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Well, you're about ready to edit and you realize that you have footage shot at different frame rates in the mix. Now what? Well don't panic; we're going to show you how to successfully convert from one frame rate to another using footage interpretation and pitch shifting. And just like a sharp new outfit, all your footage will match and come together, to help your project look its very best.
Video is nothing more than a series of still images played back in succession, giving the appearance of motion. Each of these images is called a frame and the rate at which they are played is referred to as the frame rate. In a perfect world all footage would be the same rate and we wouldn't need to know about such things, but then, we know better right? In reality, we might find ourselves with footage from a multi-camera shoot where the cameras were inadvertently left to capture at different frame rates. Or, we may have just gotten a foreign distribution deal for our independent film and need to convert it to the European PAL standard of 25 frames per second. Let's see how this works.
Begin by opening your editing software. We'll be showing you the process using Adobe's Premiere Pro CS5 but most common editing programs should have similar functions. Import the files whose frame rates you wish to change. This first piece of footage is a video-only clip with no audio attached. Double-click to open it in the "Source window" and play it to get a sense of its motion. Notice its properties that appear to the right of the preview window. Among other things this tells us that its frame rate is 23.976 frames per second. This was shot on a 24P DSLR camera and will be part of a television commercial, therefore it needs to be converted to the NTSC broadcast standard of 29.97 frames per second. Right-click on the clip in the Project window, go to Modify and click Interpret Footage. The Interpret Footage dialogue window appears. The first section, entitled Frame Rate, will allow us to either keep the existing rate or change it. In the text box at the right of Assume this frame rate enter 29.97. While the "Pixel Aspect Ratio" and "Field Order" can be adjusted we want them to pull this data from the file itself and so we'll keep their default settings. Click "OK" and notice again the clip's properties to the right of the preview window. We see now that the frame rate has changed to 29.97. As a result in this side-by-side comparison we can see that the higher frame rate looks a bit smoother than the lower one.
Now all this works fine if you're working with video footage that has no audio component. But what happens when you're working with linked audio? This is our completed television commercial at its original frame rate of 23.976. As before, change the clip's frame rate to 29.97 then place it in the timeline. Let's listen again. While the audio portion remains synchronized with the video, it's pitch has become significantly distorted. To correct this, go to the "Effects window" and open the "Audio Effects" folder. Since ours is a stereo file, we'll open the "Stereo" folder. Scroll down and find the "PitchShifter" effect. Click and drag it onto the clip's audio track. Now with the clip selected, open the Effect Controls window. Go down to the "PitchShifter" effect and twirl it open to reveal its properties. "Bypass" allows you to toggle the effect on and off while previewing in order to monitor your progress. Opening "Custom Setup" reveals a pair of dials for adjusting "Pitch and Fine Tuning" and a checkbox labeled "Formant Preserve." Twirling open "Individual Parameters" allows you to make the same adjustments using sliders. We'll be using the "Custom Setup." To adjust the pitch of your audio track, go down to the bottom of the "Effect Controls" window and click the "Toggle looping audio playback" button. It looks like an arrow folded back on itself. Click the "Play only the audio for this clip" button next to it. This will loop the audio while making adjustments, allowing you to hear the changes you are making. This is a CPU intensive process and depending on your system you may experience the audio dropping out as you adjust the parameters. If this happens click the "Play only the audio for this clip" button to stop looping, pause a moment then try it again. Shifting the "Pitch" dial to the left will lower the pitch. Get it close, then use the "Fine Tune" dial to get it just right. The "Formant Preserve" checkbox is intended to prevent the all-too-common "Mickey Mouse voice." Click it on and off to see if it helps. There you have it. Your frame rates are all matched up for distribution and your audio is synchronized and properly pitched to people pleasing perfection. Here's the before and after comparison.
Frame rates that match each other, as well as their distribution requirements, will keep both your audience and your clients happy. And using the techniques we've shown you, you'll be able to deliver your future projects that look and sound their very best.


