Record audio samples. Build soundpacks. Compose beats. Compose songs. Share and build with others.
BeatBranch is a software application for Android devices that enables its users to compose songs and build upon one another. Recording of audio samples through the phone's microphone are the base building blocks of all BeatBranch songs. Users can create unique sequences and combinations of samples (of your own, or others) to create audio beats. Users can then use beats (of your own, or others) to create complete songs. In this way, users are able to pick and choose from a vast variety of modular audio content and add it directly into their own content to conveniently generate new audio content.


text:
A dig or an excavation is one of the most used methods of obtaining information for archaeologists. Since their field is the study of ancient civilizations. Archaeologists spend as much time in the outdoors as they do inside their museums studying their finds. Before they could get those specimens that they have to pore over, they would have to get them first from the ground, and usually they have to dig it out. Because of that, they face unique problems especially when it comes to logistics that other scientists would not have to worry about.
While other scientists are able to conduct their study in the comfort of their laboratory or offices, an archaeologist must go out first and seek what he could study first and retrieve it. They would have to setup archaeological digs on sites of past settlements, cities, burial grounds and virtually anything that might contain artefacts. Normally these sites would be located on places that are remote and far from cities and places of present human habitation. That would mean that it is far from areas where the scientists and their team could get their supplies. That is not always the case but more usually it is so the leader of an archaeological expedition, aside from worrying about the techniques of digging and the scientific side of things, would also have to spend a great deal of time in thinking about how to get supplies to the site.
LightingOne of the most serious concerns on a remote archaeological site is the problem of lighting. These places would be located in areas that might have no electrical supply and so setting up lights would be a problem and electrical contractors would be required to get it set up. The lighting would be crucial in sites that need to be worked on continuously, or on a 24 hour basis, or even after the dark has settled in. This is the case in sites where the digging has to be finished as soon as possible.
The team would have to setup electrical generators then and the more remote an area is, the problem it would be. The generators would be reliant on fuel which would also have to be brought over to the site. Not only is the lighting essential so that the digging could continue even after dark, but it would also be needed in order to secure the area against thieves or those who might go after the artefacts.

source: HuggingFaceFW/fineweb-edu


text:
Instream Flow and Restoration Monitoring
What is Instream Flow?
In 1995, the Sacramento Fish and Wildlife Office began a series of studies to identify the instream flow requirements for anadromous fish within the Central Valley of California. With funding from the Central Valley Project Improvement Act, instream flow studies have been completed on the Sacramento, American, Yuba and Merced Rivers and Butte Creek, and are in progress for the Stanislaus River and Clear and South Cow Creeks.
In 1999, the Sacramento Office began additional studies to evaluate the effectiveness of restoration projects on Clear Creek and the Merced River. These efforts were expanded in 2009 to provide scientific information to other Central Valley Project Improvement Act programs for use in assessing fisheries restoration actions.
These actions included fish screens at Red Bluff, gravel additions on the American River, and Central Valley Project Improvement Act dedicated water used to reduce redd dewatering on the Sacramento and American Rivers and Clear Creek
The ability of a fish to spawn and rear young to survive is dependent on the volume of water flowing within the creeks and rivers. Too little flow at critical times could cause salmon eggs and young to become stranded and die. Too much water and the eggs and young can be washed away during a flood situation.
At present, our staff are:
- Collecting pre-restoration monitoring data to determine the amount of spawning and rearing habitat for anadromous salmonids created by the restoration projects for both the Bobcat Flat site on the Tuolumne River and the River Bend gravel addition project on the American River.
- Habitat assessment on the North Fork of Cottonwood Creek
- Collecting geomorphic monitoring data to use in the design of a restoration project on the Stanislaus River
- Conducting as-built surveys and post-restoration monitoring for the Honolulu Bar restoration project.
- Development of a two-dimensional hydraulic model to quantify the relationship between floodplain inundation and flow for the Stanislaus River.
- Continuation of redd dewatering monitoring on the American and Sacramento Rivers that began in 2009 to evaluate the benefits of using Central Valley Project dedicated water to prevent redd dewatering on these streams.
stadia rod and prism
substrate and cover polygons

source: openbmb/Ultra-FineWeb


I have written a series of functions to solve kenkens. The general strategy is to eliminate possibilities until only one remains for each cell. This first function eliminates all possibilities that can't be used to satisfy the operation and target constraints.
I'm interested in any feedback concerning style and efficiency.
from itertools import product
from itertools import combinations
_TAG_ size of square board
side = 9
_TAG_ cell of the grid is identified by an index
indices = [i for i in range(side*side)]
_TAG_ cell is located in a row and in a column
addresses = []
index2row = []
index2column = []
for x in range(side):
 for y in range(side):
_TAG_ row and column is a list of indices
rows = []
a = 0
b = side
for r in range(side):
 row = []
 for i in indices[a:b]:
 a = b
 b = b+side
columns = []
for c in range(side):
 column = []
 a = c
 for i in range(side):
 a = a + side
_TAG_ each cell can be any number from 1 to the number side
possibilities = []
for i in range(side*side):
 lp = []
 for n in range(1, side+1):
_TAG_ the solution for each cell is set at 0
values = [0 for i in range(side * side)]
##define Cage class
class Cage:
 def __init__(self, indexes, operation, target):
 self.indexes = indexes _TAG_ in cage
 self.operation = operation _TAG_ operation
 self.target = target _TAG_ of operation e.g. 2 by division
##operation functions
def multiplication(combination):
 result = 1
 for n in combination:
 result = result*n
def subtraction(pair):
 return(abs(pair[0] - pair[1]))
def division(pair):
 return(max([pair[0]/pair[1], pair[1]/pair[0]]))
def addition(combination):
def equals(combination):
_TAG_ puzzle, indices, operations and targets for each cage
indexes = [[0,1,9,10],[2,3],[4,12,13],[5,14],[6,7],[8,17,26],[11,20],[15,24],[16,25],[18,27,36,45],
operations = [multiplication,subtraction,addition,division,addition,multiplication,
targets = [1344,5,20,2,15,15,24,2,2,648,14,120,35,56,4,5,18,5,6,12,3,11,13,1,16,8,3,19,1,48,18,210]
_TAG_ indexes, operations and targets for all cages into list 'cages'
cages = []
for i in range(len(targets)):
 cage = Cage(indexes[i], operations[i], targets[i])
##1 remove numbers that can't be used to produce target
##e.g. 2 by division eliminates 5,7,9
## 8 by subtraction leaves only 1 and 9, 2-8 are eliminated
def cullPossibilities(possibilities):
 for cage in cages:
 if all([possibilities[i] == [] for i in cage.indexes]):
 continue _TAG_ if all cells in cage have been solved, if so move to
 _TAG_ cage
 listsPossibilities = [] _TAG_ list of possibilities from cage cells
 for index in cage.indexes:
 if possibilities[index]!= []:
 combinations = list(product(*listsPossibilities))
 _TAG_ combinations of possibilities from cells in cage
 combinations = [list(combination) for combination in combinations]
 _TAG_ which satisfy target
 targetCombinations = []
 for combination in combinations:
 if cage.operation(combination) == cage.target:
 _TAG_ for duplicates using set and length of list
 if len(combination) == len(set(combination)):
 rowAddresses = [index2row[index] for index in cage.indexes]
 testRow = list(zip(combination, rowAddresses))
 columnAddresses = [index2column[index] for index in
 testColumn = list(zip(combination, columnAddresses))
 if len(testColumn) == len(set(testColumn)) and len(testRow)
 == len(set(testRow)):
 # if target is satisfied and there are no duplicates add to new list of
 _TAG_ which replaces original list of possibilities
 i = 0
 for index in cage.indexes:
 newPossibilities = [targetCombination[i] for targetCombination in targetCombinations]
 if possibilities[index]!= []:
 possibilities[index] = list(set(newPossibilities))
 i = i + 1
 - \$\begingroup\$ Welcome to CR! Could you post how this function is to be called and show a sample input/output? I'm not sure what possibilities is supposed to look like. Thanks. \$\endgroup\$ – ggorlen May 11 '20 at 16:09
 - \$\begingroup\$ possibilities is a list of the numbers being considered as a solution for a given cell. \$\endgroup\$ – Dan May 12 '20 at 16:03
 - 1
 \$\begingroup\$ Please make this part of your question, comments are just for discussion. See the above link to get a sense of what a solid, answerable post looks like. Without a bit more context, the post might remain unanswered, or answers that do arrive will be cursory and unsatisfying for you. \$\endgroup\$ – ggorlen May 12 '20 at 16:33
 - 1
 \$\begingroup\$ I've added annotation to try to convey my thought process. \$\endgroup\$ – Dan May 12 '20 at 21:57
 - 1
 \$\begingroup\$ the referenced KenKen post was very helpful. Thank you. \$\endgroup\$ – Dan May 13 '20 at 13:49
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text:
Subquery and JOIN
Here you are shown how to convert subqueries into JOIN functions this would be done as using subqueries that contain no aggregate functions unnecessarily causes the response speed of the query to slow down.
DROP TABLE jobs; DROP TABLE ranks; DROP TABLE salary;
CREATE TABLE jobs( employee VARCHAR(40), title VARCHAR(40)); INSERT INTO jobs VALUES ('Gordon Russell','Lecturer'); INSERT INTO jobs VALUES ('Andrew Cumming','Teaching fellow'); INSERT INTO jobs VALUES ('Jim Smith','Technician'); CREATE TABLE ranks ( title VARCHAR(40), rank VARCHAR(40)); INSERT INTO ranks VALUES ('Lecturer','LECT1'); INSERT INTO ranks VALUES ('Teaching fellow','LECT2'); INSERT INTO ranks VALUES ('Technician','TECH1'); CREATE TABLE salary ( rank VARCHAR(40), payment INTEGER); INSERT INTO salary VALUES ('LECT1',2000); INSERT INTO salary VALUES ('LECT2',3000); INSERT INTO salary VALUES ('TECH1',5000); INSERT INTO salary VALUES ('TECH2',6000);
SELECT payment FROM salary WHERE rank = (SELECT rank FROM ranks WHERE title = (SELECT title FROM jobs WHERE employee = 'Andrew Cumming'))
This subquery would be more efficient if it was changed to a
JOIN as there are no
aggregate functions in the queries.
- Use the following steps to change a subquery into a
- Mark all columns with the table name they came from
- If you use the same table in two different
FROMclauses, use aliases
- Move all
FROMstatements together to form a single
- Delete all occurrences of (
WHEREfor AND after the first occurence of
SELECT payment FROM salary, ranks, jobs WHERE salary.rank = ranks.rank AND ranks.title = jobs.title AND jobs.employee = 'Andrew Cumming'
JOIN ONfunctions would also work with:
SELECT payment FROM salary JOIN ranks ON (salary.rank = ranks.rank) JOIN jobs ON (ranks.title = jobs.title) WHERE jobs.employee = 'Andrew Cumming'


