expecting people to get it, no-questions-asked. Think about it. Would you rather be shown a full picture, or have puzzle pieces thrown in your face and be expected to put them together sight-unseen?
4. Humanize Your eLearning Course
Just because people are learning on the computer doesn't mean they should be taught by a robot. Use a dynamic narrator who knows what they are doing. There's nothing more frustrating than hearing a potentially interesting course be ruined by a narrator who couldn't care less about the subject they are teaching. Try personalizing your course with cutout people images.
5. Use Humor
When appropriate, try spicing things up with a joke here and there. You don't have to turn your course into a stand-up routine to make it work, you just have to disarm your audience and create a more conversational atmosphere. People are much more comfortable learning when they have some kind of rapport with the teacher, and a little humor can go a long way. Be careful, though, not to overdo it. If your jokes are too funny, it will overshadow what you are trying to teach. Also, make sure it's a joke that's relevant and that works in the situation you are addressing. If you're just making jokes for the sake of making jokes, you risk coming off as corny and insincere, thus alienating your audience.
6. Use the Principles of Storytelling
Treat your courses the same way you would treat a piece of creative fiction. Don't just check off the list of things you need to tell people about. Bring them on a journey with an actual story arc. Start with an introduction that is attention grabbing and informative, and tell a story along the way. Bring your learners into a world that has a problem or conflict, and over the course of the class, resolve the tension the problem creates using the principles you are teaching. This provides for a course that is not only informative but satisfying as well. This also works for multi-part courses. Try ending one course on a cliffhanger. Pose a question that will not be answered until the next installment. This will leave your learners curious about what's coming next and even have them be excited to continue.


The Set of Correlated Equilibria 2 x 2 Games
We develop a geometric procedure to get all correlated equilibria in a 2 x 2 game. With this procedure we can actually "see" all the correlated strategy profiles of a given game and compare it to the convex hull of the Nash equilibrium profiles. Games without dominant strategies fall into two different equivalence classes: (i) competitive games, that have a unique correlated equilibrium strategy, and (ii) coordination and anticoordination games, whose set of correlated equilibria is a polytope with five vertices for which we provide general closed-form expressions. In this latter case, there are either three or four vertices for the payoffs. In contrast, the convex hull of the Nash equilibrium strategies and payoffs always have three vertices.


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Garelochhead Sea Temperature
10°C / 50°F
The measurements for the water temperature in Garelochhead, Scotland are provided by the daily satellite readings provided by the NOAA. The temperatures given are the sea surface temperature (SST) which is most relevant to recreational users.
Monthly average water temp
Monthly average max / min water temperatures
The graph below shows the range of monthly Garelochhead water temperature derived from many years of historical sea surface temperature data.
The warmest water temperature is in August with an average around 56.8°F / 13.8°C. The coldest month is March with an average water temperature of 45°F / 7.2°C.
7 day tide forecast for Garelochhead
*These tide times are estimates based on the nearest accurate location (Millport, Scotland) and may differ by up to half an hour depending on distance. Please note, the tide times given are not suitable for navigational purposes.

source: openbmb/Ultra-FineWeb


Repair and operation of the Toyota Corolla car - 7.2.3. Replacement of epiploons//Toyota Corolla of _PHONE_ /
Toyota Corolla
_PHONE_ of release
Repair and operation of the car
Toyota Corolla
+ 1. Maintenance instruction
+ 2. Maintenance
+ 3. Engines
+ 4. Cooling systems, heating
+ 5. Fuel, exhaust systems
+ 6. System of decrease in toxicity
- 7. Transmissions
 + 7.1. Mechanical transmission
 - 7.2. Automatic transmission
 7.2.1. Specifications
 7.2.2. Diagnostics
 7.2.3. Replacement of epiploons
 7.2.4. Rope of a butterfly valve
 7.2.5. The switching rope
 7.2.6. The switch blocking inclusion of a starter by the included transfer
 7.2.7. Fastening of a transmission
 7.2.8. Removal and installation of a transmission
+ 8. Coupling and half shafts
+ 9. Brake system
+ 10. Suspension bracket and steering
+ 11. Body
+ 12. Electric equipment
7.2.3. Replacement of epiploons
Oil leak often happens because of wear of epiploons of axes and / or wear of an epiploon and sealing rings of the drive of a speedometer. Replacement of these epiploons is rather simple as it can be carried out, without removing a transmission from the car.
Epiploons of half shafts
Epiploons of half shafts are located on each side transmissions where vents of the internal ends of half shafts enter vents of gear wheels of differential. If you suspect that the epiploon of a half shaft proceeds, lift the car and establish it on support. If the epiploon proceeds, you will see an oil strip sideways of a transmission, under an epiploon.
1. Remove a half shaft (cm. subsection 8.3).
2. By means of a screw-driver accurately get an epiploon from a transmission nest. Try not to damage a nest of installation of an epiploon, differently the new epiploon will proceed.
3. If the epiploon cannot be removed by means of a screw-driver, it is necessary to use the special tool for removal of epiploons (it is possible to get on a car market or in autoshop).
4. Using the tool for installation of epiploons or a piece of a pipe of big diameter as a mandrel, establish a new epiploon. Accurately establish it in a nest and check that it was densely and it is up to the end established.
5. On A132L transmission completely established epiploon has to be flush with a transmission case surface; on the A240L model completely established epiploon of the left half shaft has to be 5,16 mm lower than a case surface, and an epiploon of the right half shaft – on 3,175 mm.
6. Grease edges of a new epiploon with multi-purpose grease, and then establish a half shaft (cm. subsection 8.3). Try not to scratch edges of a new epiploon.
Sealing ring of the sensor of speed
The sensor of speed is located on a transmission case.
1. Examine area round the sensor on existence of potek of oil to define, whether the sealing ring proceeds.
2. Disconnect the socket of connection of the sensor of speed (it is specified by an arrow), turn off a bolt (it is specified by an arrow) and pull out the sensor from a transmission.
3. By means of a small screw-driver remove a sealing ring from the sensor and establish a new sealing ring. Try not to scratch a surface of the sensor or a flute of a sealing ring. Grease a new sealing ring with liquid of an automatic transmission for its protection at installation of the sensor.
4. Installation is carried out upside-down removals.


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Presentation on theme: "Terrestrial Condition Framework Overview 9 November 2011 Bend Workshop."— Presentation transcript:
Terrestrial Condition Framework Overview 9 November 2011 Bend Workshop
Purpose of the Terrestrial Condition Framework (TCF) Follow on the footsteps of the Watershed Condition Framework (WCF) with a terrestrial counterpart Build a framework for implementation of an Integrated Resource Restoration (IRR) job code Work towards more integrated approaches with other efforts
Integration of the Terrestrial Condition Framework (TCF) with other efforts Integrate with Watershed Condition Framework Use with other assessments to set restoration priorities Plan, implement, report, monitor and adapt
Terrestrial Condition Framework Disturbance Agents and Stressors Biotic 1. Insects and Pathogens - Current Impacts 2. Terrestrial Invasive Species - Occurrence Abiotic 3. Road Density 4. Climate - Recent seasonal shifts in temperature and precipitation 5. Air Pollution - Terrestrial acidification - Excess nitrogen - Ozone Vegetative Condition 8. Forestland conditions promoting uncharacteristic mortality - Host species and pest conditions 9. Vegetative Successional Departure (FRCC) - Composition - Structure 7. Fuel Conditions - Areas requiring fuel modification 10. Ecological Process Departure - Missed fire cycles 6. Catastrophic Disturbance Events - Recent severe wildfire extent - Recent catastrophic blowdowns, floods, landslides
1) Indicators/Attributes Draft a ruleset for each attribute - background, data availability, approriate scale of use, etc. Review v1.0 product. Draft ruleset (analysis, computational methods, classification threshholds, etc) for each attribute. Review v2.0 product. Broader, but limited, review of rulesets. Finalize rulesets for pilot test. 2) Classification and Reporting Units Assemble existing Landtype Association (LTA) maps. Form Regional Teams to review existing LTA maps and revise where necessary. Process LANDFIRE BpS layer into landscape-level units where LTAs aren't available. Prototype the system on National Forests in several Regions. Convene National-Regional teams to map Analysis Units using LTA or BpS products. 3) Data Structures and Analysis Develop central repository for all data for Regional access and distribution. National level working team oversees compilation of needed existing data. Process data to develop attributes for Analysis Units on, or partly on, NF lands. (To be determined) Nationallevel analysis of all Analysis Units. 4) Operationalize the Framework Draft classification and implementation guidelines. National-Regional teams convene expert panels to provide estimates of local conditions lacking national data, improve estimates from national data, and conduct local analyses/syntheses. Final condition rating assigned to Analysis Units. Workplan Outline
Timeline: Develop Guidance on Indicators and Attributes – September 30, 2011; Report on Pilot Test on a single NF – November 15, 2011; Report on Beta Testing in two Regions – January 15, 2012; Completion of TCF production version – June 30, 2012.
Issues: How to build Forest ownership in a short time How to ensure meaningful estimates, avoidingeverything moderate How to include a minimum set of indicators without alienating interests How to minimize impact on workloads