Can Dogs Eat Raw Chicken? What Happens When You Feed Raw Chicken to Your Dog?
Can Dogs Eat Raw Chicken?
Feeding raw chicken to your dog might seem like a health risk, especially because uncooked meat doesn't go well with human digestion. Some vets also warn against a raw chicken diet because of salmonella, escherichia coli (e.coli), and other bacteria that may be present in raw meat. However, since a dog's stomach is more acidic than a human's, it provides a safer environment against pathogens. Their digestive tract is also shorter than that of a human; so, the food processing is faster, leaving little to no room for bacteria to thrive.
So, this brings us to the question, "Can dogs eat raw chicken?" And the answer is, it is quite controversial. If your canine companion is a healthy bud and is used to a raw diet, then feeding some chomps of uncooked chicken is mostly safe. But, puppies, dogs with weak immune systems, and older/senior dogs might be more at risk of gastrointestinal problems by consuming raw chicken.
Read on to know the truth behind feeding raw chicken to your dog.
Dogs and Raw Food
can dogs eat raw chicken?
Raw food for canines isn't necessarily bad. Dogs evolved as carnivores intended to gnaw on carcasses. They were primarily meat-eaters long before they were domesticated. Therefore, their digestive system has adapted to cope with raw meat and its microbes. A raw food diet generally contains bones, muscle meat intact with bones, organ meats like kidneys and livers, uncooked eggs, vegetables like spinach and broccoli, and apples.
Providing this kind of diet to dogs comes with potential benefits such as:
 - Shinier coats
 - Improved dental health
 - Better skin
 - Improved stamina with high energy levels
 - Smaller poop
Besides, some trainers often feed their dogs with BARF (Biologically Appropriate Raw Food) for improved athletic performance.
What Happens if My Dog Eats Raw Chicken?
How your dog will react after eating raw chicken depends on whether they are compatible with raw food. In most cases, nothing harmful happens. Since dogs have a more acidic stomach and shorter digestive tract than ours, bacteria like salmonella have a hard time settling in and causing any harm. However, we recommend that you avoid feeding raw chicken to your pooch regularly.
It is also essential to know that not all dogs are the same. Some might be allergic to poultry. Therefore, such allergic dogs can be sick due to the introduction of uncooked meat in their diet.
Troubling symptoms that require a vet's attention are:
 - Rigid stomach
 - Severe abdominal pain
 - Rectal bleeding
 - Fever
 - Diarrhea or vomiting
 - Loss of appetite
 - Choking
What Are Salmonella and E. Coli? And How Do They affect My Dog?
As a responsible pet owner, you need to know about common bacterial threats like salmonella and e. coli if you plan to introduce a raw diet to your pup.
Salmonella is a bacteria that affects the intestinal tract of most animals. It is found in foods like eggs, chicken, and cheese. When dogs eat raw chicken, they can get infected with Salmonella. Such infected dogs show some forms of intestinal distress such as vomiting, nausea, and a loss of appetite. And, if the infection further ingests into their bloodstream, it can become life-threatening. However, this is uncommon in most healthy dogs whose immune systems can fight off such bacteria.
can dogs eat raw chicken
E. coli (Escherichia coli) is a kind of bacterium mostly found in the intestinal tract of mammals. It occurs in various strains. While some strains are healthy and harmless, others can cause diseases. The latter strains, mainly E. coli 0157 H7, can cause severe abdominal pain, vomiting, and bloody diarrhea. These kinds of pathogens usually affect puppies and senior dogs
Can Dogs Eat Raw Chicken Regularly?
No, dogs cannot eat raw chicken regularly. Many vets and organizations warn against such a diet. For instance, the AVMA highly discourages the feeding of any animal-source protein that has not been cooked to eliminate harmful microbes. This is because these microbes can cause food-borne diseases in dogs. Moreover, there is an increased risk of pet owners getting a secondary infection due to the transmission of such pathogens.
Therefore, we highly recommend that you provide raw chicken only once in a while to your four-legged companion. You might also want to check whether they are compatible with such a diet to avoid any risks of infection.
Can dogs eat raw chicken
Help! My Dog Ate a Piece of Raw Chicken. What Do I Do?
First off, don't panic. Most dogs can digest raw chicken without needing any immediate action. However, if you see your puppy munching on some bones, check whether they have gulped down anything that could be a choking hazard. And then, carefully examine their poop to see whether there is internal bleeding. Also, look out for any distress or symptoms that require a vet's immediate attention.
How Can I Feed Raw Chicken to My Dog?
When it comes to feeding raw chicken, make sure that you are providing it safely to your dog. Here is how you can create a safer space while feeding raw chicken to your pup:
 - Treat with smaller servings of raw chicken along with other food.
 - Or, mix it with healthy vegetables.
 - Make sure that the chicken is always properly stored or refrigerated.
 - Use a clean and sanitized bowl.
 - If you can, try to stick with organic chicken than inorganic ones.
 - Also, closely monitor your dog for any distressful signs after feeding them raw chicken.
Can Dogs Eat Raw Chicken Bones?
Yes, dogs can eat raw chicken bones, which are known to be better than cooked ones. Uncooked and chewy bones, especially ones that are rich in meaty parts like chicken wings, promote your pooch's dental health. They also clean your dog's digestive tract.
Learn more about whether your dog can digest bones here.
Can Dogs Eat Raw Chicken Liver?
Chicken liver is a good source of vitamin A, several forms of vitamin B, and other minerals to your dog. It contains more nutrients than muscle meat. Therefore, an occasional treat with a raw chicken liver can be a good treat for your pup. But make sure that the liver feeding doesn't exceed 10% of the dog's overall diet, though. It is because too much liver can cause your pup to release loose stools. You can start with half a spoon of serving every few days, and carefully examine your pet's reaction.
Can dogs eat raw chicken? Yes, but make sure to closely monitor for any signs of illnesses after feeding raw chicken to your dog. It also largely depends on whether your canine companion is raw diet-friendly. You might as well want to skip the raw chicken diet for puppies and older dogs due to their sensitive digestion.
Have you fed your dog raw chicken? Let us know in the comments below. For more information on what dogs can and cannot eat, please visit our website.
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Your Privacy is Important to Us
What kind of personal information does CCCOM collect and how does CCCOM collect it?
The type of information CCCOM collects and holds includes (but is not limited to) personal information, including sensitive information about:
Students and parents and/or guardians before, during and after the course of a student's enrolment at CCCOM;
Job applicants, staff members, volunteers and contractors; and
Other people who come into contact with CCCOM
Personal Information you provide
CCCOM will generally collect personal information held about an individual by way of forms filled out online by Parents or Students, in person over the counter or by telephone. On occasion, people other than Parents and students may provide personal information.
Personal Information provided by other people
In some circumstances CCCOM may be provided with personal information about an individual from a third party, for example a reference from another school or tutor.
Exception in Relation to Employee Records
How will CCCOM use the Personal Information you provide?
CCCOM will use personal information it collects from you for the primary purpose of enrolling a student in a program at CCCOM, and for such other secondary purposes that are related to the primary purpose and reasonably expected, or to which you have consented, such as to communicate with the parent/student regarding fees, activities, cancellations or other important information.
Students and Parents
In relation to personal information of students and Parents, CCCOM's primary purpose of collection is to enable the music education of your child. This includes satisfying both the needs of Parents and the needs of the student throughout the whole period the student is enrolled at CCCOM.
The purposes for which NECOM uses personal information of students and Parents include:
- To keep Parents informed about matters related to their child's music education, through correspondence, newsletters and magazines;
- Day-to-day administration;
- Looking after students' educational, social and medical well-being and safety;
- Seeking donations and marketing for CCCOM;
- To satisfy CCCOM's legal obligations and allow CCCOM to discharge its duty of care;
- For reporting statistics to the Department of Education (personal names are not included but we will divulge details such as ethnicity, age, and Aboriginality for this purpose;
- If required, parent information may be sent to an external debt collection agency for the recovery of fees.
In some cases where NECOM requests personal information about a student or Parent, if the information requested is not obtained, CCCOM may not be able to enrol or continue the enrolment of the student.
Job Applicants, Staff Members and Contractors
In relation to personal information of job applicants, staff members and contractors, CCCOM's primary purpose of collection is to assess and engage a suitable applicant, staff member
or contractor. The purposes for which CCCOM uses the personal information of job applicants, staff members and contractors include:
- In administering the individual's employment or contract, as the case may be;
- For insurance purposes;
- For reporting to the Department of Education;
- To satisfy CCCOM's legal obligations, for example, in relation to child protection legislation.
CCCOM also obtains personal information about volunteers who assist in its functions or conduct associated activities such as building maintenance, office administration, marketing activities, to enable CCCOM and the volunteers to work together.
Marketing and Fundraising
CCCOM treats marketing and seeking donations for its future growth and development as an important part of ensuring that CCCOM continues to be a quality learning environment in which
both students and staff thrive. Parents, staff, contractors and other members of the wider CCCOM community may from time to time receive fundraising information. CCCOM publications, like newsletters and magazines, which include personal information, may be used for marketing purposes.
Who might CCCOM disclose Personal Information to?
CCCOM may disclose personal information, including sensitive information, held about an individual to:
- A school;
- Government departments;
- Medical practitioners;
- People providing services to CCCOM, including for example, specialist visiting teachers;
- Recipients of CCCOM publications, like newsletters and magazines;
- Outside debt collection for non-payment of fees;
- Parents; and
- Anyone you authorise CCCOM to disclose information to.
How does CCCOM treat Sensitive Information?
In referring to 'sensitive information', CCCOM means: information relating to a person's racial or ethnic origin, political opinions, religion, trade union or other professional or trade association
membership, sexual preferences or criminal record, that is also personal information; and health information about an individual. Sensitive information will be used and disclosed only for the purpose for which it was provided or a directly related secondary purpose, unless you agree otherwise, or the use or disclosure of the sensitive information is allowed by law.
Management and Security of Personal Information
CCCOM's staff are required to respect the confidentiality of students' and Parents' personal information and the privacy of individuals.
CCCOM has in place steps to protect the personal information held from misuse, loss, unauthorised access, modification or disclosure by use of various methods including locked storage or paper records and pass-worded access rights to computerised records.
Updating Personal Information
CCCOM is required to ensure that the personal information records it holds are accurate, complete and up-to-date, particularly in terms of the ATO, superannuation and in times of emergency. A CCCOM staff member must update their personal information held by CCCOM by contacting the administration and completing an Information Form or completing the online form which is on a secured website URL.
The National Privacy Principles require CCCOM not to store personal information longer than necessary.
You have the right to check what personal information CCCOM holds about you.
Under the Commonwealth Privacy Act, an individual has the right to obtain access to any personal information which CCCOM holds about them and to advise CCCOM of any perceived inaccuracy. There are some exceptions to this right set out in the Act. Students will generally have access to their personal information through their Parents, but older students may seek access themselves. To make a request to access any information CCCOM holds about you or your child, please contact the Financial Controller in writing.
CCCOM may require you to verify your identity and specify what information you require. CCCOM may charge a fee to cover the cost of verifying your application and locating, retrieving, reviewing and copying any material requested. If the information sought is extensive, CCCOM will advise the likely cost in advance.
Consent and Rights of Access to the Personal Information of Students
CCCOM respects every Parent's right to make decisions concerning their child's education. Generally, CCCOM will refer any requests for consent and notices in relation to the personal
information of the student to the student's Parents. CCCOM will treat consent given by Parents as consent given on behalf of the student, and notice to Parents will act as notice given to the student. Parents may seek access to personal information held by CCCOM about them or their child by contacting the Financial Controller. However, there will be occasions when access is denied. Such occasions would include where release of the information would have an unreasonable impact on the privacy of others, or where the release may result in a breach of CCCOM's duty of care to the student. CCCOM may, at its discretion, on the request of a student grant that student access to information held by CCCOM about them, or allow a student to give or withhold consent to the use of their personal information, independently of their Parents. This would normally be done only when the maturity of the student and/or the student's personal circumstances so warranted.
Standard Collection Notice
In respect of collecting information of a personal or sensitive nature the following Standard Collection Notice shall apply:
- CCCOM collects personal information including sensitive information about students and parents or guardians before and during the course of a student's enrolment at CCCOM. The primary purpose of collecting this information is to enable CCCOM to provide musical education for your son/daughter. This includes satisfying the needs of parents and guardians and the needs of the student throughout the whole period he/she is enrolled.
- Some of the information we collect is to satisfy CCCOM's legal obligations, particularly to enable CCCOM to discharge its duty of care.
- Health information about students is sensitive information within the terms of the National Privacy Principles under the Privacy Act. We require medical reports about students from time to time. If you do not consent to us obtaining this information you must advise us.
- CCCOM, from time to time has to disclose certain personal information and sensitive information to others. This includes government departments, medical practitioners, publications and people providing services to CCCOM, including specialist visiting teachers.
- If we do not obtain the information referred to above we may not be able to continue the enrolment of your son/daughter.
- Personal information collected from students is regularly disclosed to their parents and guardians. On occasions it is published in CCCOM newsletters and magazines.
- Parents may seek access to personal information collected about them and their children by contacting CCCOM. However, there will be occasions when access is denied. Such occasions would include where the release would have an unreasonable impact on the privacy of others or where release may result in a breach of CCCOM's duty of care to the student.
- If you provide CCCOM with the personal information of others, such as doctors or emergency contacts, you should inform them that you are disclosing that information to CCCOM and why, that they can access that information if they wish and CCCOM does not usually disclose the information to third parties.
If you would like further information about the way CCCOM manages the personal information it holds, please contact the Financial Controller.
We seek to inspire our Central Coast community to engage in and value music as an integral part of life through comprehensive music education and artistic endeavour.