ARCHIE BYRON Archie Byron Main < BACK
Archie Byron was born in 1928 in Atlanta, Georgia, into a family of ten children. His father was a voice instructor and his mother was a seamstress, but primarily his maternal grandmother raised him. In 1946, Byron was drafted into the Navy and fought on Okinawa during World War II. He attended technical school under the G.I. Bill and became a bricklayer for sixteen years. In 1961, he was recruited into the Atlanta sheriff's department. Later, he founded the first African American-owned private-investigator firm in the United States. Byron was a boyhood friend of Martin Luther King Jr., and following King's assassination, the King family hired Byron's firm as bodyguards. From 1981 to 1990, Byron served as a member of the Atlanta City Council.
In West Atlanta, Byron built a complex that included the family home, his art studio, a fishing and hunting-gear store and a firing range. He loved the outdoors. In 1975, he began to collect roots and branches that he sculpted into animals and other forms. Two years later, he began using gunstock sawdust from his shop, using glue and water to create a paste. He molded the mixture into freestanding and bas-relief sculptures of his family members, abstract forms, dogs, flowers, self-portraits and also religious and political images.
As his art output grew, so did his reputation as a folk artist. In 1986, he was included in an art exhibition in Malmo, Sweden. Byron was commissioned by Mayor Shirley Franklin to create life-size figures seated on benches on Piedmont Avenue in downtown Atlanta. In later years, when he was no longer able to work with sawdust for health reasons, he began painting.
His art is found in many major private art collections, the High Museum of Art in Atlanta and the Smithsonian American Art Museum in Washington. His work was exhibited in Passionate Visions of the American South, which originated at the New Orleans Museum of Art and traveled to other venues. He was also honored as an artist in residence at the New Orleans Museum of Art.
On August 29, 2005, after a long struggle with lung cancer, Archie Byron died at the age of seventy-seven. With his passing, Atlanta lost one of its most beloved folk artists who was also a prominent figure in Atlanta's history. He is survived by his wife, Joyce, their four children, seven grandchildren and ten great-grandchildren.
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Joe MinterBio Louis MonzaBio Sister Gertrude MorganBio
Karl MullenBio James G. MundieBio None NoneBio
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Sports Tickets
Masters Badges and Ticket Packages


What Is Cheese Slang For?
Is there a mac and cheese emoji?
Never again will you have to spell out the words "macaroni and cheese" or "cinnamon roll." And when your friend shows up late to brunch there's a sticker to tell them exactly how you feel (cough, hangry, cough).
The Delish Eatmojis app is available now for download on Android and iPhone..
What is Cheddar slang?
Cheddar is slang for money because slang term for money. Derived from the fact Americans on welfare used to receive cheese as a part of their benefits.
What are the 3 foods to never eat?
AVOID: Refined GrainsWhite flour.Bread.Pasta.Rice.Baked goods.Snack goods.Breakfast cereals.Jan 24, 2020
What 3 foods cardiologists say to avoid?
What does going Cheese mean?
cheese Add to list Share. … An old fashioned meaning of cheese is "stop" — you might say, "Cheese it!" This comes from 1800s thieves' slang, while the instruction a photographer gives, "Say cheese!" dates from the early 20th century.
What is a cheese girl?
Mzansi Taal · Cheese Boy Girl. It is a phrase used to refer to someone who is spoiled by their parents/guardians.
What does cheese do to your body?
What is a synonym for cheese?
Synonyms for Cheese:emmenthaler,Fleur de Lait,aged cheddar,swiss,Saga Blue,Smearcase,brick,gloucester,More items…
Is it OK to eat cheese every day?
Researchers suggest that eating around 40 grams (or 1.41 ounces) of cheese every day could help to reduce the risk of heart disease and stroke. Share on Pinterest Researchers suggest that eating a small amount of cheese every day may benefit heart health.
What does the cheese emoji mean?
🧀 Meaning – Cheese Wedge Emoji The image of a cheese wedge is the emoji representing dairy products in general or simply a piece of cheese. Depending on context, Cheese Wedge Emoji can mean "I simply love eating cheese!" or "I can't imagine living without dairy products!".
What does Cheesing mean in text?
Cheese is also a type of weed, if someone says that they are 'cheesing' it would mean that they are getting high, or stoned.
Why do we say cheesy?
cheesy (adj.) Meaning "cheap, inferior" is attested from 1896, in U.S. student slang, along with cheese (n.) "an ignorant, stupid person." In late 19c. British slang, cheesy was "fine, showy" (1858), probably from cheese (n. 2) and some suggest the modern derogatory use is an "ironic reversal" of this.
What does 🚚 mean?
🚚 Meaning – Delivery Truck Emoji 🚚 The image of a delivery truck is the emoji that symbolizes a means of transportation used to deliver items. It can refer to the vehicle itself or to the act of driving such a vehicle.


Essential job skills required for commerce graduates
Essential job skills required for commerce graduates
job skills required for commerce students
If you are following the latest job trends from up close, you'd know the importance of having relevant job skills. Be it any field of study, companies are more inclined towards candidates with appropriate job skills.
Talking about different fields of education, commerce is arguably the second most popular field of graduation in India; after engineering. The field owes its popularity to the gamut of employment opportunities that crop up after graduation in commerce.
It is an extensive field to make a career in Accountancy, Finance, Management, Economics, Law, Taxation, Banking, Human Resource, and Export-Import; to name a few.
Also, the stream of commerce is continuously evolving and growing and developing which means there is a constant need for students to stay updated with the latest trends in business, finance and, economics.
So, not just academic knowledge, students must also possess the necessary job skills that make them perfect for jobs.
Upon conducting skill assessments, we have realized that there is a huge talent gap between the kind of abilities that students learn in college and what corporates really need.
So, if you're an aspiring commerce graduate with a fancy degree but no job skills, give this one a read.
Essential job skills for commerce graduates
A mere degree is not enough for you to fetch respectable jobs. There is a need for some on-the-job skills that students must master before they make their way into the corporate world.
The right kind of job skills makes you more employable for any corporate organization. As for students, job skills can help you advance your professional career faster than any degree or diploma. Whether it be non-technical skills or technical skills for commerce students, you should always be hands-on and showcase that you know what you are bringing to the table.
Here are some of the most essential job skills required for jobs –
Numeracy skills
In order to have a bright career in a commerce-related field, you must have excellent numeracy skills. You must already know that jobs in fields of finance, data management, taxes and banking do consider your aptitude with numbers while recruitment. You should be able to understand and work with numerical and graphical information, draw conclusions, and explain your findings.
Related Read: Best jobs for freshers who are strong in quant
Communication skills
Given the well-paying standards and growth prospects of management jobs, most commerce students opt for a career with such corporate.
Now, working in a multi-national corporate honcho requires you to be a great communicator along with being a good manager.
So, great communication skills qualify as 'must-have' job skills for commerce students. Right from managing clients to internal team to delivering board room presentations; a commerce student must ace all of it.
Problem-solving ability
Almost all employers wish to hire problem solvers for all their job vacancies. The capability to draw out practical, economical, and effective solutions, is expected out of all commerce graduates.
Remember, all products and services that exist today are nothing but solutions to some or the other day-to-day problems of our lives. For instance: Why do we have cars when we can commute through bikes? The car designers dissected the problem of travelling long distances and travelling with family. So, this leads to the innovation of a product that eased long distance and family travels and today we call them cars.
Great problem-solving skills show how well you perform in alternative case scenarios.
Leadership skills
The commerce graduation courses are designed for those who have the potential to become leaders and be part of the team that works towards the same goal.
As a commerce graduate, you must possess excellent team management and leadership job skills because this is what the corporate world is about. The employers want to hire team players who will eventually turn into great team leaders instead of lone wolves.
Also Read: Resume Hacks – Must Have Leadership Skills On A Resume
This is because we are all cog in the wheel, not the wheel itself. The organization needs you and a hundred others like you to operate.
Besides the basics of economics, business, finance and, management that you've learnt in college there are plenty of job skills that should be mastered. Analytical thinking, knowledge of MS Excel, verbal and written communication ability, time management, organizational skills are some more of the job skills that you should continuously hone in order to rise up the corporate ladder.
For all the commerce graduates who are ready with their set of job skills and knowledge can look for a career break with AMCAT.
The AMCAT Job Portal is the Ideal platform to find the most desirable jobs for you. Over 700 companies of all sizes, from anywhere in the country come looking for fresh B.School talent with some sort of unique job skills.