to have existential import with respect to that term. In particular, a universal statement of the form All A is B has existential import with respect to A if All A is B is false when there are no As.
The following problems arise[original research?]:
(a) In natural language and normal use, which statements of the forms All A is B, No A is B, Some A is B and Some A is not B have existential import and with respect to which terms?
(b) In the four forms of categorical statements used in syllogism, which statements of the form AaB, AeB, AiB and AoB have existential import and with respect to which terms?
(c) What existential imports must the forms AaB, AeB, AiB and AoB have for the square of opposition be valid?
(d) What existential imports must the forms AaB, AeB, AiB and AoB have to preserve the validity of the traditionally valid forms of syllogisms?
(e) Are the existential imports required to satisfy (d) above such that the normal uses in natural languages of the forms All A is B, No A is B, Some A is B and Some A is not B are intuitively and fairly reflected by the categorical statements of forms AaB, AeB, AiB and AoB?
For example, if it is accepted that AiB is false if there are no As and AaB entails AiB, then AiB has existential import with respect to A, and so does AaB. Further, if it is accepted that AiB entails BiA, then AiB and AaB have existential import with respect to B as well. Similarly, if AoB is false if there are no As, and AeB entails AoB, and AeB entails BeA (which in turn entails BoA) then both AeB and AoB have existential import with respect to both A and B. It follows immediately that all universal categorical statements have existential import with respect to both terms. If AaB and AeB is a fair representation of the use of statements in normal natural language of All A is B and No A is B respectively, then the following example consequences arise:
"All flying horses are mythological" is false if there are no flying horses.
If "No men are fire-eating rabbits" is true, then "There are fire-eating rabbits" is true.
and so on.
If it is ruled that no universal statement has existential import then the square of opposition fails in several respects (e.g. AaB does not entail AiB) and a number of syllogisms are no longer valid (e.g. BaC,AaB->AiC).
These problems and paradoxes arise in both natural language statements and statements in syllogism form because of ambiguity, in particular ambiguity with respect to All.[citation needed] If "Fred claims all his books were Pulitzer Prize winners", is Fred claiming that he wrote any books? If not, then is what he claims true? Suppose Jane says none of her friends are poor; is that true if she has no friends?
The first-order predicate calculus avoids such ambiguity by using formulae that carry no existential import with respect to universal statements. Existential claims must be explicitly stated. Thus, natural language statements—of the forms All A is B, No A is B, Some A is B, and Some A is not B—can be represented in first order predicate calculus in which any existential import with respect to terms A and/or B is either explicit or not made at all. Consequently, the four forms AaB, AeB, AiB, and AoB can be represented in first order predicate in every combination of existential import—so it can establish which construal, if any, preserves the square of opposition and the validly of the traditionally valid syllogism. Strawson claims such a construal is possible, but the results are such that, in his view, the answer to question (e) above is no.
Syllogism in the history of logic[edit]
Main article: History of Logic
The Aristotelian syllogism dominated Western philosophical thought for many centuries. In the 17th century, Sir Francis Bacon rejected the idea of syllogism as being the best way to draw conclusions in nature.[10] Instead, Bacon proposed a more inductive approach to the observation of nature, which involves experimentation and leads to discovering and building on axioms to create a more general conclusion.[10]
In the 19th Century, modifications to syllogism were incorporated to deal with disjunctive ("A or B") and conditional ("if A then B") statements. Kant famously claimed, in Logic (1800), that logic was the one completed science, and that Aristotelian logic more or less included everything about logic there was to know. (This work is not necessarily representative of Kant's mature philosophy, which is often regarded as an innovation to logic itself.) Though there were alternative systems of logic such as Avicennian logic or Indian logic elsewhere,[citation needed] Kant's opinion stood unchallenged in the West until 1879 when Frege published his Begriffsschrift (Concept Script). This introduced a calculus, a method of representing categorical statements — and statements that are not provided for in syllogism as well — by the use of quantifiers and variables.
This led to the rapid development of sentential logic and first-order predicate logic, subsuming syllogistic reasoning, which was, therefore, after 2000 years, suddenly considered obsolete by many.[original research?] The Aristotelian system is explicated in modern fora of academia primarily in introductory material and historical study.
One notable exception to this modern relegation is the continued application of Aristotelian logic by officials of the Congregation for the Doctrine of the Faith, and the Apostolic Tribunal of the Roman Rota, which still requires that arguments crafted by Advocates be presented in syllogistic format.
Boole's acceptance of Aristotle[edit]
George Boole's unwavering acceptance of Aristotle's logic is emphasized by the historian of logic John Corcoran in an accessible introduction to Laws of Thought.[11] Corcoran also wrote a point-by-point comparison of Prior Analytics and Laws of Thought.[12] According to Corcoran, Boole fully accepted and endorsed Aristotle's logic. Boole's goals were "to go under, over, and beyond" Aristotle's logic by 1) providing it with mathematical foundations involving equations, 2) extending the class of problems it could treat—solving equations was added to assessing validity, and 3) expanding the range of applications it could handle—e.g. from propositions having only two terms to those having arbitrarily many.
More specifically, Boole agreed with what Aristotle said; Boole's 'disagreements', if they might be called that, concern what Aristotle did not say. First, in the realm of foundations, Boole reduced Aristotle's four propositional forms to one form, the form of equations—by itself a revolutionary idea. Second, in the realm of logic's problems, Boole's addition of equation solving to logic—another revolutionary idea—involved Boole's doctrine that Aristotle's rules of inference (the "perfect syllogisms") must be supplemented by rules for equation solving. Third, in the realm of applications, Boole's system could handle multi-term propositions and arguments whereas Aristotle could handle only two-termed subject-predicate propositions and arguments. For example, Aristotle's system could not deduce "No quadrangle that is a square is a rectangle that is a rhombus" from "No square that is a quadrangle is a rhombus that is a rectangle" or from "No rhombus that is a rectangle is a square that is a quadrangle".
Syllogistic fallacies[edit]
People often make mistakes when reasoning syllogistically.[13]
For instance, from the premises some A are B, some B are C, people tend to come to a definitive conclusion that therefore some A are C.[14][15] However, this does not follow according to the rules of classical logic. For instance, while some cats (A) are black things (B), and some black things (B) are televisions (C), it does not follow from the parameters that some cats (A) are televisions (C). This is because in the structure of the syllogism invoked (i.e. III-1) the middle term is not distributed in either the major premise or in the minor premise a pattern called the "fallacy of the undistributed middle".
Determining the validity of a syllogism involves determining the distribution of each term in each statement, meaning whether all members of that term are accounted for.
In simple syllogistic patterns, the fallacies of invalid patterns are:
 - Undistributed middle: Neither of the premises accounts for all members of the middle term, which consequently fails to link the major and minor term.
 - Illicit treatment of the major term: The conclusion implicates all members of the major term (P — meaning the proposition is negative); however, the major premise does not account for them all (i.e., P is either an affirmative predicate or a particular subject there).
 - Illicit treatment of the minor term: Same as above, but for the minor term (S — meaning the proposition is universal) and minor premise (where S is either a particular subject or an affirmative predicate).
 - Exclusive premises: Both premises are negative, meaning no link is established between the major and minor terms.
 - Affirmative conclusion from a negative premise: If either


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In this work package 198 species of Q-arthropods have been divided into two priority groups.
To generate from 5-10 barcode sequences (COI and ITS) for about 100 species of Q arthropods (priority 1), and about 50 closely related species.
To reach this aim we will :
- Establish a prioritized list of all Q arthropods relevant for the EU to be barcoded, plus a list of the related species that could be misidentified.
- Collect all Q arthropods and nominated associated species, each from a variety of localities and/or crop hosts.
- Develop reliable DNA extraction procedures for larvae and adults.
- Develop and test primers for PCR amplification of the two proposed genes (COI & ITS) for all species of Q arthropods and nominated associated species.
- Collect DNA barcode sequence data for the two proposed genes (COI & ITS) for all species of Q arthropods and nominated associated species.
- Test the usefulness of this dataset together with independently generated data in BOLD for accurate identification of the Q arthropods.
- Task 3.1 Sampling of species
- Task 3.2 Selection of barcode genes and regions
- Task 3.3 DNA extractions and generation of protocols for amplification of barcode regions
- Task 3.4 Generation of Barcode sequences
- D 3.1 List of selected Q- arthropods and non-Q congeneric species (Month 6)
- D 3.2 List of barcode regions for selected Q-arthropods (Month 6)
- D 3.3 Three protocols for DNA extraction for selected Q-arthropods (Month 12)
- D 3.4 List of protocols for amplification of 2 barcode regions for all taxonomic groups (Month 18)
- D 3.5 About 3000 Barcode sequences of the Q-arthropods (Month 30)
- D 3.6 Providing diagnostic tool (including any current limitations) (Month 36)
- D 3.7 Detailed contingency plan for WP3 (Month 6)
In this work package 198 species of Q-arthropods have been divided into two priority groups. The lists have been erected based on the economic value of the Q-arthropods, their availability and their habitat, trying to cover both agriculture and forest pests. Many contacts with colleagues and many field trips have been made to get the required specimens.
Several DNA extraction methods that are commonly used with arthropods have been tested. Three of them were selected. These three methods performed better and/or are easy to use by non-trained people. Also, a non-destructive protocol was developed.
Cox-1 region and the ITS-2 region of the rDNA were selected to be barcoded and primers for those regions were developed and tested.
The initial objectives were to generate from 5-10 barcode sequences (COI and ITS) for about 100 species of Q arthropods (priority 1), and about 50 closely related species. For priority group 1, 83 Q-species (79.8%) were sequenced for a total of ca. 2500 sequenced PCR amplicons with an average of 20 COI and 10 ITS sequences per species. For priority group 2, 52 Q-species (54.7%) were sequenced for a total of about 1300 sequences with an average of 16 COI and 8 ITS sequences per species.
20 species were included that are not yet considered quarantine species, though they represent a threat to Europe. This priority 3 list was established during the project. Including these species makes this identification tool more adapted to European needs. For these species, a total of ca. 200 sequences with an average of 7 COI and 3 ITS sequences per species were obtained. Instead of the 50 out group species initially proposed (i.e. species that are congeneric of or could be confused with the Q-arthropods), 128 species were sequenced, producing about 1300 sequences with an average of 7 COI and 4 ITS sequences per species.
To improve the representativeness of the Q-bank database of arthropods (i.e. include Q-arthropod species included on priority 1 and 2 lists but not yet available or increase intraspecific variability for better identification), 334 COI sequences mostly produced by USDA and mined from GenBank have been added to our sequence library.
All sequences were carefully validated before inclusion in the Q-bank database (detection of contamination and pseudo genes). Altogether, about 5300 sequences have been generated during the project and 334 sequences have been mined from Genbank. The database now includes ca. 5600 COI and ITS barcodes for 153 species of Q-arthropods (ca. 77% of the priority 1 and 2 lists), 20 species of arthropods that are considered a serious threat for Europe and 140 out group species, far surpassing the original aim. All specimens have been identified by taxonomists, vouchers in INRA and LNPV Montpellier.