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Stomach Acid - Why it's important & 5 tips to help support healthy levels.
Updated: Feb 26, 2020
Stomach acid production plays a crucial role in the bigger picture of health.
Some symptoms of having low stomach acid may include gas, bloating, belching and early feelings of fullness, but for others, there may be no digestive symptoms at all.
It's important to note that the symptoms of low stomach acid are the same for high stomach acid, but having a low level of stomach acid is far more common. Our stomach acid can become reduced if we're stressed, low on zinc, as we age and also if we have any gut infections such as H.Pylori. There are many factors that may play a role in the development of low stomach acid levels.
Why is stomach acid so important?
Some functions of stomach acid:
Initiates protein digestion
Triggers digestive enzyme production
Enables Vitamin B12 and folate absorption
Prepares minerals for absorption
Prevents bacterial overgrowths
A healthy level of stomach acid is a vital part of the early stages of digestion, particularly for protein breakdown and vitamin and mineral absorption; it also triggers essential digestive processes further down the line such as the release of digestive enzymes from the pancreas.
I regularly see clients who have been taking acid-blocking medications (PPI's) such as omeprazole, this is a medication that can reduce your stomach acid levels by as much as 90%! Commonly, these medications will be prescribed to people who report that they are struggling with symptoms of acid reflux or dyspepsia.
Now don't get me wrong, there is a time and place for these medications, but they're not meant for long-term use. Yet, I often see clients who have been on them for years. Then when I get a chance to look at some blood results, it's no surprise for me to find them to be low in several key nutrients, particularly B12. B12 requires healthy stomach acid levels in order for us to absorb it properly. B12 is vital for optimal energy production, among many other things,so if your feeling shattered all the time and have been taking a PPI medication for a long time... it's definitely worth checking in on your B12 levels!
Supporting your stomach acid levels...
It's important to get some 'basics' in place when it comes to supporting your stomach acid levels.
The first stage of digestion is called the cephalic phase, and is triggered before food even enters your mouth. The cephalic phase is initiated by the sight, smell, thought or taste of food. This stage is crucial and gets the stomach ready to receive food. Amongst other essential processes, one crucial change that happens in the cephalic phase is the upregulation of stomach acid production.
Eating on the run, whilst stressed or in a rush, or whilst doing other things (like watching TV or working) can compromise this cephalic phase, leading to suboptimal stomach acid levels. Before the brain has even registered that food is on the way, it enters an unprepared stomach!
5 tips to support stomach acid production-
1. Get involved in the food preparation stage of a meal; take time to smell and savour food as it is being cooked.
2. Sit down to eat, at a table, not on the run
3. Keep meal times stress-free, relaxed and free from other distractions
4. Pause before you start to eat. Take time to notice any aromas, and the different colours and textures on your plate. Notice how your mouth starts to produce saliva in response.
5. Take 5 deep abdominal breaths before you pick up your knife and fork
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Can You Crush This Tricky Quiz? 16 Things You Should Know But Always Forget
smart, Sofia Vergara
Think you know how many senses humans have? Think again!
Take this quiz to find out how smart you really are by answering questions that deal with common misconceptions.
 Jan 04, 2018
WOMEN.COM | Quiz Facts
Think you have what it takes to get a perfect score on this random facts quiz? Did you know only 3% of the population get 100%? Let's see if you're part of the 3%. Don't even think about using Google, Wikipedia, or any other handy website. You'll have to really think back to school! Did you pay close enough attention in History, English, Science, or Math? If you love the History channel, facts about random things, or know a lot of trivia then this is the place for you. A great thing about this quiz is if you know it all then you already have some interesting and fun party tricks. Everyone will be in awe of your trivia skills and random facts. If you're a teacher looking for some quiz question ideas, you've found the right place. If you're a student procrastinating studying for your next final, well, you too have found the right place. This quiz might be about random facts but only a person with a high IQ will know all 16 answers correctly. And a well-rounded student will excel immediately on this quiz as it has to do with a plethora of information. From vocabulary and spelling to intricate science and history, there is a question for everyone. If you're someone who loves learning and taking online quizzes, test your knowledge of these incredibly tricky trivia questions about some fun facts! You might learn something or reintroduce yourself to some fun facts you may have forgotten. So go ahead, the fun starts now!!!


Everything is happening at this moment (late night thoughts)
Late at night, when it is quiet, it is easy to believe that nothing is going on in the world. The opposite is true. For every time zone that people are sleeping, in another they are waking up. All over the world people are being born and people are dying. People are making babies, having them, raising them, waiting for them to come home, wondering where they are. People are dancing in clubs, drinking in bars, sipping coffee in cafes. Some are wearing parkas while others are swimming in pools. Everywhere people are walking, drinking, lying down, getting up, working hard, resting. The world is filled with people active in some form. Everyone is doing something at this moment. Everything is happening now.
2 responses to "Everything is happening at this moment (late night thoughts)
 1. This reminded me of Brueghel's painting, "Landscape with the Fall of Icarus," where Icarus's mythic fall goes unnoticed in a landscape of busy people doing other things. Many of the historic events that have happened during my lifetime have not seemed epic at that moment; only in retrospect do we understand their significance.


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[0.7cm] Threshold Choice Methods: the Missing Link
José Hernández-Orallo (_EMAIL_)
Departament de Sistemes Informàtics i Computació
Universitat Politècnica de València, Spain
Peter Flach (_EMAIL_)
Intelligent Systems Laboratory
University of Bristol, United Kingdom
Cèsar Ferri (_EMAIL_)
Departament de Sistemes Informàtics i Computació
Universitat Politècnica de València, Spain
July 16, 2019
Many performance metrics have been introduced in the literature for the evaluation of classification performance, each of them with different origins and areas of application. These metrics include accuracy, macro-accuracy, area under the ROC curve or the ROC convex hull, the mean absolute error and the Brier score or mean squared error (with its decomposition into refinement and calibration). One way of understanding the relation among these metrics is by means of variable operating conditions (in the form of misclassification costs and/or class distributions). Thus, a metric may correspond to some expected loss over different operating conditions. One dimension for the analysis has been the distribution for this range of operating conditions, leading to some important connections in the area of proper scoring rules. We demonstrate in this paper that there is an equally important dimension which has so far not received attention in the analysis of performance metrics. This new dimension is given by the decision rule, which is typically implemented as a threshold choice method when using scoring models. In this paper, we explore many old and new threshold choice methods: fixed, score-uniform, score-driven, rate-driven and optimal, among others. By calculating the expected loss obtained with these threshold choice methods for a uniform range of operating conditions we give clear interpretations of the 0-1 loss, the absolute error, the Brier score, the and the refinement loss respectively. Our analysis provides a comprehensive view of performance metrics as well as a systematic approach to loss minimisation which can be summarised as follows: given a model, apply the threshold choice methods that correspond with the available information about the operating condition, and compare their expected losses. In order to assist in this procedure we also derive several connections between the aforementioned performance metrics, and we highlight the role of calibration in choosing the threshold choice method.
Keywords: Classification performance metrics, Cost-sensitive Evaluation, Operating Condition, Brier Score, Area Under the ROC Curve (), Calibration Loss, Refinement Loss.
- 1 Introduction
- 2 Background
- 3 Expected loss for fixed-threshold classifiers
- 4 Threshold choice methods using scores
- 5 Threshold choice methods using rates
- 6 The optimal threshold choice method
- 7 Relating performance metrics
- 8 Discussion
- A Appendix: proof of Theorem 14 and examples relating and
The choice of a proper performance metric for evaluating classification [hand1997construction] is an old but still lively debate which has incorporated many different performance metrics along the way. Besides accuracy (, or, equivalently, the error rate or 0-1 loss), many other performance metrics have been studied. The most prominent and well-known metrics are the Brier Score (, also known as Mean Squared Error) [brier1950verification] and its decomposition in terms of refinement and calibration [murphy1973new], the absolute error (), the log(arithmic) loss (or cross-entropy) [Good52] and the area under the ROC curve (, also known as the Wilcoxon-Mann-Whitney statistic, proportional to the Gini coefficient and to the Kendall's tau distance to a perfect model) [SDM00, Fawcett06]. There are also many graphical representations and tools for model evaluation, such as ROC curves [SDM00, Fawcett06], ROC isometrics [Fla03], cost curves [DH00, drummond-and-Holte2006], DET curves [martin1997det], lift charts [piatetsky1999estimating], calibration maps [cohen2004properties], etc. A survey of graphical methods for classification predictive performance evaluation can be found in [Prati2011].
When we have a clear operating condition which establishes the misclassification costs and the class distributions, there are effective tools such as ROC analysis [SDM00, Fawcett06] to establish which model is best and what its expected loss will be. However, the question is more difficult in the general case when we do not have information about the operating condition where the model will be applied. In this case, we want our models to perform well in a wide range of operating conditions. In this context, the notion of 'proper scoring rule', see e.g. [murphy1970scoring], sheds some light on some performance metrics. Some proper scoring rules, such as the Brier Score (MSE loss), the logloss, boosting loss and error rate (0-1 loss) have been shown in [BSS05] to be special cases of an integral over a Beta density of costs, see e.g. [gneiting2007strictly, reid2010composite, reid2011information, brummer2010thesis]. Each performance metric is derived as a special case of the Beta distribution. However, this analysis focusses on scoring rules which are 'proper', i.e., metrics that are minimised for well-calibrated probability assessments or, in other words, get the best (lowest) score by forecasting the true beliefs. Much less is known (in terms of expected loss for varying distributions) about other performance metrics which are non-proper scoring rules, such as. Moreover, even its role as a classification performance metric has been put into question [hand2009measuring].
All these approaches make some (generally implicit and poorly understood) assumptions on how the model will work for each operating condition. In particular, it is generally assumed that the threshold which is used to discriminate between the classes will be set according to the operating condition. In addition, it is assumed that the threshold will be set in such a way that the estimated probability where the threshold is set is made equal to the operating condition. This is natural if we focus on proper scoring rules. Once all this is settled and fixed, different performance metrics represent different expected losses by using the distribution over the operating condition as a parameter. However, this threshold choice is only one of the many possibilities.
In our work we make these assumptions explicit through the concept of a threshold choice method, which we argue forms the 'missing link' between a performance metric and expected loss. A threshold choice method sets a single threshold on the scores of a model in order to arrive at classifications, possibly taking circumstances in the deployment context into account, such as the operating condition (the class or cost distribution) or the intended proportion of positive predictions (the predicted positive rate). Building on this new notion of threshold choice method, we are able to systematically explore how known performance metrics are linked to expected loss, resulting in a range of results that are not only theoretically well-founded but also practically relevant.
The basic insight is the realisation that there are many ways of converting a model (understood throughout this paper as a function assigning scores to instances) into a classifier that maps instances to classes (we assume binary classification throughout). Put differently, there are many ways of setting the threshold given a model and an operating point. We illustrate this with an example concerning a very common scenario in machine learning research. Consider two models and, a naive Bayes model and a decision tree respectively (induced from a training dataset), which are evaluated against a test dataset, producing a score distribution for the positive and negative classes as shown in Figure 1. ROC curves of both models are shown in Figure 2. We will assume that at this evaluation time we do not have information about the operating condition, but we expect that this information will be available at deployment time.
If we ask the question of which model is best we may rush to calculate its and (and perhaps other metrics), as given by Table 1. However, we cannot give an answer because the question is underspecified. First, we need to know the range of operating conditions the model will work with. Second, we need to know how we will make the classifications, or in other words, we need a decision rule, which can be implemented as a threshold choice method when the model outputs scores. For the first dimension (already considered by the work on proper scoring rules), if we have no knowledge about the operating conditions, we can assume a distribution, e.g., a uniform distribution, which considers all operating conditions equally likely. For the second (new) dimension, we have many options.
For instance, we can just set a fixed threshold at 0.5. This is what naive Bayes and decision trees do by default. This decision rule works as follows: if the score is greater than 0.5 then predict positive, otherwise predict negative. With this precise decision rule, we can now ask the question about the expected loss. Assuming a uniform distribution for operating conditions, we can effectively calculate the answer on the dataset:.
But we can use better decision rules. We can use decision rules which adapt to the operating condition. One of these decision rules is the score-driven threshold choice method, which sets the threshold equal to the operating condition or, more precisely, to a cost proportion. Another decision rule is the rate-driven threshold choice method, which sets the threshold in such a way that the proportion of predicted positives (or predicted positive rate), simply known as 'rate' and denoted by, equals the operating condition. Using these three different threshold choice methods for the models and we get the expected losses shown in Table 2