text:
CRUISE 2017 SHOW
31 MAY 2016 – BLENHEIM PALACE – 18H00 (GMT+02)
The journey from Paris to Blenheim Palace where the Cruise Collection was shown in the presence of the fashion community is the point of departure for Lucie Meier and Serge Ruffieux, leading the Christian Dior creative team.
The inspiration was not only the post-war high society's wardrobes, but also the restlessness and wanderlust that characterized the period: the urge to travel, to discover the new. English country life is expressed via the tradition of the hunt – its reflection in the decorative arts, rather than its reality. Shots of red are evocative of the hunting pink, rustic tweeds and crisp poplin of country attire, while nineteenth-century equestrian scenes are knitted into intricate pictorial jacquards or fused into English country florals. Those intermingle with rich devoré velvets and silks in Asian and African prints, patterns and embroideries, underscoring a mood of exploration, a curiosity about the world, and a fundamentally English eccentricity in dress – a story told through the cloth on your back.
These inspirations from across the Channel meet the silhouettes and decorative details drawn from Parisian haute couture. The curvilinear form of the Bar jacket is tailored close to the body, and abbreviated at the hip or echoed in grand gestures of cloth – a full sleeve, a gathered peplum or pocket on generous coats. Their volume is Dior, their referent is British, while their spirit is contemporary. The Bar is sometimes bisected, the basque wrapping the hips; other times the shape is transposed to draped tea dresses. Each detail is drawn from the oeuvre of Monsieur Dior, a reflection of the House's storied past. Dior's signature bow is pulled undone, passed through the décolleté or reverse like a foulard, to close and simultaneously embellish, adding a dynamic movement to strict shapes. The conversation between France and England echoes a dialogue between the past and the present, creative exchanges between the two countries. In the eighteenth century, France adopted English fashions in a craze dubbed Anglomania; in the twentieth, the exchange reversed, and French fashions were exported for fevered consumption in Great Britain, none more so than Christian Dior's New Look. Monsieur Dior frequently turned to the UK for inspiration: his own suits were tailored on Savile Row, and he used the masculinity of fabrics like English wools, Scottish tweeds and Prince of Wales check to underscore the femininity of his creations. Male meeting female, France joining England.
Almost seventy years later, the house of Dior pays homage to that ongoing creative and cultural exchange, staging the runway show of the 2017 Cruise Collection in the heart of the English countryside. The setting is Blenheim Palace, a symbol of quintessential Englishness, in the style the French dubbed Baroque. The birthplace of Winston Churchill, the seat of the dukes of Marlborough, and twice the backdrop for Dior haute couture presentations, in 1954 and 1958, each to a royal audience, Blenheim is steeped in history. Then as now, curiosity about the world leads you on a voyage of discovery, one that is symbolic of looking for the new.


text:
'Recommendations to enhance the use of personhood tools to improve clinical care across sectors'
was created by the Behavioural Supports Ontario Lived Experience Advisory Members. The purpose of the Behavioural Supports Ontario (BSO) Lived Experience Advisory (LEA) is to unite individuals with lived experience across Ontario who share a common vision to improve care for older adults living with dementia, complex mental health, substance use and/or other neurological conditions and their families. To learn more about the Advisory or to join, please visit the Dementia Crossroads Website
Upon the advisory's inception, a priority goal surfaced to develop recommendations to enhance the use of personhood tools in different clinical care sectors (i.e., the "Personhood Tools Project"). Members voiced that when caring for someone living with one or more of the conditions listed under BSO's target population, it is essential to remember them as people with their own values, interests, preferences and histories. Information about someone's personhood provides them with a voice regarding their care preferences and needs in cases where they may no longer be able to verbalize their wishes.
The sharing of elements related to one's personhood can also assist staff across all sectors in building relationships, providing personalized care, and developing care plans that are tailored to the individual. In the context of BSO, information about an individual's personhood assists in identifying potential triggers and/or causes of responsive behaviours along with strategies to reduce their incidence and better support the individual through non-pharmacological interventions. The BSO LEA Members also suggest that leveraging personhood information in clinical care across sectors can reduce stigma, foster respect, increase safety, enhance empathy, promote care continuity, and improve the overall care experience. Ultimately, the members of the advisory saw how providing information related to one's personhood could be a vehicle to improving the delivery of person and family-centered care while also emphasizing dignity across all sectors.
On this webpage, you will find the recommendations which you can download in PDF format. This page also includes web links to all of the Recommended Personhood Tools mentioned in the document as well as other related resources. If you have implemented one of these tools or another personhood tool in your organization, we would love to hear from you! For more information about this initiative or to share how you use one or more of these tools, you can contact Sharon Osvald, BSO Lived Experience Facilitator at _EMAIL_


Medullary Kidney Disease
Mucin-1 Kidney Disease Frequently Asked Questions
What is Mucin-1 Kidney Disease?
Mucin-1 Kidney Disease (MKD), previously known as Medullary Cystic Kidney Disease Type I (MCKD1), is a rare inherited kidney disease that causes progressive kidney failure leading to the need for a kidney transplant or dialysis in most patients.
Why was it called Medullary Cystic Kidney Disease Type 1?
"Medullary" means the middle of the kidney, and cysts are small holes. It was initially thought that in this disease there were small holes (cysts) formed in the middle of the kidney. However, most patients with MKD do not have cysts in the middle of their kidney, or in other parts of their kidney. For this reason, the name used for this condition is incorrect. Unfortunately, doctors have used this name for many years, and it is hard to change names.
It was called Type 1 because there are two similar types of this disease. It turns out that the two types of the disease are entirely unrelated.
How frequent is MKD?
MKD is considered a rare disease. There are about 200 families worldwide that have been identified with this disease.
What do the kidneys do?
The kidneys are bean-shaped organs, about the size of a fist. They are located in the back next to the spinal column.
Healthy kidneys filter and clean about 200 quarts (liters) of blood every day, removing excess water, minerals, and wastes.
The kidneys also produce hormones that make red blood cells and control blood pressure. They make active Vitamin D, which the body uses to keep your bones strong.
What happens if you have MKD?
In MKD, patients slowly lose kidney function over time.
Kidney failure is usually determined by a blood test, called the blood creatinine level. Creatinine is a waste product that your muscles produce as they work. Healthy kidneys will filter creatinine into the urine, while damaged ones will not. Because damaged kidneys cannot filter creatinine well, it stays in the bloodstream and the blood creatinine level rises.
Blood creatinine is part of a group of tests that may be done as part of a routine physical or before surgery. MKD may be first identified when an elevated creatinine is found on a routine blood test like this.
In MKD, blood creatinine levels rise slowly over years as the kidneys become more damaged. Once the levels rise to a certain level, usually above about 6 mg/dL (milligrams per deciliter) or about 500 mmol/L (millimoles per liter), the patient must begin dialysis or have a kidney transplant.
At what age is dialysis or kidney transplantation needed?
In some families, all affected persons needing kidney replacement (this means a kidney transplant or dialysis) before 40 years of age. In other families, age can be quite different for different persons, with some needing dialysis in their 20's while others are still not on dialysis in their 60's.
Why is a kidney transplant the only cure for MKD?
If someone has MKD, their kidneys make an abnormal protein, and this abnormal protein gets trapped within their kidney cells. When a kidney transplant is done, the transplanted kidney is normal and does not make the abnormal protein. Therefore the transplanted kidney is normal and the disease will not develop in it.
How will MKD make me feel?
Many people do not even know they have a kidney disease until their blood creatinine levels rise very high and they lose a lot of kidney function. They usually do not develop any symptoms until the disease is very advanced. They then become more tired than usual and just start to not feel so good. Their appetite may worsen. When kidney disease gets worse, patients like to keep the room warmer than usual. They often develop anemia.
My doctor told me that I have MKD. About what age will my kidneys fail to the point I need dialysis?
There is a lot of variation as to the age when patients will need treatment for kidney failure. In some families, patients need dialysis in their 20's and 30's, while in others, they do not need it until their 60's and maybe even later. Even within families, some patients go on dialysis earlier or later than their parents or siblings. We do not know why some patients go on dialysis earlier or later than patients in other families.
How does having MKD affect my health over the course of my life?
It is important to know that people with kidney disease feel fine and have no health effects until they lose half of their kidney function. At that time, patients may start having high blood pressure and anemia. The anemia can make them feel tired, but in general patients still feel normal.
When patients have lost about 2/3 of their kidney function they begin to feel more tired and may develop a decreased appetite.
When 90% of kidney function is lost, patients feel tired and have nausea and usually need a kidney transplant or dialysis.
From this you can see that most of the kidney function has to be lost before any symptoms are noticed. Even then, the symptoms are usually quite mild for a long period of time.
If most members of your family go on dialysis before they are 30, you will likely feel totally normal throughout your teenage years and have no problems. You may develop mild high blood pressure. Into your twenties, you will slowly develop worsening kidney function and feel not quite so good. Over time, you will have worse high blood pressure and anemia. You may need shots to keep your blood count up. Eventually, you will develop more fatigue and less appetite and will need a kidney transplant or dialysis.
If family members go on dialysis later in life, you will likely feel totally normal into your 30's and 40's. Some individuals do not develop advanced kidney failure even into their 60's.
Can a urine test be used to diagnose MKD?
In many types of kidney disease there is blood and protein in the urine. However, in MKD there is very little protein or blood in the urine. For this reason, routine urine tests your doctor might order are not good to diagnose MKD.
Can I prevent MKD?
Unfortunately there is no way to prevent MKD.
Where can I get tested to find out if I have MKD?
Please contact Dr. Anthony Bleyer at _EMAIL_ or _PHONE_ if you are interested in genetic testing.
What can I do for my health if I have MKD?
Currently there is no known treatment for MKD, and the only cure is a kidney transplant. However, there is still a lot that you can do to stay healthy if you have MKD:
 1. Do not smoke. Smoking makes every type of kidney disease get worse more quickly. It also causes hardening of the arteries and lung disease. The combination of kidney disease and smoking is not good. Thus, it is important to stop smoking if you do smoke. Children of affected MKD patients should be encouraged to never start smoking.
 2. Check blood pressure regularly. As kidney disease worsens, blood pressure can increase. This rise in blood pressure can lead to a higher risk of heart disease, strokes and heart attacks. If your blood pressure is high, you should get it treated. You should work with your doctor to keep it under good control.
 3. Stay in shape and keep weight under control. Being very overweight can make it more difficult to do the surgery for a kidney transplant. You should watch your weight closely.
What kind of diet should I eat if I have MKD?
When kidney disease is mild you should eat the same heart healthy diet that is recommended for the general population. A low sodium diet with less meat protein may be good for your health overall. It is not known if such a diet will slow the rate of kidney disease. Before significant kidney damage has occurred, MKD patients should have the same heart healthy diet as individuals who do not have MKD.
What about vitamins and processed sugars or an all natural diet to help with MKD?
Natural diets, extreme diets, and all natural vitamins are recommended for almost every disease. There is no evidence that any of these treatments work for kidney disease, and especially no evidence that they are good for MKD. The heart healthy diet that we all should eat is the diet of choice for MKD patients without significant kidney failure.
What about MKD research?
Now that the gene for MKD has been found, a lot of research is being done on this condition. Since there are so few patients with this disease, every patient with the disease who takes part in research provides helpful information. Participating in MKD research trials is also likely to be helpful. Please contact Dr. Anthony Bleyer at _EMAIL_ or _PHONE_ if you are interested.
Why is MKD research important?
The goal of our research is to find a cure for MKD. This is our only goal. To find a cure, we will need to study more on how the abnormal MUC1 protein causes disease, and we need to study MUC1 production in affected persons and compare it with persons who are unaffected.
Last Updated: 04-06-2015
USNWR 2013-