Data Preparation
What Is Data Preparation?
Data preparation, also sometimes called "pre-processing," is the act of cleaning and consolidating raw data prior to using it for business analysis. It might not be the most celebrated of tasks, but careful data preparation is a key component of successful data analysis.
Doing the work to properly validate, clean, and augment raw data is essential to draw accurate, meaningful insights from it. The validity and power of any business analysis produced is only as good as the data preparation done in the early stages.
Why Is Data Preparation Important?
The decisions that business leaders make are only as good as the data that supports them. Careful and comprehensive data preparation ensures analysts trust, understand, and ask better questions of their data, making their analyses more accurate and meaningful. From more meaningful data analysis comes better insights and, of course, better outcomes.
To drive the deepest level of analysis and insight, successful teams and organizations must implement a data preparation strategy that prioritizes:
 - Accessibility: Anyone — regardless of skillset — should be able to access data securely from a single source of truth
 - Transparency: Anyone should be able to see, audit, and refine any step in the end-to-end data preparation process that took place
 - Repeatability: Data preparation is notorious for being time-consuming and repetitive, which is why successful data preparation strategies invest in solutions built for repeatability.
With the right solution in hand, analysts and teams can streamline the data preparation process, and instead, spend more time getting to valuable business insights and outcomes, faster.
What Steps Are Involved in Data Preparation Processes?
Data Preparation Process
Data preparation process can vary depending on industry or need, but typically consists of the following steps:
 - Acquiring data: Determining what data is needed, gathering it, and establishing consistent access to build powerful, trusted analysis
 - Exploring data: Determining the data's quality, examining its distribution, and analyzing the relationship between each variable to better understand how to compose an analysis
 - Cleansing data: Improving data quality and overall productivity to craft error-proof insights
 - Transforming data: Formatting, orienting, aggregating, and enriching the datasets used in an analysis to produce more meaningful insights
While data preparation processes build upon each other in a serialized fashion, it's not always linear. The order of these steps might shift depending on the data and questions being asked. It's common to revisit a previous step as new insights are uncovered or new data sources are integrated into the process.
The entire data preparation process can be notoriously time-intensive, iterative, and repetitive. That's why it's important to ensure the individual steps taken can be easily understood, repeated, revisited, and revised so analysts can spend less time prepping and more time analyzing.
Below is a deeper look at each part of the process.
Acquire Data
The first step in any data preparation process is acquiring the data that an analyst will use for their analysis. It's likely that analysts rely on others (like IT) to obtain data for their analysis, likely from an enterprise software system or data management system. IT will usually deliver this data in an accessible format like an Excel document or CSV.
Modern analytic software can remove the dependency on a data-wrangling middleman to tap right into trusted sources like SQL, Oracle, SPSS, AWS, Snowflake, Salesforce, and Marketo. This means analysts can acquire the critical data for their regularly-scheduled reports as well as novel analytic projects on their own.
Explore Data
Examining and profiling data helps analysts understand how their analysis will begin to take shape. Analysts can utilize visual analytics and summary statistics like range, mean, and standard deviation to get an initial picture of their data. If data is too large to work with easily, segmenting it can help.
During this phase, analysts should also evaluate the quality of their dataset. Is the data complete? Are the patterns what was expected? If not, why? Analysts should discuss what they're seeing with the owners of the data, dig into any surprises or anomalies, and consider if it's even possible to improve the quality. While it can feel disappointing to disqualify a dataset based on poor quality, it is a wise move in the long run. Poor quality is only amplified as one moves through the data analytics processes.
Cleanse Data
During the exploration phase, analysts may notice that their data is poorly structured and in need of tidying up to improve its quality. This is where data cleansing data comes into play. Cleansing data includes:
 - Correcting entry errors
 - Removing duplicates or outliers
 - Eliminating missing data
 - Masking sensitive or confidential information like names or addresses
Transform Data
Data comes in many shapes, sizes, and structures. Some is analysis-ready, while other datasets may look like a foreign language.
Transforming data to ensure that it's in a format or structure that can answer the questions being asked of it is an essential step to creating meaningful outcomes. This will vary based on the software or language that an analysts uses for their data analysis.
A couple of common examples of data transformations are:
 - Pivoting or changing the orientation of data
 - Converting date formats
 - Aggregating sales and performance data across time
Data Preparation Within Broader Data Analysis
Solid data preparation is the foundation of valid, powerful analyses. It's a key piece of the broader analytics ecosystem known as Analytic Process Automation.
With data preparation and automation capabilities delivered though Analytic Process Automation technology, data workers can take control of the time and mental energy they previously spent on manual prep work.
Get Started With Data Preparation
A solution like the Alteryx Analytic Process Automation Platform™ can help you speed up the data preparation process — without sacrificing quality. Plus, it helps make the process more replicable and accessible to the rest of your business.
The Alteryx platform empowers analysts, citizen data scientists, data scientists, and IT to turn data into results. This means you can democratize data and analytics, optimize and automate processes, and upskill your workforce simultaneously.
In this age of mind-bogglingly large datasets, a platform that can prep, process, and automate your data analytics is a prerequisite for your business's success.
The Alteryx end-to-end analytics platform makes data preparation and analysis intuitive, efficient, and enjoyable. Beyond the unmatched volume of data preparation building blocks, Alteryx also makes it faster and easier than ever before to document, share, and scale your critical data preparation work.
But don't just take our word for it. Take it for a test run today.


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CGBI: Breastfeeding Exclusive January 2018- Breastfeeding: New Anthropological Approaches
Breastfeeding: New Anthropological Approaches, edited by Cecilia Tomori, Aunchalee Palmquist, and EA Quinn, features contributions by bioarchaeologists, biological anthropologists, and sociocultural anthropologists. It brings together innovative scholarship that advances knowledge about breastfeeding, human lactation, and human milk.
This volume incorporates advances that have been made in the field over the last two decades, and its chapters touch upon a variety of topics including:
- human milk biochemistry and collaborative mother-infant immune systems
- collaborative mother-infant immune systems
- lay perceptions of immunology and human milk sharing
- mother-infant breastsleeping among the Beng in Côte d'Ivoire, Maya families in Guatemala, Japan, and the U.S.
- African American mothers' perspectives on "natural" breastfeeding
- breastfeeding and body size in Pacific Island populations
- human milk sharing as moral motherwork in Central Florida, U.S.
- milk medium chain fatty acids and human evolution
- chestfeeding and gender identity in British Columbia, Canada
- mixed feeding in humans
- breastfeeding and weaning in the archaeological record
- biocultural breastfeeding and weaning in Yucatán, Mexico
- breastfeeding and employment in the Midwestern U.S.
- maternal-infant tradeoffs as a way to understand how parents make infant feeding decisions
Breastfeeding: New Anthropological Approaches demonstrates the power of anthropological research to illuminate the evolutionary, historical, biological, sociocultural, and political economic complexity of breastfeeding across time and space.
This book is a valuable resource for scholars teaching about motherhood and parental care; breastfeeding, infant feeding and infant sleep; and infancy and human development. It is also relevant reading for health professionals and community breastfeeding advocates, including birth and breastfeeding supporters interested in understanding the broader contexts of human lactation and infant feeding that impact their own work.