The lab does research in a variety of settings
In the greenhouse
greenhouse grassesWe run some experiments in the greenhouse because it is easy to control conditions of an experiment in there. We can be sure each plant gets exactly the amount of water and nutrients we want it to, and we know all the plants live in nearly the same temperature and sunlight, and we can keep out most bugs and animals that might interfere with our results.
In the field
field plots We run some experiments in the field because the conditions in the field are more like what the plants would experience in real life. In the field it is more difficult to control some variables, sometimes it takes a lot of hard work, like putting a barrier in the ground to keep pests out.
In the lab
Angela infecting plants
In the lab we make experimental observations. We measure mass of the leaves and roots, measure the concentration of nutrients in the plants, and we run tests that detect the presence of the virus by detecting its RNA or proteins.
magnified aphid We also do a lot of work to keep our aphids healthy, keep our stock of infected plants healthy and to take care of all the equipment we need to do our research.


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Hiking TraIl nearby Kaikoura population.
The largest locality in the area is Nelson
, with a population of 59,200 persons, at a distance of 141.443 kilometers from the center of the map.
The nearest is Kaikoura
(2,172 persons), at a distance of
The following indicators give us an idea of the difficulty of the route:
- Trail length: 13.017 kilometers.
- Min height: 2 meters above sea level.
- Max height: 78 meters above sea level.
- Average height: 20 meters above sea level.
- Average slope uphill: 4.270 %.
- Average slope downhill: -4.593 %.
- Mathematical difficulty index: 8.433.


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Sheep Farming in Australia
This is a topic suggestion on Sheep Farming in Australia from Paper Masters. Use this topic or order a custom research paper, written exactly how you need it to be.
What is perhaps most unique about sheep farming is the fact that it does not take place in close proximity to urban areas. The land required to raise large amounts of sheep for profit requires that the typical sheep farmer live hundreds of miles from the nearest town. On average, sheep farms range in size from 2,500 to 5,000 square miles and these farms are generally located 150 to 300 km from their nearest neighbor.
Sheep Farming in Australia
The duties associated with sheep farming are as diverse as they are numerous. Dealing specifically with the sheep, the most common tasks include: mustering, droving, branding, tagging, shearing and injecting. When dealing more broadly with the sheep farm, the tasks of repairing fences, removing fallen trees, and growing rudimentary crops are also facets of sheep farming in rural Australia. The number of jobs available on sheep farms (or stations as they are referred to in Australia) is so numerous that many farms hire extra help during shearing season just to meet the daily functioning requirements of the farm.
One of the greatest challenges facing the sheep farmer, and more broadly any type of farming in Australia, is the lack of water available for livestock and crops. Because rural Australia is comprised mostly of desert-like land finding and securing water resources from season to season often proves quite problematic. Although Australian farmers employ the use of boreholes—large holes drilled into the ground to bring up water—the threat of drought is pervasive as rainfall in some regions of Western Australia occurs only once annually. To protect themselves from the threat of drought, farmers typically purchase 5,000 gallon tanks for storing water. This ensures that if a borehole goes dry and it is a few days before a new sources of water can be found, the farm will be able to function in the interim.
Related Research Paper Topics
Cattle Farming in Australia - Paper Masters can help write a custom research paper on cattle farming in Australia and examine the sheep farming industry.
Wheat Harvesting in Australia - Wheat Harvesting in Australia Research Papers discuss when to plant the crop.
Animal Domestication - Animal Domestication research papers examine the process by which wild animals, through selective breeding, are made dependent upon human beings for survival.
Cultures in Oceania - The Cultures in Oceania are made up of the tribal societies of the Polynesians who are well known for their history of war and their navigation skills.
Sustainability and Culture Research Papers on how many of today's manufacturing and consumer practices contribute to environmental destruction.
Wheat Harvesting in Australia - Wheat Harvesting in Australia has developed a crop rotation cycle that permits nutrients such as nitrogen from being completely expended from the soil during heaving farming and harvesting.
Environmental Politics Research Papers explore the relationship between practical politics and environmental issues in areas such as ethics.


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September 15 – National Double-Cheeseburger Day
Posted on September 15, 2012
National Double-Cheeseburger Day
Five Food Finds about Hamburgers
- The oldest fast food restaurant in the world is the White Castle franchise, which opened in 1921.
- The people of America eat more burgers out at restaurants or on the go than they do at home.
- The largest hamburger ever created was over 8,000 pounds and was cooked for a burger festival in Wisconsin.
- However, the hamburger in its current form, with ground beef and a bun, is a decidedly American creation.
- Hamburgers are made of beef, not ham, and there is much debate over whether they actually originated in Hamburg.
Today's Food History
on this day in…
1885 Jumbo, an African elephant exhibited by in France, the London Zoo, and finally in the Barnum & Bailey Circus, died after being hit by a locomotive in Ontario, Canada. Jumbo was supposedly 12 feet tall at the time of his death.
1898 William S. Burroughs died. An American inventor, Burroughs invented and manufactured the first adding machine with a printer.
1962 The Four Seasons 'Sherry' hits number 1 on the charts.
1965 Green Acres TV show debuted.
1971 Greenpeace founded.
1981 The USDA announced that ketchup could be counted as a vegetable in the school lunch program.
1995 Tan M&Ms are replaced by the new blue M&Ms. The tan ones originally replaced violet M&Ms in 1949.