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The Pennsylvania Department of Agriculture has launched a new Invasive Species Web Site. By visiting the site, producers and consumers can learn how Pennsylvania is protecting against invasive plants, animals, and insects. Governor Rendell created the PA Invasive Species Council in 2004. It is the task of the council to develop and implement invasive species management plans for Pennsylvania.
Visit the site at:


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- A subcategory of declarative memory, semantic memory stores general information such as names and facts.
- A system of the brain where logical concepts relating to the outside world are stored.
- Directions to mom's house are stored in your semantic memory.
- (Advertising) the memory system which stores information relating to brands, thus where brand positioning is established.
- Product information that helps you decide which brand of soda to drink and why it is stored in your semantic memory.
The Advertising Research Handbook Charles E. Young, Ideas in Flight, Seattle, WA, April 2005 →ISBN


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Ancient Britons ate dead and made skulls into cups
LONDON (Reuters Life!) - Ancient Britons devoured their dead and created gruesome goblets from the skulls of their remains, according to new research published on Wednesday.
Researchers from London's Natural History Museum discovered 15,000-year-old human bones in southern England which showed signs of cannibalism and skulls made into drinking cups.
The skulls -- found in Gough's Cave in the Cheddar Gorge in the southwestern English county of Somerset -- had been meticulously cleaned of soft tissue, cut to remove the base and facial bones, and had their rough edges smoothed to create skull-cups or bowls, paleontologist Silvia Bello wrote in a study in the Public Library of Science journal PLoS ONE.
"All in all it was a very painstaking process given the tools available," Bello said in a statement.
The researchers said the cups may have been used as containers or for some ritualistic purpose.
"It's impossible to know how the skull-cups were used back then, but in recent examples they may hold blood, wine or food during rituals," said Chris Stringer, who helped excavate one of the skull-cups in 1987.
At about 14,700 years old, the skull-cups from Gough's Cave are the oldest directly dated examples in the world, the researchers said.
They said the circumstances behind the deaths of the Cro-Magnons (European early modern humans), whose bones they discovered, can only be guessed at.
They may have been killed, butchered and eaten -- with the skull-cups just the end of this event -- or may have been part of the group who died and were eaten in a crisis situation, with the skull-cups created as a tribute to the dead.
"We simply do not know," they said in a joint emailed response to questions.
The use of skulls as drinking vessels has been well-documented in historical accounts and recent ethnographic studies, the researchers explained in their study.
Ancient Greek historian Herodotus portrayed the Scythians as people who drank from the skulls of their enemies and similar practices have been recorded among Vikings, Australian Aborigines and in tantric Buddhist rituals.
A precise cast of one of the skull-cups, complete with cut marks, will go on display in the Natural History Museum in London from March 1 for three months.
(Editing by Paul Casciato)
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Studies show that children who are cruel to animals very often grow up to be violent adults. Teaching children to be kind to animals and to respect them as Gods special creation is an important element in preventing violent behavior in their adult lives.
The links and resources below provide fun, imaginative, educational ways for kids to learn about the majesty of Gods creation.
Links to some of the best pages for kids to learn about animals.
BOOKS FOR CHILDREN
The following books illustrate the mercy and compassion for all beings that is at the heart of Islam. Adults will also find these books enlightening and entertaining.
An exciting and colorful introduction to the world of animals, which is a hymn in itself, bringing out in full glory the wonders of Allahs creation. From the back cover. For younger children.
Animals in Islam (B. Aisha Lemu)
Aimed at children ages 8-10, this illustrated book teaches kindness for animals and talks about their special lives, as well as our duties to animals. Includes an activity section to get kids thinking about animals though plays, imaginative games, poetry, and so on.
Crocodiles Pray (Amana Publications)
Jamaals school goes on a trip to learn that all animals worship Allah in their own special way. But only Jamaal can figure out how the crocodiles glorify God. For ages 6 and up.
Love All Creatures (The Islamic Foundation)
a collection of five stories from the life and teachings of the Prophet Muhammad (peace and blessings of Allah be upon him), showing what he taught and practiced about mercy, compassion, and kindness to all creatures of the Merciful and Mercy-Giving God. He himself has been described by the Qur'an as the Mercy for all the Worlds and Beings; his mercy extends to all creatures for all times to come, even to animals. Primarily intended for 8- to 11-year-old-children. From the back cover


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Kids should think twice before picking on early maturing girls or late maturing boys in their class. A new study links violent conduct in schools to some students' timing in puberty.
According to University of Florida researchers, children who go through puberty at different times then most of their peers, can react more violently to stressful events. Previous studies have already shown that those early or late maturing kids often have more emotional issues than their peers, but they can also react more aggressively to peer pressure and stress in general.
Julia Graber/UF Psychology Researcher: "The early maturing girls who also had high rates of peer stress were the ones who were more aggressive; both in terms of indirect methods like spreading rumors about other children, or things like that, and also threats and physical aggression, as well as late maturing boys. So those off-time boys who were sort of slow to get started on puberty when they experience peer stress they really, really didn't deal with it well."
Experts say parents with kids who get picked on, should help their sons and daughters learn better ways of dealing with these experiences, rather then getting worked up or aggressive and acting out just like their own kids.
Julia Graber/UF Psychology Researcher: "Simple emotion kind of regulation activities, learning how to take a deep breath and calm down and think about the situation a little bit more clearly are often really helpful. If there seems to be a persistent problem certainly working with local schools is very important to find out what teachers and principals are doing within your school to deal with problems where kids may be harassed."
UF psychologists say often time kids are not having more stress, it's the way they respond that is more aggressive. Early maturing girls often have poor coping skills, while late maturing boys build extra defense mechanisms.