double affirmative being a mocking negative.))
(Eventually learned about Git --no-ff, disabling "fast forwarding" on merges.)
[Contreras 2012] The fundamental difference between mercurial and git branches can be visualized in this example:
Merge example
GLEW COMMENT: Yes, this is a key difference.
We might talk about branches and sub-branches. 'Quick-fix' is a sub-branch of'master'.
There might be branches or paths that start off in the'master' branch, and end up in'some-other-branch'. Such a "crossing-branch" is not really a sub-branch at all.
In fact, a branch that is merged and then terminated is no longer a branch at all. At least, in trees, branches usually do not start off low down in the trunk, and then merge back into the trunk. Although this can be arranged by grafting. Hortitorture.
I would like to have better terms. "Streams" can diverge and recombine, but "streams" are too dynamic. "Paths" may be a better term, although paths can be bidirectional, and version control systems usually go forward in time. Paths can fork and merge. Paths may be created out of distinct stepping stone nodes.
(Hmm: railway "tracks" might be even better than paths. Similarly bidirectional. Tracks can fork and merge. Tracks can be shunts. Sidings. Tracks have railway ties => rather like nodes.)
(Or possibly roadways. Networks of one way streets. Side streets, dead ends, cul de sacs. Mutiple lanes, that may be divided - rather like the parallel streams we so often see. Service roads running beside major highways....)
(Later: perhaps "routes", as in rock-climbing? Rock-climbing routes are usually, mostly, one-way. Although I like downclimbing, most people rappel down; and down-climbing is different enough that down-climbing routes are frequently not the same as up-climbing routes.)
(Or, how about ski-trails? Again, mostly one-way, downhill in this case.)
But "branches" are the term most people use. Even though many people have different ideas about what a branch means.
So back to talking about branches and sub-branches. 'Quick-fix' is a sub-branch of'master'. 'Quick-fix' is one of the two paths that lead from the initial commit to the head of the master path above. The checkin "Quick fix" is on the branch(path) "quick-fix", and leads to the node "Merge branch quick-fix" on branch "master".
AFAICT git has no concept of a branch, a path, a contiguous directed linear subset of nodes, versus te set of all nodews/paths leading to a node.
Much of [Contreras 2012] amounts to confusion about these concepts.
And then piling on immutability, Mercurial's recording branch in the commit metadata.
Merge example
GLEW COMMENT: the way this graph is drawn is biased towards git's model, where the branch is designated by its youngest node. TBD: draw with 2 or more nodes on each path. Color the sets of nodes on each path as the branch.
One of GLEW'S OBSERVATIONS: the most important thing is to be able to give something a name. The next most important thing is to not be required to give it a name.
Mercurial's anonymous heads can be a pain. Just like arithmetic zero.
[Contreras 2012] Git forces you to either merge, or rebase before you push, this ensures that nobody else would need to do that
[Contreras 2012]
Pissant arrogance, lack of of imagination. Here's an example of why you might want the branch name: some workflows put a BugFix#, Issue#, or ECO#, in the branch name.
Sure, there are other ways to do that, both in git and other VCSes.
But: it's a convention, as are, usually, those other ways.
Here's another way of thinking about compatibility between VCSes: it would be nice if procedures and concepts ported. It would be nice if you could import from, say, Mercurial to git, and then export back to Mercurial, and get (almost) exactly the same repo.
Some articles and references
[StackOverflow 2009] := StackOverflow: Pros and Cons of Different Branching Models in DVCS
[Brad 1998] := Streamed Lines: Branching Patterns for Parallel Software Development TBD notes
[Contreras 2011] := Mercurial vs Git - It's All in the Branches. Nice overview, although Git biased.
[Contreras 2012] := No, mercurial branches are still not better than git ones; response to jhw's More On Mercurial vs. Git (with Graphs!)
[StackOverflow 2015 - add Git branch name to commit message]
 [Stackoverflow 2009 Jakub] := Git and Mercurial – Compare and Contrast - much liked by [Contreras 2011] TBD - notes
TBD: J. H. Woodyatt's blog post
[StackOverflow 2010 - Branch descriptions in git] - especially interesting to me because, along with mention of the then new branch description feature, VonC discusses shortcomings of that feature, and use of text files as a not-really-satisfactory but possibly better alternative.
Thursday, June 01, 2017
Minimize AHK GUI window to taskbar (not desktop, not tray)
Took me a long time to find this, so posting for the benefit of future-forgetful-me, and possibly others. (But not motivated enough to post to AHK fora or Stackexchange.)
I have an AutoHotKey script that creates several, possibly many, AHK gui windows. Number not known in advance. Dynamically. When user asks.
PROBLEM: when script first started running, minimizing these GUI windows minimized to the desktop. In a manner familiar to old X Windows users, from the days predating taskbars and docks, etc.
It did NOT minimize to the taskbar.
Nor did they minimize to the tray.
They minimized to the desktop.
Screen clipping:
You can see the generic AHK taskbar button and the icon for my guix-sebp.ahk script , which I manually pinned to the taskbar.
But you also see the littl;e non-taskbar minimized windows. Here it happens to be above the taskbar - in actuality, they might appear randomly, in the midle of a different display. Augh!!!
Many web.questions asking how to minimize to tray, I did not find anyone talking about minimizing to taskbar.
Much posting about hooking the XXGuiSize() function called when the AHK GUI windows are resized, maximized, or minimized. But XX here is the GUI window name. Since I don't know in advance how many such windows an instance will have, nor their names, I would have to generate such functions on the fly.
There does not appear to be a way to have all GUI windows share a single GuiClose() hook.
The way to minimize to taskbar:
GUI: "+E0x40000 would add the WS_EX_APPWINDOW style, which provides a taskbar button for a window that would otherwise lack one. " 'via Blog this'


The dog/cat ownership gap
It's time the authorities stepped in to do something.
People are discriminating against cats.
And it needs to stop.
The statistics are plain as day: Dog ownership outpaces cat ownership 3 to 1.
(And in some places, like southeast Asia, the gap is even greater due to culinary practices)
Nevertheless, this gap must be addressed.
First and foremost, our preferences for dogs or cats are subordinate to their equal rights.
Dogs and cats are the same. They're pets.
So, why are people choosing to own dogs over cats?
Because dogs are more energetic and focused?
Cats are too! Just in different ways. Say, if there's a string, or a small insect nearby.
It's time humans appreciate this aspect of cats.
Another misconception about how dogs are better: That they are more trainable and more committed to help.
This is not something you should judge when choosing a pet. Why? Because why are you using your values and needs when we should be treating these pets EQUALLY.
Dogs and cats are not only equal, they're the same. They're pets. Just like when you hire someone for a job. Yes, there are small differences, in skills, commitment, or availability. But they're all human, aren't they? We are all living things. And we should all be treated equally.
Stop being selfish about what YOU need, and start thinking of the less fortunate.
The sooner government gets involved to provide more opportunity for cats and to equalize our choices, the better.
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text:
The worksheets in a workbook can be altered in several ways. The name of a particular worksheet can be altered. New sheets can be added. A current sheet can be duplicated or removed. The sheets can be reordered. Other sheets operations can alter the colour of the tabs or change the "protection" status of a worksheet to allow cells to be locked or hidden.
The names of sheets can be changed. You can do this by editing the tab directly. Clicking twice on a tab will highlight the text and then standard editing operations will alter the text contents.
You can insert a new empty sheet after the current sheet through the Sheet menu entry in the Insert menu or through the context menu which appears when you click the right mouse button on a tab.
Instead of an empty sheet, you can add a copy of the current worksheet to the workbook after the current sheet by selecting the Duplicate this Sheet menu entry from the context menu.
You can remove the current sheet using the Remove this Sheet menu entry from the context menu.
You can re-order worksheets by clicking and holding the left mouse button on a tab, then dragging that tab to the left or to the right. Little arrows will appear showing the location where the sheet will be placed. Releasing the mouse button will then move the sheet to this new position.
Many of these operations can be performed at once from the Manage Sheets dialog which can be opened through the Manage Sheets... menu entry in either the Sheet submenu in the Edit menu or in the sheet tab's context menu.

source: HuggingFaceFW/fineweb-edu


Monasteries of San Millán de la Cogolla
From Wikipedia, the free encyclopedia
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UNESCO World Heritage Site
San Millán Yuso and Suso Monasteries
Name as inscribed on the World Heritage List
San Millán de Suso
Type Cultural
Criteria ii, iv, vi
Reference 805
UNESCO region Europe and North America
Inscription history
Inscription 1997 (21st Session)
The monasteries of San Millán de Suso (6th century) and San Millán de Yuso (11th century) are two monasteries situated in the village of San Millán de la Cogolla, La Rioja, Spain. They have been designated a World Heritage Site by UNESCO since December 1997.[1]
The two monasteries' names Suso and Yuso mean the "upper" and the "lower" in archaic Castilian, respectively. Suso is the older building and is believed to be built on the site of a hermitage where Saint Emilian (Spanish: San Millán) lived. Perhaps Suso's major claim to fame is as the place where phrases in the Spanish and Basque languages were written for the first time.[2] UNESCO acknowledges the property "as the birthplace of the modern written and spoken Spanish language".[1] The phrases in Spanish and Basque are glosses on a Latin text and are known as the Glosas Emilianenses. There is some debate as to whether the Spanish words are written in an early form of Castilian or in a related dialect. In either case, San Millán's importance as a cradle of the Spanish language is reinforced by the proximity of the village of Berceo which is associated with Gonzalo de Berceo, the first Spanish poet known by name.
There is a continuous history of Christianity at San Millán since the time of the saint. The scriptorium remained active during the period of Muslim rule; and over the centuries, the religious community has overcome various vicissitudes which affected the monasteries (for example being sacked by the Black Prince). However the type of monastic life evolved: the original monks living at Suso were hermits, but Yuso, the refoundation of the monastery on a lower site, developed as a Benedictine community. As the UNESCO evaluation noted, San Millán shows the transformation from an eremetic to a cenobitic community in material terms.[3]
Suso monastery has been uninhabited since the Ecclesiastical Confiscations of Mendizábal in the nineteenth century. Yuso monastery was also abandoned for some years in the nineteenth century, but was reoccupied. It houses an Augustinian community, but part of the monastery has been converted into a hotel. Today San Millán attracts pilgrims on the Way of St James (even though it lies somewhat off the line of the official route between Nájera and Burgos).[4][5]
Processional cloister. Yuso Monastery.
Mozarabic arches in the Suso Monastery.
 1. ^ a b "San Millán Yuso and Suso Monasteries". UNESCO. 1997. Retrieved 1 April 2013.
 2. ^ The codex in question was subsequently preserved in the monastery library at Yuso before being moved to its current location in Madrid. See Glosas Emilianenses.
 3. ^ Entry on the World Heritage website.
 4. ^ route map
 5. ^ (Spanish) Cervantes Centre
Coordinates: 42°20′N 2°52′E / 42.333°N 2.867°E / 42.333; 2.867