source: HuggingFaceFW/fineweb-edu


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Propelling bacteria ease liquid flow
Oct 7, 2009
The combined action of swimming bacteria can reduce the viscosity of a liquid by up to a factor of seven, according to a pair of researchers in the US. This surprising discovery could lead to new microfluidic applications such as extremely well controlled and efficient mixing devices.
Bioscientists and physicists alike are interested in how tiny biological entities such as bacteria and sperm cells can propel themselves. Observations and models have revealed that a variety of non-trivial mechanics may lie at the heart of these propulsion systems. One interesting feature, hinted at by models, is that the viscosity of a liquid – that is, its resistance to flow – could be significantly reduced by the presence of swimming bacteria.
Now, Andrey Sokolov and Igor Aranson of Argonne National Laboratory in the US have tested this theory and confirmed it to be the case – to a much larger extent than anyone had predicted. The researchers carried out two complementary experiments using Bacillus subtilis, the rod-shaped bacteria chosen for its swimming ability. In both cases, the bacteria – which are approximately 5 µm long and 0.7 µm in diameter – were suspended in a nutrient-rich medium to a concentration of approximately 2 × 1010 cm-3.
The researchers found that they could control the mobility of Bacillus subtilis by varying the amount of available oxygen dissolved in the fluid. Therefore, the swimming speed of bacteria was controlled by steadily replacing the air in the experimental chambers with nitrogen, and tracking the bacteria using fluorescent markers. After approximately two minutes, the bacteria had reached a complete standstill.
In the first experiment, the researchers triggered a miniature vortex using a magnetically controlled probe. They then inferred the viscosity of each suspension from the time it took each vortex to decay. In the second experiment, they calculated the viscosities more directly by measuring the torque generated by a rotating magnetic microparticle also suspended in the fluid.
In both experiments, the viscosity of the bacterial solution was reduced by up to a factor of seven, so long as there was sufficient oxygen to keep the bacteria moving.
While the researchers do not offer a full physical description of why the viscosity varies in this way, they attribute the reducing viscosity to the conversion of oxygen and nutrients into mechanical energy. "The bacteria are effectively absorbing energy and injecting it directly into the liquid," explained Aranson. The researcher told physicsworld.com that he can imagine this mechanism finding a role in industry, for example to enhance mixing processes in microscopic systems.
Roberto Di Leonardo, a microfluidics researcher at Rome University, can also see the potential of this research for industry. "Bacterial suspensions could play a more interesting role as advanced, 'active' lubricants for micro-machines," he says. Di Leonardo notes, however, that the "contamination" with organic microfluid could be problematic in some applications.
One of the new directions that Aranson hopes to pursue is the development of a bacterial micromotor that is self-starting. "These micromotors are asymmetric with 200–400 µm miniature gears immersed into the suspensions of swimming bacteria and energized due to collisions with bacteria," he says.
This research has been published in Physical Review Letters.
About the author
James Dacey is a reporter for physicsworld.com


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E. Cobham Brewer _PHONE_. Dictionary of Phrase and Fable. 1898.
Sublime Porte (The).
The Ottoman empire. It is the French for Porta Sublma, the lofty gate. Constantinople has twelve gates, and near one of these gates is a building with a lofty gateway called Bab-i-humajun. In this building resides the vizier, in the same are the offices of all the chief ministers of state, and thence all the imperial edicts are issued. The French phrase has been adopted, because at one time French was the language of European diplomacy.


This weekend I discovered the amazing, differentiated math center system that is called BUILD!!! I am super pumped to use it in my classroom!
What is BUILD?
An amazing way to differentiate your math time and allow you the time to work with small groups of students while your other students explore mathematics (we call it puzzling in our class because we are cool like thatthanks Esme)! Thanks also to Pinterest for another amazing idea! Who would have thought that Pinterest would become such a great place for teachers to collaborate?
Centers are set up in the following categories:
Buddy Games– Games that children can play together with a partner. I will include two games in this tub (one for my students who are closer to grade level and one for my students with a bit more of a gap between them and same age peers).
Using ManipulativesActivities that allow students to explore math and solve problems using manipulatives. This will also contain two differentiated activities.
Independent Reading, Writing, and IpadFill a tub with math books to read or have children solve problems and explain their thinking in essay format. You can also create folders on your Ipad that contain Khan Academy presentations or specific games for the unit you are on. My children have an IPad checklist assignment sheet so it's very structured Ipad time.
Learning About NumbersActivities that allow students to work with numbers such as even/odd, prime, comparing, contrasting, sorting, ordering, building numbers in different ways using various operations, etc. There will be two differentiated activities.
Doing MathActivities that allow the child to practice math concepts currently taught in their Investigations textbook or review concepts that they in particular need to review. This tub is even more individualized than the others. For Investigations unit 1, I am putting their worksheets in there since they will not get done as homework- I know my kids.
Find out more and get free center plans on my wiki!!!


Why turkey has the same name as Turkey
Olbers' paradox
[ohl-berz] /ˈoʊl bərz/
noun, Astronomy
the paradox that if the universe consisted of an infinite number of stars equally distributed through space, then every line of sight would come from a star and the night sky would glow uniformly, which is observationally not true.
1950-55; after H.W.M. Olbers Unabridged
Cite This Source
Word Origin and History for olbers-paradox
Olbers' paradox
"if stars are uniformly distributed through the sky, their number should counterbalance their faintness and the night sky should be as bright as the day;" named for German astronomer H.W.M. Olbers (_PHONE_), who propounded it in 1826.
Online Etymology Dictionary, © 2010 Douglas Harper
Cite This Source
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Difficulty index for Olbers' paradox
Few English speakers likely know this word
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In mental health there has not been a consistent set of definitions that describe what is meant by an inpatient bed. This has led to difficulty in benchmarking and understanding patterns of performance.
This report seeks to address those variations of understanding by suggesting a range of definitions that can be used by commissioners and service providers.
Health and social care commissioners and service providers are focusing on the importance of quality and productivity as ways of ensuring better outcomes, improved service models and effective interventions.
Doing this requires a clearer understanding of the types of services currently provided, an understanding that is shared across the system.


The Top 10 Insights from the "Science of a Meaningful Life" in 2014
I have had many posts on the benefits of mindfulness, and here is another article which discusses it as well.
By Jeremy Adam Smith, Bianca Lorenz, Kira M. Newman, Lauren Klein, Lisa Bennett, Jason Marsh, Jill Suttie | December 26, 2014 | 0 comments
The most surprising, provocative, and inspiring findings published this past year.
It's time once again for our favorite year-end ritual here at UC Berkeley's Greater Good Science Center: Our annual list of the top scientific insights produced by the study of happiness, altruism, mindfulness, gratitude—what we call "the science of a meaningful life."
We found that this year, the science of a meaningful life yielded many new insights about the relationship between our inner and outer lives. Cultivating mindfulness can make us more aware of knee-jerk prejudice against people who are different from us; believing that empathy is a skill helps overcome barriers to taking another person's perspective; concern for others, even for animals, can move people to action for the greater good more quickly than focusing on ourselves.
But this year we also learned more about how to cultivate pro-social skills like gratitude—and we discovered how those skills can yield far-reaching benefits to our mental and physical well-being, and even to our pocketbooks.
With input from our staff, faculty, and some of the leading outside experts in our field, here are the 10 findings from 2014 that we anticipate will have an impact on both scientific research and on public debate for years to come.
Mindfulness can reduce racial prejudice—and possibly its effects on victims.
Racial bias in policing is at the forefront of our national news. So it was heartening this year to see a study that found bias could be reduced through training in mindfulness—the nonjudgmental moment-to-moment awareness of one's thoughts, emotions, and surroundings.
Adam Lueke and Brian Gibson of Central Michigan University looked at how instructing white college students in mindfulness would affect their "implicit bias"—or unconscious negative reactions—to black faces and faces of older people. After listening to a 10-minute mindfulness audiotape, students were significantly less likely to automatically pair negative descriptive words with black and elderly faces than were those in a control group—a finding that could be important for policing, which often involves split-second assessments of people.
Why the connection between mindfulness and bias? Mindfulness has the power to interrupt the link between past experience and impulsive responding, the authors speculate. This ability to be more discerning may explain why another study this year found that people who were high in mindfulness were less likely to sink into depression following experiences of discrimination.
As we reported back in 2009, numerous programs have successfully helped officers become aware of their own unconscious biases. But by specifically looking at the effects of mindfulness training—even just 10 minutes' worth—these new studies point to innovative techniques that might help prevent fatal mistakes from being made in the future.
Gratitude makes us smarter in how we spend money.
For years, Greater Good has been reporting on the social, psychological, and physical benefits of gratitude. This year, research suggested that there might be profound economic benefits to a grateful mindset as well—which might pay emotional dividends down the line.
In one study, published in Psychological Science, researchers asked participants how much money they'd be willing to forgo in the present in order to receive a greater sum in the future—a measure of their self-control and financial patience. People prompted to feel grateful were willing to pass up significantly more cash than were people not feeling grateful, even if those less-grateful people were feeling other positive emotions. For instance, happy people were willing to sacrifice $100 in the future (one year later) in order to receive $18 in the present, but grateful people preferred to receive the larger, future payment; they only gave up that $100 when the amount offered to them right away reached $30.
The results suggest that gratitude reduces "excessive economic impatience" and strengthens self-control and the ability to delay gratification, according to the authors. This finding challenges the long-held notion that we must rein in our emotions in order to make smarter spending decisions; instead, it seems that consciously counting our blessings can serve our long-term economic interests.
Another study published this year, in Personality and Individual Differences, suggests that gratitude can guide us toward better decisions about what we actually choose to spend our money on. Participants who were more materialistic—meaning that they place a lot of importance on acquiring material possessions—reported lower feelings of gratitude and lower satisfaction with life. In fact, the researchers determined that materialists feel less satisfied with their lives mainly because they experience less gratitude. Their findings help to explain why, according to much previous research, materialistic people are less happy.
Prior research has also found that less happy people make more materialistic purchases, creating a vicious cycle. But the authors of this new study argue that gratitude can help break this cycle. Based on their results, they suggest that boosting one's level of gratitude might reduce materialism and its negative effects on happiness.
So gratitude might not only encourage financial decisions that are better for our long-term economic health but better for our long-term emotional health as well.
It's possible to teach gratitude to young children, with lasting effects.
One of parents' biggest fears is that their child will become an entitled brat; one of their biggest questions is what they can do to prevent that.
This year research pointed to an answer. In a study published in School Psychology Review, psychologists Jeffrey Froh, Giacomo Bono, and their colleagues presented the encouraging results of a curriculum they developed to teach gratitude to elementary school students.
Instead of just lecturing about the importance of gratitude, the curriculum encourages kids to think about something nice that another person did for them, and to see that kindness as a "gift." Through the curriculum, the students reflect on the value of the gift, the cost incurred by the person who gave it, and the kind intentions that motivated the gift.
The curriculum was taught to 8-11 year olds for half an hour every day for a week—and the kids started to show increases in gratitude just two days after the curriculum ended. When Froh and Bono offered the curriculum once a week or five weeks, they found that it increased gratitude and other positive emotions for at least five months.
Dozens of previous studies—many of which we have covered on Greater Good—have suggested that gratitude can combat feelings of entitlement and foster happiness. But only a small handful of these studies have examined the effects of gratitude on children, and the kids in Froh and Bono's study were the youngest ever involved in a study of a gratitude program.
Their results offer hope that it's actually possible to nurture lasting gratitude—and happiness—in children from the time they're young. And their curriculum provides parents and teachers with concrete guidelines for achieving that goal.
Having more variety in our emotions—positive or negative—can make us happier and healthier.
Is the route to happiness simply to feel more positive emotion and less negative emotion? Our top insights from 2013 cast some doubt on that view, and an even stronger rebuttal emerged this year in a paper published in the Journal of Experimental Psychology: General.
Researchers from four different countries and six different institutions—including Yale University and Harvard Business School—measured participants' positive emotions (like amusement, awe, and gratitude) and negative ones (like anger, anxiety, and sadness). They not only looked at the level of these emotions but also their variety and abundance—what the researchers call "emodiversity."
Their first study surveyed over 35,000 French speakers and found that emodiversity is related to less depression. This was the case for all types of emodiversity: positive (experiencing many different positive emotions), negative (many different negative emotions), and general (a mix of both positive and negative emotions). In fact, people high in emodiversity were less likely to be depressed than people high in positive emotion alone.
With almost 1,300 Belgian participants, the second study linked emodiversity to less medication use, lower government health care costs, and fewer doctor visits and days spent in the hospital. It was also related to better diet, exercise, and smoking habits. Surprisingly, the effect of emodiversity on physical health was about as strong as the effects of positive or negative emotion alone.
The message? Emotional monotony is a drag, so we may be better off mentally and physically if we seek out and embrace a variety of emotional experiences—even the negative ones.
Natural selection favors happy people, which is why there are so many of them.
If you subscribe to the philosopher Thomas Hobbes' view of life as "nasty, brutish, and short"—as many people do—you'd naturally expect humans to live a pretty miserable existence. But many studies from around the world have suggested that, on average, humans' default emotional state is to be pretty happy, regardless of their life circumstances—a phenomenon researchers call "positive mood offset."
This year, a massive review of the research on happiness set out to explore "Why People Are in a Generally Good Mood"; the study, published in Personality and Social Psychology Review, was led by Ed Diener, a pioneer in the science of happiness.
Given the benefits they find to be strongly associated with happiness, the researchers conclude that the ubiquity of happiness is a product of human evolution. Why? Because many of the chief benefits of happiness—including better health, longer lives, greater fertility, higher income, and more sociability—increase a person's chances of passing his or her genes to the next generation.
"People are happy most of the time because they are descended from ancestors who were happier and engaged in fitness-maximizing behavior more