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I'm inclined to say yes, as it doesn't involve exponentiation, roots, logarithmic or trigonometric functions, but I watched a video where the teacher said that the absolute value function is "clearly non-linear". Why would he say that? Is he wrong?
Wikipedia's graph for abs:
enter image description here
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Well what's your definition of linear function? – The Chaz 2.0 Dec 5 '11 at 21:43
I'd say a function that draws a straight line when graphed on the two/three dimensional plane. – omgzor Dec 5 '11 at 21:48
Well abs(x) doesn't satisfy that! – The Chaz 2.0 Dec 5 '11 at 21:49
Two things:that article doesn't show (just) one straight line! Also, a graphical definition usually isn't best. How about defining a linear function as a first degree polynomial? In that case, we can see that no first degree polynomial satisfies the properties of abs(x). One such property is that abs(x) is an even function, whereas f(x) = ax + b is neither even nor odd (with $a \neq 0 \neq b$) – The Chaz 2.0 Dec 5 '11 at 21:58
"... as it doesn't involve exponentiation, roots, logarithmic or trigonometric functions." We have to be very careful when defining things in terms of what they are not. For example, $y=\frac{1}{1+x^2}$ doesn't involve anything in your list, but that's not linear (graph it!). However, $y = \ln (e^{3x})$ turns out to be linear (simplify it to see what linear function it's equivalent to). – Shaun Ault Dec 6 '11 at 0:36
5 Answers 5
up vote 6 down vote accepted
Linear functions in analytic geometry are functions of the form $f(x)=a\cdot x+b$ for $a,b \in \mathbb{R}$.
Now try to write $\text{abs}(x)$ in such a form.
Another way to see it: linear functions are "straight lines" in the coordinate system (excluding vertical lines), this clearly excludes having a "sharp edge" in the graph of the function like $\text{abs}(x)$ has it for $x=0$.
In linear algebra (and this is the more common definition) linear functions denote ones of the form $f(x)=a\cdot x$ which is equivalent to require $b=0$ in the above definition. As $\text{abs}(x)$ is not linear with the first, weaker definition it cannot be linear either with this definition.
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This is usually called an affine function; it is linear only if $b = 0$. – student Dec 5 '11 at 21:43
_USER_ Yea that is also in the article. But if $\text{abs}$ is not even affine it can neither be linear (using your definition) so it is good to use the weaker one for the question he asked. – Listing Dec 5 '11 at 21:45
_USER_ I did not mean to be insulting, if you read that link why don't you include your efforts into your question and tell us which part you don't understand? – Listing Dec 5 '11 at 21:46
_USER_ I disagree. If the OP is confused about what is a linear function, bending the definitions won't do any good. – student Dec 5 '11 at 21:48
It depends a great deal what level you are working at. The equation of a general straight line in the plane has the form $ax+by=c$ (deals with the vertical case) or some equivalent. In three dimensions you need to intersect two planes etc. Given that this is for enquiries at every level, I would note that my daughter is learning to distinguish between linear and quadratic equations (or forms to generalise at a higher level). OP does not deal with definition or level, so it is easy both to patronise and also to be over-sophisticated. – Mark Bennet Dec 5 '11 at 22:24
For people that don't understand everything being said, simply if you draw a horizontal line on the graph and it does not cross the plotted point more than once you have a linear function.
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Not true at all (if I'm understanding you correctly). $f(x) = x^3$ is one-to-one.. Also why would you dig up such an old post that has an accepted answer? – Cameron Williams Nov 27 '13 at 2:49
This only works when referring to single parabolas and absolute value functions not a double parabola. – user111737 Nov 27 '13 at 2:51
The main problem is that you phrased your answer as a "sufficient condition", when it is in fact a "necessary condition" (for nonconstant functions [thanks! _USER_]). The statement "for a nonconstant linear function, if you draw a horizontal line on the graph it must touch exactly one point" is true, and is in fact applicable to the present case. What you wrote, however, is the reverse implication, which is false. – Willie Wong Nov 27 '13 at 8:48
_USER_ It's not even a necessary condition, because the constant zero function is linear. – Trevor Wilson Nov 28 '13 at 19:37
_USER_ indeed you are right. I will cheat with my mod powers to correct the statement above. – Willie Wong Nov 29 '13 at 8:29
Think of the definition of absolute value. It is a piecewise defined function. |x| = x, if x>=0 and -x if x<0. In other words, the graph of y=|x| is formed by two pieces of two lines. For the part of the domain where x-values are less than zero, the graph corresponds to the graph of y=-x. For parts of the domain where x-values are greater than or equal to zero, the graph corresponds to the graph of y=x. While the absolute value function does not satisfy the above definitions for linear functions, it is actually "parts" of two linear functions.
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I would simply define a linear function as always having the same slope (and, more technically, it must be continuous).
Clearly, the absolute value function has a negative slope for values < 0 and positive slope for values > 0. So it's not linear.
share|improve this answer
In order for a function to have a well-defined sense of "slope", it must be differentiable, which implies continuity. However, the absolute value function, in addition to not having the same slope everywhere, does not even have a slope at 0, so your idea still works. – Calvin McPhail-Snyder Dec 6 '11 at 0:32
A function $f(x)$ is linear if it satisfies the property $$f(ax+y) = af(x) + f(y).$$ Let's try $a=-1$, $x=1$, $y=0$: $$\begin{align*} |ax+y| = |-1| &= 1\\ -1\ |1|+|0| &= -1\end{align*},$$ so $f(x) = |x|$ is not linear.
Sometimes (especially in geometry) "linear" is understood to mean affine. A function $f(x)$ is affine if it satisfies the property $$f[ax + (1-a)y] = af(x) + (1-a)f(y).$$ Once again let's try $a=-1$, $x=1$, $y=0$: $$\begin{align*} |ax+(1-a)y| = |-1| &= 1\\ af(x)+(1-a)f(y) = -1\ |1| + 2\cdot 0 &= -1,\end{align*}$$ so $|x|$ isn't affine either.
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It is worse than failing $f(ax+y) = af(x) + f(y)$. It fails BOTH $f(x+y) = f(x) + f(y)$ and $f(ax) = af(x)$. – GEdgar Dec 5 '11 at 22:46
If a function is linear then it is affine(convex). – Hassan Muhammad Dec 6 '11 at 7:07
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Kids Art Project: Create a Floral Landscape With Oil Pastels | Em Winn | Skillshare
Kids Art Project: Create a Floral Landscape With Oil Pastels
Em Winn, Teacher, Art Instructor, Artist
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3 Lessons (14m)
 - 1. Floral Oil Pastel Introduction
 - 2. Step 1: Background and Outline
 - 3. Step 2: Applying Color to Painting
About This Class
Follow along with me as we create a fun and fabulous oil pastel masterpiece!
Designed with beginners in mind, this Floral Landscape oil pastel project is perfect for children ages 8-12 years old. Students will learn basic oil pastel techniques and apply these techniques to complete their project. This project is designed to give children the tools they need to begin their artistic journey into self-expression, reflection, and creative thinking.
The teaching process used is a kid-tested, step-by-step method that will both inspire and delight your child into painting action!
Let's start creating!
1. Floral Oil Pastel Introduction: Hey, friends. How are you? I hope you're having a great day today. This is the piece of artwork that we're going to be creating today. So I hope you are excited about this lesson. I know that I'm excited about teaching it. It's going to be, ah, land escape. Seen with some flowers in the forefront, some mountains in the middle and the sunshine in the back. So we're going to be doing some spearing. We're going to be doing some color application and yeah, it's going to be, Ah, fun lesson. So let's get started. 2. Step 1: Background and Outline: all right. A. So the first thing that we're going to do is we're going to apply some of our white oil pastel to our black paper so my oil pest ill is covered with this piece of paper. So what I'm going to want to dio is I'm going to want to peel that off first. Get that peeled off. And I know that some people don't like to break thes, but they're easier to work with if you break them. So I'm going to break that in half, and I'm going to set my other piece aside. And what I'm basically going to do is I'm going to cover this whole piece of black paper, what with this white oil pastel. So I'm going to start here and notice I'm going to be using this side. I'm going to be using the side of my oil. Pasto. I'm gonna show you why it covers a lot more quickly if you take the end of it and you go like this color with the end. It does have a lot of nice coverage. However, it will take a long, long time to do it that way. So one tip one trick that you could dio is peel your oil pastel and then put it on its side and then you can get very quick coverage. So I'm going to cover my whole entire peace of black paper with this oil pastel, the white one. So almost finished all the way down. I'm pressing quite hard. I want to get it on their Really, Really? Well, okay, so now I'm doing with that part. Looks a little bit like this snowstorm. Okay, so I feel pretty good about this. Now, if you take a look at this piece of oils pastel, it's pretty small in pretty thin. So I'm going to do some drawing right now, and what I'm going to have to do is get my other piece, which is right here to do some actual drawing. So we're going to sketch out the drawing, the artwork that we're going to be coloring in with different colors. So let's go ahead and do that now. So this is going to be a seen a landscape. So we're going to have some flowers in the foreground, which you're going to be closest to us. Then in the middle, we're going to have some mountains and then in the back, we're going to have a big sunshine. Okay, so the first thing that we're going to start out with or some flowers and you get to choose how many flowers you'd like this project works best if they're big and bold. So I'm going to show you the kind of flowers that I'm going to make. And I'm basically just going to outline. And it is a little bit tricky to see the outline, because what I'm doing is I'm putting Ah, white oil pesto on. Now, what is a white background? But you can still see it. I'm going to put one here. Maybe one here. This type of a flower Lipsey, that broke these. I have to say these air very fragile. Which means that they can break very easily. But that's no problem, because that's just the way that they are. Okay, so I have one flower here. I have one flower here, and I'm going to make one more, maybe half of a flower here. Make that into a daisy, maybe put another row of pedals behind the first row. Now I'm going to make some stems some nice thick systems coming down. And what's also nice about oil, Pastel, if you mess up, if you feel like you make a mistake, it doesn't really matter, because we're going to go over this whole piece of paper with more color. Okay, so now I'm going to put some some mountains in the back, and they're going to be very simple and big and bold. So here's one right here. And then I'm going to put another one, maybe right here. And then I'll put another one right here. So three flowers in the foreground and then three mountains in the middle. And I see a little area right here where I need Teoh. Maybe bring that over. That's going to be where the ground is. Right here. So this will be the ground. This will be the mountains. Now, up for the sunshine. I'm going to make the sun shine spread across the whole piece of paper. So I'd like to put maybe a circle here and then another circle and then maybe some lines coming out for my son. Shine raise coming all the way out, and I'm going off the edge of the paper. See how now if there's a different type of the sun and that you'd like to make, please go ahead and do that. So it it might be a little bit difficult to see at this point, but it gives us just enough guidance that the lines give us just enough guidance. So when we start applying color, we will know exactly where the color is going to go. All right, I like how this looks. And the thing about this is, if you want to do something different, different types of flowers, different types of mountains if you want to make them more pointy or more flat, more like hills. Or if you don't even want the son, you can change that into a movie. Put it up in the in, the in the sky. Maybe with some stars. It's up to you. This is your artwork, all right. I'll see in the next video by 3. Step 2: Applying Color to Painting: Hey, friends. OK, so now what we're going to do is we are going to put some colors onto our piece of artwork. So what you want to do is you'll want to kind of think about some colors that you'd like to use. It doesn't have to be set if you choose to mix up the colors and make a different decision as you go. That happens all the time with artists. So but you might want to have a general idea of the colors that you'd like to use. For example, up in the sky, I am going to have just sun color. So they would be the warm colors which are maybe some red, yellow and orange up in the sky. Maybe down here will put some green but the mountains. Maybe I'll make different colors of blue and purple, and then the flowers. I'm just going to kind of see as I go, So that's what I'm going to be doing. What I'm going Teoh suggest, is because these air smaller areas when you are applying your color with your oil pastel, you you don't need to do this this side unless you come across some really big areas. You don't need to put your oil pastel onto this side, but, um, you can put it pointed straight down. Kind of like you would use a marker or crayon or a pin or something like this. A pencil. Okay, so that will give you the most coverage with your oil pastel. So what you'll want to dio is you can watch me, and I'm going to speed up this video while I work. Or you could go ahead and get started on your own piece of artwork. That would be fine. It's well, okay, here I go. - Already friends. So I'm finished, and I'm really happy with the way that this looks. It looks, in my view, it looks really, really great. I like how a little bit of the black is showing through the the oil pastel. If you feel like you like to smear some of the colors, that's one of the beauty of this particular type of, um, supply. This, this art supply, you could just smear things around, get


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Energizing Environments - e2
a Global learning project for k12 students
Your students know it is important for the entire world to be healthy - it is never too soon to make a plan to conserve, protect, and energize their environment, specifically their own school.
This is an ongoing International project that can follow individual classroom lessons on ecosystems, or function as a stand alone project. The entire project may take 1 – 2 weeks depending on the date selected to implement final plans.
Students from around the world share ideas to make their school environments healthier. The global collaboration between students contributes to their final goal, which is to make their school a healthy place. We call this Energizing Environments.
Contact Us: _EMAIL_
© 2010 Energizing Environments


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How Somali Pirates Get Ransom for Hijacked Ships
Somali pirates are modern day armed groups, hijacking ships near a Somalia coastline. They use small, fast speedboats and are armed with automatic weapons and RPGs (rocket-propelled grenades). These sea bandits are often well organized and a combination of ex-fisherman, ex-militia, and computer geeks, but they rarely have quality training. In response to their attacks and to ensure the safety of ships, a fleet of international warships are now on daily patrol in the Gulf of Aden.