Is sous vide dangerous?
Chef's answer
There will be two primary biological hazards in the meat, poultry, fish, vegetables or fruit that are cooked sous vide. The first hazard is vegetative pathogens, and the regulatory target is Salmonella. The goal is to cook the food in the pouch to a time and temperature to reduce Salmonella 100,000-to-1.
Frequently asked Questions 🎓
If water gets into your vacuum-sealed sous vide bags, it can impact the taste and texture of the food. The more water you get into the bag, the more it will dilute the flavorful juices released from the food that's being cooked in the bag. While the meal will be less tasty, it is still completely safe to eat..
It's fine for the bag to touch it, as long as you're not blocking water ports. And the food can touch too.
With sous vide cooking, it's absolutely vital that your bags stay submerged and that trapped air bubbles are pushed to the top of the bag and away from the food. This is the only way to guarantee that your food is heating properly, which is important for both food safety and quality.
Can you sous vide marinated frozen meats? Sure! You can marinate fresh or frozen meats for sous vide..
At either temperature, cook the salmon for about 40 minutes if cooking fresh (unfrozen) salmon, or 70 minutes for frozen salmon. Salmon can be left in the sous vide bath for up to 30 minutes after the end of cooking without significant change in flavor or texture (after 30 minutes, it starts to get a little mushy).
Overcooking foods Even though people say sous vide is easy, you can overcook your food. The food continues to cook after it leaves the pot, unless you place it in an ice bath. Also, when you go to sear your meat, you can easily overcook it during searing, especially if you're using a thinner cut.
between 15-30 minutesIt all depends on what temperature you have your sous vide set at, and the amount of water that needs to heat up. The higher the temperature and the larger the quantity of water, the longer it will take the sous vide to heat up. In general, your sous vide should take between 15-30 minutes to heat up.
A few more cooking questions 📍


What does it mean to be an Elite Baseball Prospect?
To walk in Elite success and pull out the best player within you?
Achieving the dream of playing for your high school team, college team and getting drafted to play professionally.
The main problem with players attempting to achieve their full potential is that most did NOT have a development plan that covered ALL the specific key areas THEY needed addressed.
Some have a plan for one or two areas that is short term... while others have an incredible skill set but are dramatically failing in 2-3 major key areas. Many are confused by a variety of specific content available trying to figure out what does and does NOT apply to them.
Nick Crocker is an elite performance coach who has personally developed players at every level. Players achieved things they never thought possible through proven disciplines. We focus on the 6 keys below with specific tools for each area to unlock your ability to be the best by making a difference on the field and in the classroom.
* Use of video to demonstrate hitting and pitching movements that promote athleticism
* Printable worksheets to chart daily workouts and track monthly progress
* Full workout routines that include strength training, arm care, and corrective movements within each program
* Video tutorials of each exercise and printable worksheets to track programming
* Shopping lists, worksheets, and personalized programs to encourage optimal choices
* Members only supplement store with carefully chosen, practitioner-grade options
* Globally-recognized sports psychologist Brian Cain serves as our program advisor
* Video, audio, worksheets, and various resources to use for daily habit building
* Tips to prepare for standardized tests (SAT/ACT)
* Review of NCAA eligibility rules as they apply to high school student-athletes
* Personalized player profile page to share with college coaches
* Honest player skills assessment to ascertain best fit in regards to prospective college programs
Virtual coaching has the benefits of specialized 1-on-1 coaching but within a virtual program which allows players and coaches to interact through video, tutorials, webinars, app platforms, and other types of media that assist in information sharing. Here are the systems we use to progress your player development.
Talent LMS is the learning management system we use for your personalized development across all 6 core areas. It organizes all of your monthly content into courses and will track your progress each month as you navigate through each course on your way to successful completion. A comprehensive Exercise Library will be provided within the Talent LMS to assist in navigation and organization of the exercises you need.
Printable Spreadsheets are available in conjunction with the Exercise Library. Many players feel they can track their daily, weekly, and monthly progress better by having a paper copy of each day of their program. It builds a strong sense of accomplishment when you can review your recent work and see that you have checked every box. Note that many college weight training programs use folders with similar spreadsheets so it's helpful to get acclimated early.
We provide the Exercise Library as well within our YouTube Channel. It will be organized based on your position (Pitcher or Position Player) and the dedicated link will be shared when you are assigned monthly coursework. This channel will provide a consistent reference point for all of the videos and tutorials you will need during our program.
In working with over 1,800 players over the last 20 years, we have discovered that the 6 proven keys above are all critical to assisting amateur baseball players through their personal journey to success.
This all begins with a core value system that prioritizes work ethic, integrity, teamwork, and loyalty. Infused with a personalized player approach to development, the coaching team at Elite Baseball Prospect is passionate about their goal to assist athletes nationwide through a virtual coaching program that helps them reach their physical and mental potential both on and off the field.
With a history that includes $25.3M in college scholarship dollars earned and 74 players getting drafted to professional baseball, our team combines data-driven technology with on-field competitive focus to create personalized content that provides players with a solid foundation to build on.
Becoming elite is a lifestyle. It is defined by our thoughts, actions, and goals. It is a relentless pursuit to reach the pinnacle of our abilities. The Elite Baseball Prospect athlete has no limits or boundaries. It is not a single event, but the total sum of many successful days built on each other.
It is not only on the field, in the weight room, in the cage, on the mound. It is ALSO in the kitchen, in the classroom and within ourselves.
Let's get started with your elite lifestyle. Signup below and we'll give you a 7-day money-back guarantee.


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NASA HISTORY: President Richard Nixon Outlines The Future of United States Space Program In 1970
By NASA // March 7, 2017
March 7, 1970
(NASA) – On this day, March 7, on 1970, President Richard Nixon issued a "Statement About the Future of the United States Space Program."
The announcement came about a month before the launch of Apollo 13.
The "successful failure" of Apollo 13 would have a significant impact on President Nixon's opinions about human spaceflight.
Nonetheless, in early March 1970 he outlined six ambitious objectives for U.S. human spaceflight in the coming years – they were:
1. "We should continue to explore the moon."
2. "We should move ahead with bold exploration of the planets and the universe…As a part of this program we will eventually send men to explore the planet Mars."
3. "We should work to reduce substantially the cost of space operations…we must devise less costly and less complicated ways of transporting payloads into space."
4. "We should seek to extend man's capability to live and work in space… We expect that men will be working in space for months at a time during the coming decade."
5. "We should hasten and expand the practical applications of space technology… We should continue to pursue other applications of space-related technology in a wide variety of fields, including meteorology, communications, navigation…"
6. "We should encourage greater international cooperation in space."


text:
Similarities between Yellowknife Bay and the Kimberley as seen from orbit
The image on the left shows the Yellowknife Bay area. The red arrow points to a scarp, the contact between lower Sheepbed mudstone and upper Gillespie sandstone. The blue arrow points to a scarp at the boundary between Gillespie and Glenelg units. A similar set of scarps appears at the Kimberley, shown on the right. At Yellowknife Bay, the Curiosity team determined that the scarps' retreat had recently exposed the Sheepbed mudstone. It is possible the same process is operating at the Kimberley. The purple arrow marks a scarp separating the lowermost striated unit and the middle bedded unit. The yellow arrow marks the contact between the middle bedded unit and the upper smooth hummocky material.


text:
A theoretical technique developed at DOE's Oak Ridge National Laboratory is bringing supercomputer simulations and experimental results closer together by identifying common "fingerprints."
ORNL's Jeremy Smith collaborated on devising a method dynamical fingerprints that reconciles the different signals between experiments and computer simulations to strengthen analyses of molecules in motion.
"Experiments tend to produce relatively simple and smooth-looking signals, as they only'see' a molecule's motions at low resolution," said Smith, who directs ORNL's Center for Molecular Biophysics and holds a Governor's Chair at the University of Tennessee. "In contrast, data from a supercomputer simulation are complex and difficult to analyze, as the atoms move around in the simulation in a multitude of jumps, wiggles and jiggles. How to reconcile these different views of the same phenomenon has been a long-standing problem."
The new method solves the problem by calculating peaks within the simulated and experimental data, creating distinct "dynamical fingerprints." The technique can then link the two datasets.
Explore further: 'Fingerprints' match molecular simulations with reality