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If you've ever dropped your mobile phone in dishwater, you can now claim you were testing the water for bacterial contamination. It seems liquid crystals, ubiquitous in electronic displays, are the best way to detect water-borne toxins.
When suspended in water, the molecules in a liquid crystal droplet normally form chains that wrap around the droplet like the lines of longitude on a globe. But in the presence of endotoxins, disease-causing molecules produced by Escherichia coli bacteria, they rearrange to form a pattern that radiates from the drop's centre.
Previously, coating a droplet's entire surface with toxins was thought to be necessary to produce the change, called an "ordering transition".
Now Nicholas Abbott at the University of Wisconsin-Madison and colleagues have shown that only the "poles" of the droplet, where the longitudinal chains of its molecules meet up, need to contact the toxins to produce the realignment.
That suggests liquid crystals can detect endotoxins at concentrations 10 times as low as currently possible, Abbott says. "The surprise was that we could trigger this ordering transition with such a small number of molecules," says Abbott.
"It's a wonderful piece of work," says Oleg Lavrentovich at Kent State University in Ohio, who was not involved in the research. "In order to trigger the ordering transition, one needs a much smaller amount of stimuli than one might normally think."
Liquid crystal droplets could one day help ensure the safety of saline and other injectable medical fluids.
Journal reference: Science, DOI: 10.1126/science._PHONE_
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Safe Drinking Water For Impoverished Villages
Thu May 19 22:01:59 BST 2011 by Michael Paine
Organisations working in impoverished regions like Oecusse, East Timor, would make great use of a quick and simple way to test drinking water for bacterial contamination. This should be a priority for development of the liquid crystal technology.
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to slow processing speed
Reading; math; ADHD; genetics; twins
Many accounts of memory suggest that an initial learning experience initiates a cascade of cellular and molecular events that are required for the consolidation of memory from a labile into a more permanent state. Studies of memory in many species have routinely found that altered gene activity and new protein synthesis are the critical components of this memory consolidation process. During extinction, when organisms learn that previously established relations between stimuli have been severed, new memories are formed and consolidated. However, the nature of the learning that underlies extinction remains unclear and there are many processes that may contribute to the weakening of behavior that occurs during extinction. In this review, we suggest that the molecular mechanisms that underlie extinction may differ depending on the learning process that is engaged by extinction. We review evidence that extinction, like initial learning, requires transcription and translation, as well as evidence that extinction occurs when protein synthesis is inhibited. We suggest that extinction occurs through the interaction of multiple behavioral and molecular mechanisms.
Extinction; memory; Lymnaea; molecular mechanisms; behavioral mechanisms
With the advance of large-scale omics technologies, it is now feasible to reversely engineer the underlying genetic networks that describe the complex interplays of molecular elements that lead to complex diseases. Current networking approaches are mainly focusing on building genetic networks at large without probing the interaction mechanisms specific to a physiological or disease condition. The aim of this study was thus to develop such a novel networking approach based on the relevance concept, which is ideal to reveal integrative effects of multiple genes in the underlying genetic circuit for complex diseases.
The approach started with identification of multiple disease pathways, called a gene forest, in which the genes extracted from the decision forest constructed by supervised learning of the genome-wide transcriptional profiles for patients and normal samples. Based on the newly identified disease mechanisms, a novel pair-wise relevance metric, adjusted frequency value, was used to define the degree of genetic relationship between two molecular determinants. We applied the proposed method to analyze a publicly available microarray dataset for colon cancer. The results demonstrated that the colon cancer-specific gene network captured the most important genetic interactions in several cellular processes, such as proliferation, apoptosis, differentiation, mitogenesis and immunity, which are known to be pivotal for tumourigenesis. Further analysis of the topological architecture of the network identified three known hub cancer genes [interleukin 8 (IL8) (p ≈ 0), desmin (DES) (p = 2.71 × 10-6) and enolase 1 (ENO1) (p = 4.19 × 10-5)], while two novel hub genes [RNA binding motif protein 9 (RBM9) (p = 1.50 × 10-4) and ribosomal protein L30 (RPL30) (p = 1.50 × 10-4)] may define new central elements in the gene network specific to colon cancer. Gene Ontology (GO) based analysis of the colon cancer-specific gene network and the sub-network that consisted of three-way gene interactions suggested that tumourigenesis in colon cancer resulted from dysfunction in protein biosynthesis and categories associated with ribonucleoprotein complex which are well supported by multiple lines of experimental evidence.
This study demonstrated that IL8, DES and ENO1 act as the central elements in colon cancer susceptibility, and protein biosynthesis and the ribosome-associated function categories largely account for the colon cancer tumuorigenesis. Thus, the newly developed relevancy-based networking approach offers a powerful means to reverse-engineer the disease-specific network, a promising tool for systematic dissection of complex diseases.
Mental retardation—known more commonly nowadays as intellectual disability—is a severe neurological condition affecting up to 3% of the general population. As a result of the analysis of familial cases and recent advances in clinical genetic testing, great strides have been made in our understanding of the genetic etiologies of mental retardation. Nonetheless, no treatment is currently clinically available to patients suffering from intellectual disability. Several animal models have been used in the study of memory and cognition. Established paradigms in Drosophila have recently captured cognitive defects in fly mutants for orthologs of genes involved in human intellectual disability. We review here three protocols designed to understand the molecular genetic basis of learning and memory in Drosophila and the genes identified so far with relation to mental retardation. In addition, we explore the mental retardation genes for which evidence of neuronal dysfunction other than memory has been established in Drosophila. Finally, we summarize the findings in Drosophila for mental retardation genes for which no neuronal information is yet available. All in all, this review illustrates the impressive overlap between genes identified in human mental retardation and genes involved in physiological learning and memory.
Drosophila; mental retardation; neurological disorders; genetics; development; treatment
Advances in DNA sequencing, high-throughput technologies, and genetic manipulation systems have enabled empirical studies of the molecular and genomic bases of adaptive evolution. This review discusses key insights learned from direct observation of the evolution process.
Laboratory evolution studies provide fundamental biological insight through direct observation of the evolution process. They not only enable testing of evolutionary theory and principles, but also have applications to metabolic engineering and human health. Genome-scale tools are revolutionizing studies of laboratory evolution by providing complete determination of the genetic basis of adaptation and the changes in the organism's gene expression state. Here, we review studies centered on four central themes of laboratory evolution studies: (1) the genetic basis of adaptation; (2) the importance of mutations to genes that encode regulatory hubs; (3) the view of adaptive evolution as an optimization process; and (4) the dynamics with which laboratory populations evolve.
epistasis; flux-balance analysis; metabolic engineering; mutation; regulatory hub
High-grade astrocytoma remains a significant challenge to the clinician and researcher alike. Intense study of the molecular pathogenesis of these tumors has allowed identification of frequent genetic alterations and critical core pathways in this disease. The use of novel mouse genetic tools to study the consequence of specific mutations in brain has led to the development of multiple representative genetically engineered mouse models that provided novel insights into gliomagenesis. As we learn more about the biology of high-grade astrocytoma from the study of these models, we anticipate that our improved understanding will eventually lead to greater success in clinical trials and improved outcome for patients.
glioblastoma; astrocytoma; mouse model; PI3K pathway
A growing list of common and rare genetic risk variants are being implicated in schizophrenia susceptibility. As with other complex genetic disorders most of the variance in genetic risk is still to be attributed. What can be learned from progress to date? The available data challenges how we conceptualize schizophrenia and suggests strong aetiological links with other psychiatric and developmental disorders. With the identification of rare copy number risk variants implicating specific genes (e.g. VIPR2 and NRXN1) it is increasingly possible to investigate molecular aetiology in patient subgroups to establish whether schizophrenia represents one or many different disease processes. This review summarizes recent research progress and suggests how the tools of modern genomics and neuroscience can be applied to best understand this devastating disorder.
Copy Number Variation; DNA variants; neurodevelopmental disorders; psychosis; schizophrenia.
Understanding the root molecular and genetic causes driving complex traits is a fundamental challenge in genomics and genetics. Numerous studies have used variation in gene expression to understand complex traits, but the underlying genomic variation that contributes to these expression changes is not well understood. In this study, we developed a framework to integrate gene expression and genotype data to identify biological differences between samples from opposing complex trait classes that are driven by expression changes and genotypic variation. This framework utilizes pathway analysis and multi-task learning to build a predictive model and discover pathways relevant to the complex trait of interest. We simulated expression and genotype data to test the predictive ability of our framework and to measure how well it uncovered pathways with genes both differentially expressed and genetically associated with a complex trait. We found that the predictive performance of the multi-task model was comparable to other similar methods. Also, methods like multi-task learning that considered enrichment analysis scores from both data sets found pathways with both genetic and expression differences related to the phenotype. We used our framework to analyze differences between estrogen receptor (ER) positive and negative breast cancer samples. An analysis of the top 15 gene sets from the multi-task model showed they were all related to estrogen, steroids, cell signaling, or the cell cycle. Although our study suggests that multi-task learning does not enhance predictive accuracy, the models generated by our framework do provide valuable biological pathway knowledge for complex traits.
Assessment plays a crucial role in the learning process, but current assessments focus on assessment of learning rather than assessment for learning. In this study, a novel method for open-book continuous assessment (CA) was developed. The aim was to encourage students to learn beyond the textbook by challenging students with questions linked to a research article. Research articles closely related to lecture contents were selected and released to students before the CA for perusal. CA questions were set at three different levels to assess conceptual understanding, application, and synthesis. The CA was administered to first-year undergraduate students majoring in life science as part of Molecular Genetics, a compulsory module. It contributed 10% of the student's grade for the module. Students' CA scores indicated that the majority could answer correctly all the questions. Students' feedback on the CA showed that most of them praised the CA model for its novelty, motivation, and application. Only a few criticized it due to its poor coverage of lecture contents. Overall, this CA went beyond the traditional role of assessments in the assignment of scores and stimulated curiosity and self-directed learning.
Our understanding of the molecular and genetic regulation of aging and