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Originally, I intended to devote this installment to a more detailed discussion of a typical, everyday use of logical names. In developing the example, I realized that we need first review some of the options on the ASSIGN command (the syntax of the DEFINE command is similar, although the operands are reversed); most people prefer one or the other for admittedly ideosyncratic reasons. Going through the different qualifiers and their effects will occupy more than a single column, so we will defer the example (which uses multiple qualifiers) by two columns, to
There are several qualifiers that are commonly used on the ASSIGN command, and they have substantial impact on the ways in which logical names are displayed, translated, and used.
In Part 2, of this series, we explored an example where we took advantage of iterative translation to utilize a common set of logical names as a base to point to different files contained in different directory trees. The iterative translation process can be finely controlled; for example it can be stopped at a particular point, when it encounters a logical name whose defining ASSIGN command included the /TRANSLATION_ATTRIBUTES=TERMINAL option.
At this point, I should also mention that logical names whose values begin with an "_" are treated by the I/O services as physical device names, and do not undergo furthertranslation.
In addition to the TERMINAL option, the /TRANSLATION_ATTRIBUTES qualifier can include the CONCEALED option. The CONCEALED option will control whether the translated name will be displayed to the user when, for example, theDIRECTORY command is used (to be sure, it is not a security measure, as the information can be easily obtained using the SHOW LOGICAL command, but it does eliminatedistracting clutter from displays).
The /NAME_ATTRIBUTES qualifier can also be used to control how the logical name is created and used one defined. The CONFINE prevents the copying of the logical name into the PROCESS logical name table
of a spawned supprocess. Obviously, it does not apply to logical name tables that are not subject to copying when a subprocess is created, such as the SYSTEM, GROUP, and JOB logical name tables.
The NO_ALIAS option, guarantees that no identically named logical name exists at outer (less-privileged) access mode. Future attempts to define a less privileged logical name in the same table will generate an error. An already existing outer mode name in the same table will be deleted. These options may both be used on the same command, as in ASSIGN/NAME_ATTRIBUTES=(CONFINE,NO_ALIAS).
As noted in the first column, each process is generally associated with several logical name tables, the SYSTEM, GROUP, JOB, and PROCESS logical name tables. By default, the ASSIGN command operates on the PROCESS logical name table. If it is desired to affect the JOB logical name table (for example, the logical name is also to be used by a parent, child, or sibling process in the same job)
it would be appropriate to use the /JOB qualifier to place the resulting logical name in the JOB logical name table.
The /SYSTEM qualifier will cause the logical name to be placed in the SYSTEM logical name table, and thus available to alll processes on the present node. The /SYSTEM qualifier is only valid if the process has the SYSNAM (and/or SYSPRV) privilege enabled.
The /GROUP qualifier operates in a manner similar to the /SYSTEM qualifier, but it places the logical name in the process' group logical name table, shared with all other processes which are running under the same UIC (User Identification Code) as the current process. Modifying the GROUP logical name table requires the GRPNAM (and/or GRPNAM) privilege.
Next article in this series by Robert Gezelter:
Logical Names (Part 4) >>
Previous articles in this series by Robert Gezelter:
<< Logical Names (Part 2)
<< Logical Names (Part 1)
Robert Gezelter is the Founding Principal of the consulting firm that bears his name (_URL_).
The consulting practice emphasizes in-depth technical expertise in computer architectures, operating systems, networks, security, APIs, and related matters. Mr. Gezelter has worked with OpenVMS since the initial release of VAX/VMS in 1978.
His clients have ranged from small businesses to the Fortune 10 locally, nationally, and internationally.
He can be reached at _EMAIL_.


Place:Deadwood, Lawrence, South Dakota, United States
Alt namesDeadwood Citysource: USGS, GNIS Digital Gazetteer (1994) GNIS46001697
Coordinates44.377°N 103.729°W
Located inLawrence, South Dakota, United States
source: Getty Thesaurus of Geographic Names
source: Family History Library Catalog
the text in this section is copied from an article in Wikipedia
Deadwood (Lakota: Owáyasuta; "To approve or confirm things") is a city in South Dakota, United States, and the county seat of Lawrence County. It is named after the dead trees found in its gulch. The population was 1,270 according to the 2010 census. The city includes the Deadwood Historic District, a National Historic Landmark District.
the text in this section is copied from an article in Wikipedia
19th century
In early 1876, frontiersman Charlie Utter and his brother Steve led a wagon train to Deadwood containing what were deemed to be needed commodities to bolster business. The gamblers and prostitutes resulted in the establishment of several profitable ventures. Demand for women was high, and the business of prostitution proved to have a good market. Madam Dora DuFran would eventually become the most profitable brothel owner in Deadwood, closely followed by Madam Mollie Johnson. Businessman Tom Miller opened the Bella Union Saloon in September, 1876.
A saloon called the Gem Variety Theater, opened in April 7, 1877 by Al Swearengen who also controlled the opium trade. The saloon was destroyed by a fire and rebuilt in 1879. It burned down again in 1899, causing Swearengen to leave the town.
Deadwood became known for its wild and almost lawless reputation, during which time murder was common, and punishment for murders not always fair and impartial. The town attained further notoriety for the murder of gunman Wild Bill Hickok. Mount Moriah Cemetery remains the final resting place of Hickok and Calamity Jane, as well as slightly less notable figures such as Seth Bullock. Hickok's murderer, Jack McCall, was prosecuted twice, despite the U.S. Constitution's prohibition against double jeopardy, because of a ruling that Deadwood was an illegal town in Indian Territory and thus lacked the jurisdiction to prosecute or acquit McCall. This decision moved McCall's trial to a Dakota Territory court ("Indian Court"), where he was found guilty of murder and hanged.
As the economy changed from gold panning to deep mining, Deadwood lost its rough and rowdy character and developed into a prosperous town. In 1876, a smallpox epidemic swept through, with so many falling ill that tents were erected to quarantine the stricken. In 1876, General George Crook pursued the Sioux Indians from the Battle of Little Big Horn on an expedition that ended in Deadwood and is known as the Horsemeat March. The Homestake Mine in nearby Lead was established in 1877. For years, it was the longest continuously operating gold mine in the United States. Gold mining operations ceased in 2002, but the mine is still open to tourists. On September 26, 1879, a fire devastated Deadwood, destroying more than three hundred buildings, and consuming the belongings of many inhabitants. Many of the newly impoverished left town to start again elsewhere.
A narrow-gauge railroad, the Deadwood Central Railroad, was founded by resident J.K.P. Miller and his associates in 1888, in order to serve their mining interests. The railroad was purchased by the Chicago, Burlington and Quincy Railroad in 1893. A portion of the railroad between Deadwood and Lead was electrified in 1902 for operation as an interurban passenger system, which operated until 1924. The railroad was abandoned in 1930, apart from a portion from Kirk to Fantail Junction, which was converted to standard gauge. The remaining section was abandoned by the successor Burlington Northern Railroad in 1984.
Some of the other early town residents and frequent visitors included Al Swearengen, E. B. Farnum, Charlie Utter, Sol Star, Martha Bullock, A. W. Merrick, Samuel Fields, Calamity Jane, Dr. Valentine McGillycuddy, the Reverend Henry Weston Smith, Aaron Dunn and Wild Bill Hickok.
The gold rush attracted Chinese immigrants to the area. Their population peaked at 250. A few engaged in mining; most worked in service enterprises. A quarter arose on Main Street, encouraged by the lack of restrictions on foreign property ownership in Dakota Territory and a relatively high level of tolerance. Wong Fee Lee arrived in Deadwood in 1876 and became a leading merchant. He was a community leader among the Chinese Americans until his death in 1921.
The quarter's residents also included African-Americans and Americans of European extraction. The state sponsored an archeological dig in the area during the 2000s.
20th and 21st centuries
Another major fire in September 1959 came close to destroying the town again. About 4,500 acres were burned and an evacuation order was issued. Nearly 3,600 volunteer and professional firefighters, including personnel from the Homestake Mine, Ellsworth Air Force Base, and the South Dakota National Guard's 109th Engineer Battalion worked to contain the fire, which resulted in a major regional economic downturn.
In 1961, The entire town was designated a National Historic Landmark. But the town continued to decline for the next two decades. Interstate 90 bypassed Deadwood in 1964 and its brothels were shut down after a 1980 raid.[1] A fire in December 1987 destroyed the historic Syndicate Building and a neighboring structure.[1]
The fire fueled interest in the area and spurred the "Deadwood Experiment", in which gambling was tested as a means of revitalizing a city center.[1] At the time, gambling was legal only in the state of Nevada and in Atlantic City. Deadwood was the first small community in the U.S. to seek legal gambling revenues as a way of maintaining local historic qualities.[2] Gambling was legalized in Deadwood in 1989 and immediately brought significant new revenues and development.[3] Though the pressure of development may have an effect on the historical integrity of the landmark district.
Research Tips
This page uses content from the English Wikipedia. The original content was at Deadwood, South Dakota. The list of authors can be seen in the page history. As with WeRelate, the content of Wikipedia is available under the Creative Commons Attribution/Share-Alike License.