text:
ALTIN (ALTYN) TEPE, a settlement of the Neolithic period and Bronze Age in the south of Turkmenistan near the village of Miana. Extensive excavations have been carried out there since 1965 by the South Turkmenistan Archeological Complex Expedition of the Academy of Sciences of the Turkmen SSR and of the Leningrad Archeological Department of the Academy of Sciences of the USSR. The now shapeless ruins cover an area of 25 hectares and rise to a height of 22 m. Strata containing traces of human habitation extend 8 m deeper than the surrounding plain, so that the total thickness of the stratification reaches 30 m. The excavations show continuous development of an early agricultural culture from the 5th to the early 2nd millenium B.C. Though a settlement of the Neolithic Jaitun culture (6th millenium B.C.) is situated nearby, at Altin Tepe no similar strata have been discovered. During the early Neolithic period (5th millenium B.C., complex of the Namazga type), Altin Tepe formed a comparatively large settlement covering an area of 6 hectares. The strata of that time have yielded pottery painted with geometric designs, mainly large triangles on a yellowish background, as well as bone and copper artifacts. In the 4th millenium B.C. the inhabited area of Altin Tepe increased to 12 hectares, and the prevalent ceramics have a red background decorated with parallel lines along the rim. Large realistic statuettes show seated, plump female figures with painted-on necklaces and other ornaments. At the end of the 4th to the early 3rd millenium B.C., Altin Tepe covered 25 hectares, acquiring the character of a large inhabited center partly at the expense of neighboring villages which were abandoned from that time. During this period appear ceramics with polychromatic painting in the Geoksur style; the excavations permit a detailed tracing of their development (strata A 9-14). At this time Altin Tepe had a surrounding wall of unbaked bricks 1.5-2 m thick. Brick kilns were situated in the northern part of the settlement. Findings include single and collective burials in tombs with an oval ground plan (tolos), a house containing many rooms, and a sanctuary with an oval hearth in its center.
During the early Bronze Age (middle of the 3rd millenium B.C., complex of the Namazga IV type), late Neolithic traditions altered (strata A 4-8); the potter's wheel came gradually into use, and in the A 6 stratum most of the pottery is mechanically produced. The painting becomes coarser, and the number of decorated vessels decreases. To that time belongs the concentration in one of the quarters of Altin Tepe of small temple buildings with rectangular hearths (podia), and toward the end of this period the main entrance, 15 m in width, was given shape by massive pylons and decorated pilasters.
Altin Tepe reached its most flourishing stage at the end of the 3rd-early 2nd millenium B.C. (complex of the Namazga V type), when it was a settlement of the early urban type. Various handicrafts achieved considerable development, concentrated in the northern part of the settlement ("artisans' quarters"), where some sixty two-tiered kilns have been discovered. A religious complex emerged consisting of a four-stepped tower reminiscent of the Mesopotamian ziggurats, spacious storerooms, and a priest's tomb in which objects of great value have been found, among them the gold heads of a wolf and of a bull. Excavations of inhabited quarters and of tombs situated there make it possible to distinguish three groups of inhabitants according to their way of life and degree of wealth. The "artisans' quarter" is characterized by massive blocks, containing many rooms calculated for a community of large families with a common household economy, and by poor tombs. The quarters of wealthy citizens consisted of houses for small families with separate courtyards containing household buildings. Beads and seals were found in the tombs there. The upper society of Altin Tepe was represented by the inhabitants of the "quarter of the nobility," which had regularly planned streets along which were situated neatly built houses occupying an area of 80 to 100 square m. The tombs in this quarter have yielded many ornaments of silver and precious stones, as well as seals and female terracotta statuettes.
The culture of Altin Tepe during the developed Bronze Age is characterized by artistic pottery, stone vessels, hafted bronze and copper daggers with flat blades, tabbed silver and bronze seals showing cross-shaped figures and animals (goats, eagles, panthers, a three-headed dragon). The female terracotta statuettes are shaped in a conventionalized, flat style with long, plaited hair; some of them bear scratched signs which can be classified in groups and may possibly be symbols of various female deities. During the excavation of the "quarter of the nobility" a seal was found with two signs of proto-Indian lettering. It is not impossible that the culture of Altin Tepe may have belonged to a population using a language of the proto-Dravidian type.
Altin Tepe was closely linked with the contemporary ancient East. In architecture and toreutics, traits of Mesopotamian influence have been noted; vessels of black clay have been found originating from northwestern Iran (Ḥeṣār, Shah Tepe), as well as ivory artifacts imported from the Harappa settlements of Hindustan. The culture of Altin Tepe reflects the process of the formation in southern Turkmenistan of a local civilization of the Ancient Oriental type. The abandonment of the site appears to have been connected with the exhaustion of the soil and climatic changes. Definite genetic links with the culture of Altin Tepe appear in objects of the Bronze Age from Murgab, southern Uzbekistan (Sappali), and northern Afghanistan (Dašlī), whither, at the end of the 2nd millenium B.C., tribes from the foothills of southern Turkmenistan had apparently migrated.
V. M. Masson, "Protogorodskaya tsivilizatsia yuga Sredneĭ Azii," Sovetskaya arkheologiya 1967, no. 3.
Idem, "Urban Revolution in the South Turkmenia," Antiquity, 1968, no. 167.
Idem, "Altin-depe and the Bull Cult," Antiquity 50/1, 1976.
Idem, "Altin-depe v epokhu eneolita," VDI, 1977, no. 4.
I. S. Masimov, Keramicheskoe proizvodstvo epokhi bronzy v Yuzhnom Turkmenistane, Ashkhabad, l978.
(V. M. Masson)
Originally Published: December 15, 1989
Last Updated: August 2, 2011
This article is available in print.
Vol. I, Fasc. 9, pp. 8912-913


text:
So far, you've just defined the slider content. The next step is to actually define a slider.
You can define as many sliders as you want, each with different content, and each with a different name. It can simplify things if you use the same name for the Slider Posts post that defined the gallery, and the corresponding Slider definition – e.g., "Colorado".
To define a slider, open the dashboard Weaver Posts/Slider admin page, and open the Sliders tab. In the Select Slider box, enter the name of the slider (Colorado) in the "Enter name for new slider" box, and click the Create New Slider button.


Jólan van der Wiel's Gravity Stool defies the forces of nature as it is pulled by a
Jólan van der Wiel's Gravity Stool defies the forces of nature as it is pulled by a "magnet machine"
Jólan van der Wiel defies gravity
Gerrit Rietveld Academie graduate uses super strength magnet to make uniquely shaped furniture
Dutch designer Jólan van der Wiel has been developing furniture made using a unique combination of magnetic plastic and gravity to create objects that are as strange as they are beautiful. Van der Wiel studied at the Gerrit Rietveld Academie in Amsterdam, an institution renowned for its highly conceptual and experimental approach to teaching and which routinely encourages its students to push the boundaries of design. It was during his time here that he created the process by which his amazing magnetic creations are born. He placed iron shavings and liquid plastic in a bowl below a magnetic block attached to a pulley and lowered it slowly until the magnetic force prompted the mixture below to rise upwards in jagged stalagmite-like formations towards the magnet. These crystalline constructions would then become the legs of his Gravity Stools. The video below, shot by Miranda Stet, poetically demonstrates the process taking place.
"Departing from the idea that everything is influenced by gravitation, a force that has a strongly shaping effect, I intended to manipulate this natural phenomenon by exploiting its own power: magnetism," the designer explains. "The positioning of the magnetic fields in the machine, opposing each other, largely determines the final shape of the Gravity Stool."
Jólan van der Wiel, Gravity Stool (Purple)Jólan van der Wiel, Gravity Stool (Purple)
The organic appearance and unique formation of each stool is connected to the growth of natural organisms. "The forms and products are characterised by the freakish and organic shapes so typical of nature itself." His innovative approach to design has just won him the prestigious [D3] Contest for young designers at the imm Cologne Fair. Van der Wiel's product was chosen from 689 entries from 44 different countries.
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text:
Definition of moorland
n. - Land consisting of a moor or moors. 2
The word "moorland" uses 8 letters: A D L M N O O R.
No direct anagrams for moorland found in this word list.
Words formed by adding one letter before or after moorland (in bold), or to adlmnoor in any order:
s - moorlands
All words formed from moorland by changing one letter
Browse words starting with moorland by next letter


text:
|'Life in 1810' is topic of program offered at County Museum on September 8|
|Written by George Browning|
|Tuesday, 04 September 2012 00:00|
A veteran speaker and re-enactor will bring to life one of his favorite topics, "Pioneer Life in 1810," at the Scott County Heritage Center and Museum on Saturday, September 8.
The free event at 2 p.m. that day is offered as part of Pigeon Roost Remembered Day, an observance of the 200th anniversary of the Pigeon Roost Massacre in which 24 men, women and children were killed by Indians on September 3, 1812.
Kevin Stonerock has brought history to life for thousands of children, young people and adults. His living history program will be performed in authentic period clothing in the first-person style. His "Hoosier pioneer" is a character compiled from several different historical accounts of the period from 1770 to 1810. It centers around the life of Andrew Amonett, a frontiersman of the Indiana Territory.
Complete with tall tales, Stonerock's presentation deals with various aspects of frontier life and dangers faced in the Indiana Territory just before the start of the War of 1812. Topics include trapping, militia service, Indian affairs, tools, weapons and frontier clothing.
Stonerock has performed for 30 years and presented over 3,500 programs. He wrote, directed and performed in "Plum Creek Anthology," which is presented annually in Vevay.
There is no charge for attending his program at the museum. Visitors are asked to bring lawn chairs to enjoy the performance in comfort on the museum's front steps.