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Humans depend on plants for their food, use them as building materials and for the manufacture of their daily tools; they also form an important part of their cultural and spiritual practices. 80% of the population in the developing world depends on plants for their primary health care. Indigenous groups use plants in multiple ways during their daily life. In many cultures the traditional knowledge of the use of plants is transmitted from generation to generation mainly by oral route. Indigenous and local societies are increasingly facing changes that threaten the preservation of their traditional knowledge, it is estimated that most of the world's spoken languages will disappear in the next 50 years.
There are around 10000 species of edible plants, but only about 100 species are part of the plants that are consumed by the great majority of the world, and less than 10 species supply more than 90% of the calories consumed in the world. The wide diversity of plants that grow in the world has barely been exploited for possible alternative crops and as a source of genetic resources that could help improve the food plants most used today.
Saving Knowledge works around the world documenting culinary culture and local food systems, preserving and promoting global food diversity. As part of our mission, we help bring the ingredients from the field and the farm to the table of Gustu in La Paz, Bolivia.
why do we eat what we eat?
Botanical taxonomy and gastronomic ethnobotany at Gustu
Preparation of Botanical specimens
With the Gustu team at the National Herbarium of Bolivia
From garden and field to the table
Harvesting produce in the garden of Saving Knowledge and foraging at the base of mighty Ilimani


, Volume 111, Issue 6, pp _PHONE_
Date: 19 Nov 2010
No effect of menstrual cycle phase on fuel oxidation during exercise in rowers
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The aim of this investigation was to examine the effects of menstrual cycle phase on substrate oxidation and lactate concentration during exercise. Eleven eumenorrheic female rowers (18.4 ± 1.9 years; 172.0 ± 4.0 cm; 67.2 ± 8.4 kg; 27.7 ± 4.8% body fat) completed 1 h rowing ergometer exercise at 70% of maximal oxygen consumption (VO2max) during two different phases of the menstrual cycle: the follicular phase (FP) and the luteal phase (LP). Resting and exercise measurements of the whole body energy expenditure, oxygen consumption (VO2), respiratory exchange ratio (RER), substrate oxidation and lactate blood levels were made. Energy expenditure, VO2 and heart rate during the 1-h exercise were not significantly different (P > 0.05) among menstrual cycle phases. Resting RER and RER during the entire 1 h exercise period were not significantly different among menstrual cycle phases. There was an increase (P < 0.05) in RER in the transition between rest and exercise and a further increase in RER occurred after the first 30 min of exercise at both menstrual cycle phases. Blood lactate concentrations significantly increased in the transition between rest and exercise and remained relatively constant during the whole 1 h of exercise in both menstrual cycle phases. No menstrual cycle phase effect (P > 0.05) was observed for blood lactate concentrations. In conclusion, our results demonstrated no effect of menstrual cycle phase on substrate oxidation and blood lactate concentration during rowing exercise at 70% of VO2max in athletes. Normally menstruating female rowers should not be concerned about their menstrual cycle phase with regard to substrate oxidation in everyday training.
Communicated by Susan Ward.


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Posted by Lotg on November 24, 2004
In Reply to: Re: Macedon and Monmouth posted by Doug on November 24, 2004
: : : : : : Does anyone know where the saying "As different as Macedon and Monmouth" originated from?
: : : : :
: : : : : I've found it! It's from Shakespeare's Henry V.
: : : : Thanks for posting and letting us know.
: : : Pardon me for being a dunce, but lacking a copy at hand of Henry V, I don't know whether there's any significance in this choice of place names. Is it just that both start with M, but are very far apart geographically? SS
: : does it mean the same as "as different as mastedon and mammoth".
: I suppose it might to an archaeologist. However, most lay folk would not know the difference between a mastodon and a mammoth, so it might tend suggest similarity. What is the source of this phrase?
Smokey, there does appear to be significance in the choice of place names in Henry V. Although rather than the comparison indicating how different they are - as I would have expected given you can't get much more different than Macedon (as in Macedonia) and Monmouth (as in the UK), it appears to me that Shakespeare is using the example to indicate how alike they are. Which if taken in context, does make sense. Here's a passage that might clarify:
"I tell you, captain, if you look in the maps of the 'orld, I warrant you shall find, in the comparisons between Macedon and Monmouth, that the situations, look you, is both alike. There is a river in Macedon, and there is also moreover a river at Monmouth: it is called Wye at Monmouth; but it is out of my prains what is the name of the other river; but 'tis all one, 'tis alike as my fingers is to my fingers, and there is salmons in both. If you mark Alexander's life well, Harry of Monmouth's life is come after it indifferent well; for there is figures in all things."
(Captain Fluellen to Captain Gower, King Henry V, Act IV Scene VII)