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picture on [(h1,v1)][-(h2,v2)]
picture off [,pictHandleVar&]
picture on statement initiates "picture recording" for the current output window. The
picture off statement turns off picture recording.
while picture recording is on, all drawing commands and text-display commands which are sent to the window are "recorded" in a special data structure called a picture. The internal format of a picture is identical to that of a resource of type "
PICT". After picture recording is turned off, you can display or print the picture, or attach it to a picture field, or save it to disk (as a "
PICT" resource or a "
Every picture has a frame, an imaginary rectangle which is stored as part of the picture's data structure. Usually, but not always, the picture itself is contained within the frame. The frame is used as a reference to determine how the picture should be scaled and positioned when the picture is later displayed or printed. The picture recording is cropped to the recording window's clip region, which may or may not be the same as the frame rectangle.
picture on statement, the
(h2,v2) parameters specify the upper-left and lower-right corners of a rectangle. If you specify both
(h2,v2), they define the picture's frame. Otherwise, the frame is determined as follows:
If you specify only
(h1,v1), it becomes the frame's upper-left corner; the frame's lower-right corner is set to the current lower-right corner of the window. If you specify only
(h2,v2), the picture's frame is set to the rectangle
(0,0)-(h2,v2). If you specify neither
(h2,v2), the picture's frame is set to the window's current rectangle.
picture off statement, a handle to the recorded picture is returned in
pictHandleVar&, if it's specified.
pictHandleVar& must be a long-integer variable, or a
Handle variable. The value returned in
pictHandleVar& is the same as the value returned by the
By default, drawing commands are not visible on the screen while they're being recorded. If you want the picture to be visible while you're recording it, you must call the Toolbox procedure
SHOWPEN after you start recording. If you do this,
SHOWPEN must be "balanced" by a call to the
HIDEPEN procedure, before you turn off picture recording. For example:
call SHOWPEN'show while recording
'[execute drawing commands here]
call HIDEPEN 'balance the call to SHOWPEN
Only one window can have picture-recording enabled at any given time; you cannot "nest"
picture on/picture off pairs. If you switch output windows while picture recording is on, any drawing commands sent to the new output window will not be recorded.
You cannot "temporarily" turn off the recording of a picture. Each call to
picture off completes a picture, and each call to
picture on starts a brand new picture. However, it is possible to effectively "append" one picture to another, by "inserting" an old picture inside a new one. For example:
picture off, circlePict&
'"Append" more drawing commands:
picture on'start a new picture
picture,circlePict& 'This gets recorded in new pict box 20,20 to 50,50
picture off, pictHandle& 'contains circle & box
Your program is responsible for releasing the memory occupied by pictures created with the
picture on/picture off statements. Use the
kill picture statement to do this, once you're finished using the picture handle.
Drawing commands which plot icons are not recorded in pictures.
picture function; picture statement; kill picture


Previously I wrote about the importance of the Affordable Care Act's new requirement to cover habilitative services as essential health benefits. It's a unique opportunity for OT practitioners to provide services that have often been denied by insurance companies in the past, and likewise for OT consumers to receive those services. Despite advocacy from AOTA, state OT associations, and their allies, the regulations developed to implement this requirement of the law at the federal and state levels do not provide all the protections we'd like to see for consumers and providers. While some states like Colorado, Maryland, Washington State, and West Virginia have adopted coverage requirements for habilitative services that are favorable, other states' requirements and the federal requirements that are in effect in states that did not take regulatory action, leave us with some concerns that need to be addressed during future advocacy efforts.
I was interviewed by a reporter at Stateline (the daily news service of the Pew Charitable Trusts) about the habilitation benefit and AOTA's perspective on the way it has been implemented. The article conveyed some of our key concerns including the following.
1. Rehabilitative and habilitative services, both included in the essential health benefit requirements, should be treated as distinct benefits.
2. Maintenance services should be included in the rehabilitative and habilitative benefits to ensure functional progress achieved is not lost.
3. Adequate information about rehabilitation and habilitation is not currently available for consumers to make informed choices when selecting health plans on the exchanges.
Furthermore, the article provided a fairly good description of what habilitative services are, which is important in and of itself, as many people are not familiar with the concept, in addition to not knowing the ACA requires certain plans cover these services. The Stateline article was published by a variety of other news outlets, including USA Today.
AOTA will be working to educate OT practitioners and consumers about the requirements related to habilitative services, as well as what to look for when selecting a health plan. In addition, AOTA will be partnering with state OT associations and other allied organizations to advocate for improvements in coverage of habilitative OT services, as the federal regulations currently governing the habilitation benefit are expected to be revisited as early as next year.


text:
Connector Courses from 2015 - Present
Below is a list of all connector courses that have been offered since Fall 2015.
|Data Science for Smart Cities||CIV ENG 88||Design and operation of smart, efficient, and resilient cities nowadays require data science skills. This course provides an introduction to working with data generated within transportation systems, power grids, communication networks, as well as collected via crowd-sensing and remote sensing technologies.|
|Time Series Analysis: Sea Level Rise and Coastal Flooding||CIV ENG 88B||In this course, we will pursue analysis of long-term records of coastal water levels in the context of sea level rise. We will cover the collection, evaluation, visualization and analysis of time series data using long-term records of sea levels from coastal sites around the world.|
|Data Science and the Mind||COGSCI 88||How does the human mind work? We explore this question by analyzing a range of data concerning such topics as human rationality and irrationality, human memory, how objects and events are represented in the mind, and the relation of language and cognition.|
|Computational Structures in Data Science||COMPSCI 88||Introduction to computer science in the context of data science. This course provides a formal and rigorous introduction to the programming topics that appear in Foundations of Data Science, expands the repertoire of computational concepts, and exposes students to techniques of abstraction at several levels, including layers of software and machines from a programmers' point of view.|
|Economic Models||DATA 88||This Data Science connector course will motivate and illustrate key concepts in Economics with examples in Python Jupyter notebooks. The course will give data science students a pathway to apply python programming and data science concepts within the discipline of economics. The course will also give economics students a pathway to apply programming to reinforce fundamental concepts and to advance the level of study in upper division coursework and possible thesis work.|
|Data Science for Genetics and Genomics||DATA 88||Recent years have witnessed a rapid expansion in the creation and utilization of genetic and genomic data across diverse domains such as business, biological research, and medicine. In this Data 8 connector course we will survey relevant questions of interest and employ the methods frequently relied upon by analysts to derive insights from genetic and genomic data. Topics will include the comparison of DNA sequences, dimension reduction, the characterization of transcriptomes, and genome-wide association studies, among others. In addition to hands-on work with data, we will also consider the history of the genetic and genomic sciences and their intersection with current events, ethics, and modern medicine. Students should exit with an understanding of the central role played by data in the fields and an appreciation for the remaining challenges in light of ever-increasing degrees of personalization of, and access to, these sciences. No biological background is required.|
|Data Science & Immigration||DEMOG 88||This course will cover the small but important part of the rich history of human migration that deals with the population of the United States--focusing on the period between 1850 and the present.|
|Exploring Geospatial Data||ESPM 88A||From interactive web maps to spatial data analysis, digital geographic data and information are becoming an important part of the data science landscape. Almost everything happens somewhere that can be mapped on the surface of the earth.|
|Data Sciences in Ecology and the Environment||ESPM 88B||In this course students will apply methods learned in the Foundations course to explore, pose, and answer key questions using relevant data from the Ecological and Environmental Sciences.|
|Data Science Applications in Geography||GEOG 88||Data science methods are increasingly important in geography and earth science. This course introduces some of the particular challenges of working with spatial data arising from characteristics specific to such data.|
|How Does History Count?||HIST 88||We will explore how historical data becomes historical evidence and how recent technological advances affect long-established practices, such as close attention to historical context and contingency. Will the advent of fast computing and big data make history "count" more or lead to unprecedented insights into the study of change over time?|
|How Does History Count? Exploring Japanese-American Internment through Digital Sources||HIST 88||On February 19, 1942, Executive Order 9066 authorized the detention of more than 120,000 people of Japanese descent, most of them American citizens living on the west coast. In this data science connector course, students will learn emerging digital methods for conducting historical research, which they will apply to the study of Japanese-American Internment.|
|Data and Ethics||INFO 88A||This course provides an introduction to critical and ethical issues surrounding data and society.|
|Race, Policing, and Data Science||L&S 39D||In this class, we will review available data sources on race and policing and ask what those data have to say about current events and the types of claims, typically causal, commonly invoked in public discourse surrounding these issues.|
|Social Networks||L&S 88||Insights from the study of social networks are used in a wide range of real-world settings, from predicting and preventing the spread of Ebola, to convincing people to vote for a political candidate, to connecting people across the globe through Facebook. Learn how to work with social network data and why it's useful.|
|Data Science for Cognitive Neuroscience||L&S 88||The human brain is a complex information processing system and is currently the topic of multiple fascinating branches of research. Understanding how it works is a very challenging scientific task.|
|Health, Human Behavior, and Data||L&S 88||We will examine and discuss measures of human health and longevity alongside arrays of measurable influences on health, identifying the key questions traditionally addressed in health sciences and exploring the current frontier. We will develop broad knowledge of the metrics, methods, and challenges, and we will apply them toward understanding of current issues in health policy.|
|Child Development Around the World: Analyzing Household Data Sets||L&S 88||How can we improve children's health and learning in the developing world? Students will use the World Bank's household survey data to explore relationships between nutrition and education outcomes and a variety of socioeconomic variables.|
|Genomics and Data Science||L&S 88||Genomics is triggering a revolution in medical discovery. Students will explore genomic data, including HIV genomics, personal genomics, and DNA forensics, as well as related legal and ethical issues. Biology background not required.|
|Literature and Data||L&S 88||In this course, we will apply methods learned in Foundations of Data Science to sets of literary texts in order to expand our reading practices. This humanities-oriented approach will require us to think about the limits of both new and traditional reading methods and how we make arguments based on data.|
|Web Data Visualization||L&S 88||
The course introduces students to Web science with a focus on how the Web works, types of Web data, and how to generate effective visualizations for Web data (e.g., social networks). The course covers basic principles and tools for understanding and visualizing Web data. It focuses heavily on project work that aims to give students hands-on experience with handling Web data. Because Web science is interdisciplinary by nature, this course connects students to different disciplines such as social science, computer science, and information science. At the end of the course, students should be able to apply Web mining techniques on and draw insights from real world data.
|Behind the Curtain in Economic Development||
This class will give students hands on experience looking at how data is gathered for analysis and provide context for the use of data for studying applied issues in economic development. The background will be a set of policy questions from a field study in rural Kenya on child health and clean drinking water.
|Rediscovering Texts as Data||L&S 88||
Humanists have traditionally emphasized the 'close reading' of a text, where value is placed on the nuances of specific passages. The increasing amount of digital text being published and archived affords us an opportunity to read text differently—as data on a scale larger than ever before. This 'distant reading' approach (mediated through the computer) complements our 'close reading' by providing a broader context for interpretation previously inaccessible.
|Crime and Punishment: Taking the Measure of the US Justice System||LEGALST 88||We will explore how data are used in the criminal justice system by exploring the debates surrounding mass incarceration and evaluating a number of different data sources that bear on police practices, incarceration, and criminal justice reform.|
|Immunotherapy of Cancer: Success and Failure||MCB 88||We will work with a variety of datasets that describe a molecular view of cells and how they divide. We will learn about the processes that cause cells to become specialized (differentiate) and to give rise to cancer (transform).|
|Probability and Mathematical Statistics in Data Science||STAT 88||In this connector course we will state precisely and prove results discovered in the foundational data science course through working with data.|
|Introduction to Matrices and Graphs in Data Science||STAT 89A||This connector will cover introductory topics in the mathematics of data science, focusing on discrete probability and linear algebra and the connections between them that are useful in modern theory and practice.|