text:
of Political Socialization and Political Change: Political Orientation of Japanese Law Students. Human Organization,1965 Vol.24:328-331.
Kuroda begins his article with a brief overview of the history and relevance of the findings of the American studies on the correlation between the political affiliation of a student and that of their parents. The general findings of these studies being: in a stable, non-changing political system, the major source of political socialization is the family. Yasumasa then applies this logic to the opposite side of the political system, hypothesizing that in the case of a rapidly changing, or unstable, political system, the parents' political affiliation and party involvement would have little to no influence on that of their student.
Kuroda tested his hypothesis by polling law students at the University of Kyoto, the University of Tokyo, and the Legal Training Institute. These Universities were chosen for their history of producing political leaders, variety of political beliefs, and law programs. His questions covered three basic categories: political affiliation, political involvement (whether apolitical, spectator, or political), and the correlation between the students' answers and their parents.
Kuroda's findings are presented in this article in a standard table form, displaying the percentages of students and parents per category. His first table touches on the relationship between the political involvement of students and their parents. It shows there is no significant relationship between the political involvement of the students and their parents. The relationship is neither negative nor positive, although there is a slight correlation between those students whose parents were involved in politics to wish to go into politics.
Table 2 displays the relationship between preference of political party between parents and students. Again there is not a significant correlation between the two, however, there does seem to be some correlation between students who have no particular party preference and those of their parents. The results of this particular poll raise certain questions about the generational effects of a rapidly changing political system ( i.e. Does type of government in place at the time of first political involvement play a significant role?).
Finally, in Table 3, Kuroda combines these two graphs into one displaying the correlation between political involvement and party preference. Table 3 identifies that "having no specific party preference is not a good indicator of political involvement" (p330), this eliminates the problem found in Table 2, and benefits his hypothesis that a parent's political preference has little to no influence on a students political preference or involvement in an unstable political system. Unfortunately, the question of why there is a positive correlation between political party preference of the students and that of their parents.
For the most part, this data will be of benefit to the hypothesis that political affiliation and involvement of students in an unstable political system will not be highly influence, thus not the same as, that of their parents. This questions the source of the influence on students in changing political environments' views, whether it is a generational influence or an organizational, and questions the effects on political variation during stabilization of a political environment.
HALEY ROE University of Wisconsin-Madison (Larry Nesper).
Langenderfer, Harold Q.. The Egyptian Executives: A Study in Conflict. Human Organization 1965 Vol.24:89-95
In 1952, Egypt experienced a political revolution followed by an economic revolution in 1962. The revolutions were accompanied by a cultural movement which reformed beliefs and attitudes of Egyptian society. In 1961, the United Arab Republic (UAR) decreed all private enterprises to enter into a socialist society. All large industries would be owned by the government. The goal of the new socialist government was to redistribute the wealth of the society more equitably. This act would therefore create a higher standard of living for the majority. The government would achieve success in running these industries by appointing managers to run them. Langerenderfer address the issue of the institutional and personal barriers that are inhibiting the manager's ability to improve and accelerate economic development. If economic development ceases, the standard of living cannot
The evidence Langenderfer provides for explanation of the lag in economic development lies within the barriers that effect management. The first barrier is, "The lack of guiding principles and clear objectives." At the formation of public companies, the government offered no assignment of responsibility to the managers running the industry. There was much confusion over which organizations are responsible for certain policies. Because of this chaotic organization of responsibility, the opportunity for growth was deterred. National objectives for industries were needed to continue economic progress.
Secondly, "The bureaucratic nature of the government superstructure," needs to be reformed to permit successful management. The bureaucrat does not seem to understand the problems of the business executive. The executive management skills are developing much faster than the public administration. The public administration is also a one-way link of communication. It is a delegation over the executive managers. Langenderfer suggests a two-way form of communication, so the executives may know what problems managers may be experiencing.
Thirdly, "(t)he lack of criteria for evaluating performance," causes barriers that impede effective management. The government believes the intelligent workers do not need incentives to work. Their intellect should allow them to realize that they should do their best for the, "general welfare of the country." The problem in lies that there is no actual proof the workers feel this way. If they don't, they will not work as hard, therefore not improving the economic development of the country.
Langenderfer makes the argument clear, certain barriers need to be breached before the standard of living in Egypt has the opportunity to improve. If not, the economy will come to a standstill and no progress can be made.
SARAH D. GANTZ University of Wisconsin-Madison (Larry Nesper)
Levy, Jerrold E. Navajo Suicide Human Organization, Vol. 24: 308-318
Jerrold Levy looks closely at increasing Navajo suicide rates, making links between the data he has collected and the behaviors he has studied within the Navajo culture. To try and understand the motivation for this particular people, he looks at age, marital status, method, location, level of acculturation and the consequences of suicide in their culture in terms of their understanding of the spiritual world and shame within the community. Levy notes that his data may be affected by the fact that until the 1950s, the Navajo groups he studied did not see any reason to report suicides to the U.S. government, giving him a small sample size. The suicide rate is increasing for Navajos, but this may just be part of the overall trend nationally. He hints at his theory that the acculturative process may play a large role in the stresses of these people and therefore a cause of the increased suicide rate.
Levy begins by looking at the overwhelming fact that nationally the male to female ratio of suicide victims is 4:1. In the Navajo groups he studied, however, the ratio is approximately 13:1. This extreme difference leads him to say that the stresses of the community and family structure appear to fall mostly on the men. This makes more sense when he explains that the Navajo have a matrilineal descent system and matrilocal residence patterns which suggest that it is easier for the female to cope with integration. When looking at age in combination with sex, we see that the young male bears the brunt of stress in balancing his economic responsibility with his unstable role in integration.
When looking at method, motive and the role of alcohol, Levy concludes that these suicides are mostly impulsive and the "result of spontaneous eruptions of violent emotions." He notes that only one victim dressed up and only one victim left a note. He sees the growing accessibility to alcohol as an explanation for the increase in suicides because of the way alcohol can intensify preexisting insecurities, leading to encouraging impulsive actions.
When looking next, as Levy does, at the belief system of the Navajos, one can find conflict in Levy's proposals. He emphasizes the impulsive nature of these Navajo suicides but then describes the impact of their belief system on the actual act of suicide and there is a definite conflict. Most of the suicides occur away from the home because of the belief that seeing a dead body can be very harmful spiritually and physically. This belief is sometimes used as revenge on one's enemies, by committing the act where they are sure to find the body. The evidence of the thought going into these beliefs shows that sometimes the Navajo is in fact not impulsive at all in their suicide but very thoughtful of the consequences of their death. This is reflected in Levy's report of their external moral system. They only see something as wrong if it negatively affects the outer world. This externalization of their morals is reflected in Levy's observations of shame instead of guilt.
Levy makes the interesting observation that where the suicides rates were the highest, was also where there were the smallest reservations, surrounded by white communities. This is consistent with his theory that the economic and acculturational stresses of the young male cause him to lead the suicide rate. Levy also observes that most of the causes sited stemmed from conflicts within the family. He says that this is a new pattern emerging from the disintegration of the traditional Navajo social organization.
A problem I found with Levy's article was the broad generalization that the "Navajo personality" is by nature moody, therefore making the impulsive nature of their suicides logical. I found this quite surprising, that an anthropologist would make such a sweeping generalization about a people even after studying them. I understood his saying that he saw a pattern of impulsiveness in the suicides he found record of, but to then make the next leap of saying that this is a characteristic of the Navajo personality was a little too much of a


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Residents of Georgia's two breakaway regions will soon be allowed to visit the United States with so-called "status-neutral" documents issued by the authorities in Tbilisi.
U.S. Secretary of State Hillary Clinton made the announcement
on June 5 during a visit to the Caucasus nation, describing the move as "a strong step toward reconciliation" between Georgia and its separatist provinces of Abkhazia and South Ossetia.
What do these "neutral" documents provide for and what does their recognition by Washington mean in concrete terms for residents of the two territories?
When and why did Georgia start delivering so-called "status-neutral" documents?
These documents were introduced by the Georgian government in July 2011 to facilitate travel for people living in Abkhazia and South Ossetia.
Although Tbilisi formally recognizes documents currently issued by the regions' self-styled authorities, crossing into Georgia proper with such documents can pose difficulties.
In terms of overseas travel, only countries that have recognized the two territories as independent -- Russia, Venezuela, Nicaragua, and a few Pacific island nations -- accept locally issued passports.
Many residents hold Russian passports, but they are usually denied visas to Western countries.
Georgian authorities say the new "neutral" documents will help ease travel restrictions for Abkhaz and South Ossetians.
The Neutral Identification Card allows for free travel within Georgia and gives holders access to some Georgian social services, while the Neutral Travel Document is intended for trips abroad.
Prior to the United States, only a handful of countries -- including Japan, the Czech Republic, Slovakia, Latvia, and Lithuania -- had recognized Georgia's "status-neutral" passport.
Why are Abkhazia, South Ossetia, and their patron, Russia, opposed to these documents?
Moscow has granted Russian citizenship to many Abkhaz and South Ossetians and views Georgia's "neutral" passports as an attempt to challenge its influence in the regions.
The Russian Foreign Ministry has described the documents as a misleading "scam." It says the documents, while not specifying that their holders are Georgian citizens, are "not quite neutral" since they indicate Georgia's country code and state the documents are issued by the Georgian government.
Abkhaz leader Aleksandr Ankvab has even ordered all international organizations that encourage residents to get the Georgia-issued documents to be expelled from the territory.
Authorities in both Abkhazia and South Ossetia say they will continue to promote the recognition of locally issued passports as valid travel documents, including at an upcoming meeting in Geneva devoted to security in the Caucasus.
How do residents of Abkhazia and South Ossetia apply for the "status-neutral" documents? Do they need to travel to Tbilisi?
Applicants are asked to file an electronic application form available on a Georgian government website.
A compulsory online web-camera consultation with officials in Tbilisi ensues after which, if the application is successful, the "status-neutral" documents are issued within 10 working days.
Documents are then either picked up in person in Tbilisi or forwarded to the applicants via international organizations operating in Georgia.
If Washington holds its promise, holders of "neutral" documents will soon be free to apply for visas at the U.S. consulate in Tbilisi.
* This article has been amended since it was originally posted
RFE/RL's Georgian Service contributed to this report


Decoding the sign – by Seth Godin
* Decoding the sign [ ]
A "Deer Xing" sign isn't there to tell the deer where to cross the road.
It's there to let drivers know that this is the spot where deer often choose to cross the road.
Because deer can't read signs, and even if they could, they probably wouldn't bother to obey them. People, on the other hand, are far more likely to be killed by hitting a deer than they are by a shark bite.
A good signmaker is aware of "who's it for" and "what's it for." In this case, the hope is that drivers will be more careful.
Too often, signs of all kinds (metaphorical signs, not just physical ones), are simply ALL CAPS YELLING about how the signmaker is frustrated about something they can't control. If you can't influence something, why are you yelling about it?


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The Establishment of the Swinney Conservatory of Music at Central Methodist University
The Swinney Conservatory of Music at Central Methodist University in Fayette, Missouri has a long history with unique beginnings. After the Civil War, Central College (Central Methodist's original name) grew alongside a "Female Seminary," Howard-Payne Female College. Through the late 19th and early 20th centuries, the two schools developed their own distinct musical cultures with Howard-Payne faculty developing a music curriculum, and Central students forming their own musical ensembles. When the schools merged in 1923 these two cultures united to create a conservatory of music at a time when many other American conservatories were being established. Just before the merger, Kansas City banker Edward Fletcher Swinney, who had strong family ties to the Fayette area and a history of philanthropy towards causes in Missouri education, donated $35,000 to Howard-Payne College for the construction of the conservatory building that would eventually bear his name. This article focuses on the early history of both Central College and Howard-Payne Female College, the role that music played at both schools (as a curricular and non-curricular activity) and the events leading to the formation of Central College's music curriculum and construction of the Swinney Conservatory.
Samson, D. (2022). The Establishment of the Swinney Conservatory of Music at Central Methodist University. Journal of Historical Research in Music Education SAGE Publications.
The definitive version is available at _URL_
Arts, Languages, and Philosophy
Keywords and Phrases
19th Century; 20th Century; College Music History; Higher Education; Missouri Music Education; Music Education History
International Standard Serial Number (ISSN)
Article - Journal
© 2022 SAGE Publications, All rights reserved.
01 Jan 2022


Whales, They Give Themselves
Conversations with Harry Brower, Sr.
Karen Brewster
Whales, They Give Themselves
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Karen Brewster
Distributed for University of Alaska Press
248 pages | black and white photos | 6 x 9
Paper $22.95 ISBN: 9781889963662 Published October 2004
The Whales, They Give Themselves is an intimate life history of Harry Brower, Sr. (_PHONE_), an Inupiaq whaling captain, artisan, and community leader from Barrow, Alaska. In a life that spanned the profound cultural and economic changes of the twentieth century, Brower's vast knowledge of the natural world made him an essential contributor to the Native and scientific communities of the North. His desire to share his insights with future generations resulted in a series of conversations with friend and oral historian Karen Brewster, who weaves Harry's stories with cultural and historical background into this innovative and collaborative oral biography.
Brower was deeply committed to Native culture, and his life history is a moving expression of the Inupiaq way of life. He was also influential in traditionally non-Native arenas in which Native and non-Native values sometimes collided. Acting as a mediator between Inupiaq whalers and non-Native scientists, Brower communicated a vast understanding of bowhead whales and whaling that became the basis for a scientific research program and helped protect Inupiaq subsistence whaling. He was a central architect of the Arctic Slope Regional Corporation boundaries, and served for over twenty years as a consultant to scientists at the Naval Arctic Research Laboratory. Brower's role in this collaborative research serves as one of the earliest and best examples of how scientists and Native experts can work together to advance knowledge. Such approaches are now promoted by researchers around the world.
The Whales, They Give Themselves not only conveys Brower's life story, but also is a cross-cultural journey of wisdom and friendship. Whereas academic oral historians once strove to erase the presence of the interviewer in the name of objectivity, Brewster recognizes the influence her specific relationship with Brower had on the way he narrated his life. This volume is a major contribution to our understanding of northern peoples, and a testament to the immense value of collaborative oral history.
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Speech choirs are performance groups that recite speeches in unison, often with elements of choreography and costuming to help bring the speech to life. Much like musical choirs, dynamic -- volume -- range, expression and accurate coordination of syllables are all important for a successful performance. Speech choirs date back to ancient Greece, where they were an integral part of most plays.
A speech choir is typically the same size as a singing choir, having anywhere from 12 to 100 members or more. However, most schools and competitions feature choirs of 25 to 40 members. The choirs typically are divided into groups based on the members' natural speaking voices. Females with naturally high voices or young females comprise the "light" group, females with deeper voices and young males or males with high voices comprise the "medium" group and males with deep voices comprise the "dark" group.
Selections are typically poems or poetic passages, such as from Greek dramas or Shakespeare's plays. The conductor gives some thought to the passage, breaking it into parts that, for example, only the "light" voices recite or strong passages that are voiced by all the members. Facial expressions and intonation are also carefully planned, so all the members can practice in unison. Solo parts for specific members can add dramatic effect.
Choreography of movement is not a necessary component for a speech choir. Many successful competition choirs recite their pieces while standing in place with their hands at their sides, attention directed solely at the conductor. However, in the Greek tradition, speech choirs marched from side to side in alternating patterns called "strophe" and "antistrophe." Thus, movement is part of the rich history of speech choir, and some conductors choose to choreograph elaborate movement to accompany their pieces.
As with any other performance art, thought should be put into how the speech choir will dress. Costumes can be as simple as matching outfits or robes, such as a vocal choir would wear, or elaborate theatrical garb. Plain uniforms allow the audience to concentrate on facial expressions and allow the choir to recite several very different pieces in one performance. However, a themed costume for a single piece can highlight its meaning or help to differentiate between voice groups.


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Brief interruptions can lead to crucial errors
People are more prone to making mistakes when their attention is caught by even the shortest of interruptions. This is the suggestion of new research from Michigan State University (MSU), which found a person's ability to accurately complete a task is significantly impacted by small disturbances, such as taking the time to silence a ringing phone.
Published in the Journal of Experimental Psychology: General, the findings, which were gathered from more than 300 participants, revealed error rates doubled when individuals performing a sequence-based task on a computer were disrupted for just three seconds.
Erik Altmann, Associate Professor of Psychology at MSU, said: "What this means is that our health and safety is, on some level, contingent on whether the people looking after it have been interrupted."
The authors explained the findings show interruptions - of which there are often many in people's daily lives - can have serious consequences, especially for professionals such as emergency room doctors.
Professor John Davies from the University of Strathclyde, a Fellow of the British Psychological Society, comments:
"The research from MSU confirms similar findings from a number of previous studies. Distraction is a major cause of the 'attentional lapse', which increases the probability of subsequent error. Although there are several reasons as to why this happens, one of the simplest to understand is that sometimes people forget where they left off the task at hand, prior to the interruption. This can lead to missing out a crucial step (such as leaving something in a wound for example) or alternatively duplicating something they have already done."
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Bob, there's three parts to your question. I'll address one at a time.
Running Windows with bad memory
It is indeed possible to run Windows 7 with a defective module. Depending on the location of the bad sectors and where the module sits in your DIMM banks, Windows 7 will run like there's nothing as long as it doesn't try to touch the bad portions of the memory. So, ideally you'd move the defective module as far away as possible from bank 0. Naturally, if this is your only module, you are out of luck.
Blocking bad memory sectors in Windows
On x86 (32 and 64 bits) operating systems, memory is managed by the kernel. As you mention, BadMem is able to block bad memory sectors in Linux. It works by instructing the kernel to lock those memory addresses you specified. This effectively stops Linux from ever addressing those addresses when allocating (and deallocating) memory. But in order to do this, BadMem needs to patch the kernel. BadMem is nothing more than a kernel patch that you configure before applying.
Now, you don't have that ability on Windows. You cannot patch the kernel. Developing a kernel mode driver won't do you any good either, since the Windows kernel will never let your driver take precedence over its memory management architecture (understandably so).
For this reason, you cannot instruct windows in any way to not use certain memory addresses. The only way would be for Microsoft to patch the kernel for your case specifically. Unlikely.
The spreading of bad memory addresses
There are not many reasons why a memory module may contain bad addresses. Ultimately it all boils down to an error in the production line, assuming it didn't sustain damage before getting into your computer. Contrary to hard drives there's no movable parts in memory modules, as you well know. So, bad sectors don't tend to spread as is the case with hard drive sectors.
However, memory test software isn't foolproof. It's possible (and common) for it to pass certain addresses that are in fact bad. So bad memory may give the impression of "spreading" as more and more addresses are revealed to be bad. For this reason tools like BadMem reveal their weakness, because naturally they can only handle those addresses you instruct them to.
It's unlikely that anyone can conduct a thorough test of a memory module and identify all bad memory addresses, then lock them and end up with a "good" memory module. The easiest thing to do is to consider a module with bad addresses as a defective module throughout and consequently not to be trusted.
What this means is that, as much as BadMem is an attractive proposition, it in fact isn't a solution to the problem of bad memory. More likely then not you'll still end up with an operating system that tries to read a bad sector and crashes with a stop error. A bad module is a bad module is a bad module.


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Finding the Difference of the Cubes of Two Numbers
Date: 9/29/95 at 21:57:3 From: Anonymous Subject: Solve for x^3 - y^3 Here's the problem : The difference of two numbers is 1. The product of the two numbers is also 1. What is the difference of the cubes of the numbers?
Date: 9/30/95 at 1:52:37 From: Doctor Andrew Subject: Re: Solve for x^3 - y^3 Let x be the bigger number and y be the smaller. Then we know that x - y = 1. We also know that x * y = 1 So we know two things: x - y = 1 x * y = 1 If you want to solve this algebraically, pick one of these equations and use it to solve for either x or y in terms of the other variable (y or x, respectively). Then substitute that expression for x or y into the equation you didn't use. You will get a quadratic expression (that means you'll have a term raised to the second power) so you can use the quadratic formula to solve it. If you're not familiar with the quadratic formula, you can read about it here: _URL_ Once you've found values for x and y, you can cube them and subtract to get the difference. -Doctor Andrew, The Geometry Forum
Date: 9/30/95 at 14:54:47 From: Doctor Ken Subject: Re: Solve for x^3 - y^3 Hello! Let me offer another way you could approach this problem. I'll give you an example of a different but similar problem: x - y = 2 xy = 7 What is x^2 + y^2? Well, since x-y = 2, squaring both sides gives x^2 - 2xy + y^2 = 4. Since xy = 7, we can add 2xy to both sides (it will get rid of the middle term on the left, and add 14 on the right). That gives us x^2 + y^2 = 18. Now do you see how you could do your problem? -Doctor Ken, The Geometry Forum
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