text:
Patrik Andersson; Sakarias Johansson, pp. 21. COM/School of Computing, 2012.
Marching Cubes is a rendering technique that has many advantages for a lot of areas. It is a technique for representing scalar fields as a three-dimensional mesh. It is used for geographical applications as well as scientific ones, mainly in the medical industry to visually render medical data of the human body. But it's also an interesting technique to explore for the usage in computer games or other real-time applications since it can create some really interesting rendering.
The main focus in this paper is to present a novel hybrid solution using marching cubes and heightmaps to render terrain; moreover, to find if it's suitable for real-time applications. The paper will follow a theoretical approach as well as an implementational one on the hybrid solution.
The results across several tests for different scenarios show that the hybrid solution works well for today's real-time applications using a modern graphics card and CPU (Central Processing Unit).


text:
Automated Audit using WAPITI
WAPITI is a simple command line to tool to automate the audit of a web application. It's free and open source and has had some recent edits and updates (WAPITI homepage). The pplication is available for contribution at (WAPITI Repository).
Please be aware this command line does not replace a manual audit but can be useful to perform a first validation or exploration of legacy projects.
It is also recommended that you perform a build of the app:
python setup.py install
python wapiti _URL_ -n 10 -b folder -u -v 1 -f html -o /tmp/scan_report
-n: Define a limit of urls to read with the same pattern (prevent endless loops), here limit to 10.
-b: Set the scope of the scan, here we analyze all the links to the pages which are in the same domain as the URL passed.
-u: Use color to highlight vulnerables parameters in output.
-v: Define verbosity level, here we print each url.
-f: Define report type, here we choose HTML format.
-o: Define report destination, in our case it must be a directory because we choose HTML format.
Attack modules used by WAPITI:
- backup: This module search backup of scripts on the server.
- blindsql: Time-based blind sql scanner.
- crlf: Search for CR/LF injection in HTTP headers.
- exec: Module used to detect command execution vulnerabilities.
- file: Search for include()/fread() and other file handling vulns.
- htaccess: Try to bypass weak htaccess configurations.
- nikto: Use a Nikto database to search for potentially dangerous files.
- permanentxss: Look for permanent XSS.
- sql: Standard error-based SQL injection scanner.
- xss: Module for XSS detection.
- buster: Module for a file and directory buster attack - checking for "bad" files.
- shellshock: Module for Shellshock bug detection.
A sample TXT report is available here.


Inequality, political representation, and public goods provision: evidence from Colombia's National Coffee Growers' Federation
Project: Research project
Project Details
In this project I aim to study the relationship between inequality and the provision of public goods by looking at a historical case when a government outsourced both collection of some taxes and provision of some public goods to a private guild. In 1927, coffee producers in Colombia organized and formed the National Federation of Coffee Producers (FNC, for its name in Spanish). Its mission was to promote Colombian coffee abroad, disseminate knowledge about coffee production, and lobby the Colombian government for favorable policies. However, only a year after its formation the government authorized the FNC to collect and manage revenue from the export tariff on coffee. Over the years the FNC invested on different public goods not only related to the production of coffee like sewage systems of primary public schools. Historians have recognized the FNC's role in the first half of the 20th century as a "parallel state" (Palacios, 2002).
An interesting feature of the FNC's organization is its democratic structure. After its formation every coffee producer was issued a "cedula cafetera" (identification card), which allows them to vote for different representatives in the FNC. There were councils at the county level, followed by cabinets at the department (state) level, and a national council where Colombia's Minister of Finance also sit.
Such setting is ideal for this project. I plan to study two research questions connected to the role of inequality on the formation of state capacity.
First, how does inequality determines political representation?
Second, how does inequality affect the type and quality of public goods provided by the State? At least in theory, what big landowners demand from the State is different from what poorer producers demand. Big landowners might prefer railroads over public education and sewage since they can potentially acquire those privately.
Effective start/end date2/1/211/31/23
Main Funding Source
 - Internal


text:
An Amplifier Listening Test
In this article (footnote 1), we first explain the statistical errors and present a reanalysis using the correct statistics. We then report a study that corrects some of the flaws we find in the Stereophile study and shows that the audible differences between the two amplifiers are much greater than the original study implied. Finally, we conclude with some brief reflections on approaches to investigating the listening qualities of amplifiers.
Two statistical problems in the Stereophile listening test completely invalidate the conclusions. The first is JA's inappropriate application of the chi-square test—but before discussing the flaws in the use of the test, we should briefly explain what this test is. In statistics there are two kinds of data analysis: descriptive and inferential. A descriptive statistic is exactly that: a number or set of numbers derived in some way from the data to give a succinct description of an important aspect of the data.
For example, the various kinds of average, such as mean or median, are descriptive statistics that express the central tendency of the data. Descriptive statistics are very important because we usually cannot digest or remember an entire data set and thus need some smaller set of numbers that adequately characterize the important features of the set. That is why we have such things as batting averages for baseball players. A full set of data listing times at bat and hits (in what inning, against what pitcher, etc.) would tell a lot more about the player, but that's too much to remember unless you happen to be an idiot savant or an obsessive fan. The single number, the batting average, is an adequate characterization of the batter's ability for most purposes.
An inferential statistic is fundamentally different from a descriptive statistic. It attempts to go beyond the given data to infer whether a pattern of data is a result of some underlying cause or whether the pattern is merely the result of chance. A deep insight about the nature of truth is embodied in inferential statistics. The underlying logic of inferential statistics recognizes that absolute certainty can never be obtained; the statistics are designed only to estimate the probability that the observed pattern is due to chance. Thus, using inferential statistics we can calculate that the probability of a pattern resulting from chance is less than some amount, say, less than 1 in 20 or 1 in 100. What such a statement means is that, by our best estimate, chance alone would produce the pattern less than once in 20 or once in 100 tries.
The chi-square is one such inferential statistic. We cannot take the space here to describe how it works, but suffice it to say that the test depends on a number of reasonable mathematical assumptions to estimate the probability that a pattern of data is simply a result of chance. If these assumptions are violated, the estimate is highly questionable.
One of these assumptions, and a very important one, is that observations that enter into the calculation of chi-square must be independent. This is the assumption that was violated in the Stereophile test. It is incorrect to treat each response of a subject as a separate, independent observation for chi-square testing of significance. Why? Because each observer's seven responses are influenced by that observer's biases, accuracy, and any other inherent characteristics he or she may have. The chi-square test looks to see if the obtained results deviate from chance expectations. If the entries come in nonindependent "clumps," then the test is likely to show that the results differ from chance only because of the non-independence of the samples, not because of any real differences.
To put this matter in more intuitive terms, counting every observer response as an independent observation is very much like letting people vote more than once in an election. If everyone votes, say, seven times, the winner will still get the same proportion of the votes, but the result will seem more impressive and contrary-to-chance than it really was. The inflation of votes creates a serious statistical problem because the inferential techniques take advantage of the fact that, as observations increase, random events tend to average out.
As numbers increase, for example, flips of fair coins tend to approach a 50:50 ratio of heads and tails. In ten flips, a finding of 60% heads would not be very surprising, but if the 60% held up over 1000 flips, the probability that the coin was fair would be extremely low. Likewise, a small percentage difference from chance is much less remarkable with 505 observations (the actual number of listeners in the Stereophile study) than with 3530 (the total number of responses in the study: 505 listeners times 7 judgments minus five missing responses). It is 505, not 3530, that is the correct number for estimation of randomness in this case. Consequently, the observed findings are less reliable than was thought. How much less, we will consider later.