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We provide resources to assist our stakeholders in understanding our regulatory role and how we protect the public interest.
As part of its regulatory mandate, PEO establishes, maintains and develops: standards of knowledge and skill; standards of practice for the profession; standards of professional ethics; and promotes public awareness of its role. The following are resources to assist PEO stakeholders--licence holders, applicants, and the public--in understanding their roles and responsibilities and the regulator's work protecting the public interest.
Frequently Asked Questions
Does PEO accept continuing knowledge activities completed in another province or with another regulator?
Does PEO assist licence holders who find the knowledge declaration challenging?
PEO provides resources to assist licence holders, including guidelines and information sessions.
Does PEO accredit continuing knowledge activities courses to ensure they have value?
No. The value of a course depends on the needs of each licence holder. It is up to licence holders to develop a continuing knowledge plan of value to them.
Does attending manufacturer's workshops and training sessions on their new products or technologies count as continuing knowledge activities?
Yes, if the workshop training session deals with any of the core competencies given above.
Can attending a PEO chapter event count towards my continuing knowledge hours?
Yes. The program recognizes continuing knowledge activities that are learning sessions with technical knowledge and focus on maintaining or enhancing engineering competence. PEO provides guidance on the three types of continuing knowledge activities that are recognized by the PEAK program.
PEO does not validate specific continuing knowledge activities or endorse activity providers as being eligible for the PEAK program. Practising licence holders are asked to determine their own needs based on their practice and pursue relevant continuing knowledge opportunities, then report these activity hours to PEO using the online reporting tool in their Member Portal account.
Does PEO recognize online courses?
Yes. PEO is not concerned with how an individual learns but, rather, with what they learn. Any course that has content addressing at least one of the five core engineering competencies is acceptable. The core competencies are:
- A – Apply engineering knowledge, methods and techniques
- B – Use engineering tools, equipment or technology
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Practising licence holders are to asked to pursue continuing knowledge activities that occur during your licence period—from the date of your current licence renewal to shortly before your next renewal date the following year.
How do I determine how many or what continuing knowledge activities I should complete?
A truly unique aspect of the PEAK program is that it allows professional engineers the opportunity to design their own knowledge plan to align with their area of practice and the available continuing knowledge opportunities. Under this self-directed initiative, each licence holder will:
- complete the practice evaluation questionnaire to determine the recommended number of hours for annual supplemental knowledge (maximum of 30 hours annually);
- determine his or her own needs, based on his or her own practice;
- pursue opportunities that are most relevant to his or her practice; and
- report what they have done to PEO.
What is an acceptable continuing knowledge activity?
Acceptable continuing knowledge activities fall into three broad categories: formal education, informal education and contribution to knowledge.
Formal education refers to any structured classroom-based learning provided by persons with expert knowledge of the subject matter. This includes college or university courses in technical subjects; courses for industrial sector certifications; training courses provided by manufacturers or suppliers; and similar activities. Courses must be completed in order to count towards the annual continuing knowledge requirement. Teaching or instructing such courses also counts.
Informal education refers to learning activities that take place outside the classroom. This includes self-study through reading of technical journals, books or manuals. It also includes attendance at conference technical sessions or trade-shows; or at standalone workshops or seminars. Structured discussions with peers such as mentoring sessions or study groups are also acceptable as long as the subject of the discussions is technical in nature.
Contributions to knowledge includes any activity that disseminates knowledge to other licence holders or establishes best practices for the profession. This includes the preparation and publication of papers on topics of interest to the engineering community; preparation and publication of articles in technical or trade journals or magazines; participation on committees developing codes and standards; participation on expert advisory panels; preparing and/or delivering a seminar or presentation to an audience of professional engineers, technologists, or related professions.
Is the ethics module a test I need to prepare for?
The ethics module is not a test and requires no study or preparation before completing it. It is an interactive video refresher to help both practising and non-practising licence holders get reacquainted with their ethical and professional obligations as described in the Professional Engineers Act (PEO's regulatory role; legal and ethical obligations of licensure; professional misconduct; and a licence holder's duty to report). You'll also be reminded on how these obligations should be applied in real-life situations.


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The SAGE Handbook of Social Cognition is a landmark volume. Edited by two of the fields most eminent academics over the past two decades and supported by a global advisory board of similar magnitude, the 56 authors, each an expert in their own chapter topic, provide authoritative and thought-provoking overviews of this fascinating territory of research. Not since the early 1990s has a Handbook been published in this field, one that has just exploded in terms of published literature and methodological developments since that time. Now, Susan T. Fiske and C. Neil Macrae have provided a timely and seminal benchmark a state of the art overview that will benefit advanced students and academics not just within social psychology but beyond these borders too.


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Ontario Bee Keepers Association does not want Bees Classified under the Animal Health and Welfare Act.
Ontario Bee Keepers Association does not want to participate in a Smart Phone App Program for Farmers and Bee Keepers.
- Ontario BeeKeepers say 'NO' to Animal Health And Welfare Act Link
- Repeal of the Ontario Bees Act to one that folds bees into the Animal Health and Welfare Act could result in less responsive legislation for bees.
- A bee hive locator app was developed for smart phones to plot where bee hives are located and to facilitate communication but the OBA pulled out.
- Grain Farmers of Ontario has developed a new SmartPhone app called 'BeConnected' to allow farmers and beekeepers to locate each other (by GPS location) quickly and easily, and to facilitate communication


Here's a surprising advantage to being hungry
In this Oct. 16, 2014 photo, a man plays at a video lottery terminal at Tioga Downs in Nichols, NY.
In this Oct. 16, 2014 photo, a man plays at a video lottery terminal at Tioga Downs in Nichols, NY. (AP Photo/Mike Groll)
You know not to go grocery shopping on an empty stomach. But making complex decisions while your stomach's rumbling? Go for it, Utrecht University researchers say, claiming that hungry people might delay gratification and make better long-term choices, Pacific Standard reports.
A study published in PLOS One conducted three separate experiments in which some of the subjects had eaten breakfast before heading to the lab, while others hadn't dined since the night before.
In the first experiment, based on the Iowa Gambling Task, participants picked cards from four decks, with each card having a certain monetary value; cards in decks A and B had higher individual values than those in decks C and D, but decks A and B also had higher "penalty" cards that forced subjects to give money back.
Interestingly, hungry subjects seemed better able to pick up on the pattern of long-term rewards over short-term gains. In two other experiments (one asked questions like "Would you prefer 27 Euros today, or 50 Euros in 21 days?"), hungry subjects "were better able to resist [hypothetical] choices that brought immediate rewards but were ultimately disadvantageous" than their well-fed counterparts. Researchers admit that more research is needed to see if other emotions come into play during the decision-making process, but they write in the report, "Hunger and appetite... do not necessarily make people more impulsive, but rather make them rely more on gut feeling, which benefits complex decisions with uncertain outcomes. Alternatively, it may be that hot states do increase impulsivity, but that impulsivity is not necessarily bad." (This boy is never hungry or thirsty.)
This article originally appeared on Newser: Why You Should Gamble Before You Chow Down
More From Newser


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The new GPX 4800 Metal Detector uses patented technologies Minelab MPS (Multi Period Sensing) technology Dual Voltage (DVT) and Smart Electronic Timing Alignment (SETA).
The new and improved electronics, the possibility of changing the pulse rate based on soil and objectives and a wide range of new features, combined with the unique ability to detect GPX series in soils with high mineralization, make the GPX 4800 metal detectorsuitable for the search for gold at greater depths than other metal detectors.
Easy to use even for novice hunters, thanks to pre-set search modes and automatic functions.
- MPS Technologies, DVT and SILK.
- New approaches to calibrate the frequency of the metal detector, to improve their research and get more results in all conditions. Timing addition to the five available on the previous model introduces the new GPX 4800 Coin / Relic. Timing Coin / Relic is the setting for maximum depth in normal soil conditions.
- Improved electronics for greater sensitivity and better balance on the ground.
- Three pre-set search mode for easy operation and immediately begin the search. The three modes (General Deep and Hi-Mineral) can be modified according to user preferences.
- Automatic balancing of the soil, facilitates the regulation of metal detector to suit all ground conditions.
- Audio adjusted to enhance the ability to hear the signals of the targets.
- Refusal iron adjustable according to the level of waste metal in soil research.
- Motion control speed "brushed" to optimize responses.
- Tuning (Noise Cancel) automatic and manual to minimize electrical interference.
- Adjustment of the gain (Rx Gain) on receipt to adjust the sensitivity.
- Backlit display for power seek both day and night. The backlight is adjustable with timeouts to conserve battery power.
- Lithium Ion battery with built altoparalante, reading and high efficiency.
- Standard plate 11 "Double D


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WTP: Consumer Control of Access Rules
Access rules are an important part of declaring and documenting a component's API. This is typically done by marking packages as x-internal in the manifest.mf file, and in some cases, declaring your known "friends" with the x-friend directive. In WTP things should be "friends" only if they are in the same feature-component, according to our defined "build features", and as documented in Subsystems and Features.
This conservative approach is done to be useful to adopters, making clear what is not API (yet), but is problematic for WTP itself, since we still have not evolved all our intended API, so even our own code "violate" our API. Of course, these are not very bad violations for WTP, since we'll be releasing everything "in sync" for at least another release or two.
In the mean time, this approach causes too many warnings in the development environment, so the discouraged access warnings have to be turned off or filtered out... which means we miss important warnings, where we violate someone else's internal packages.
The Solution
There is a capability in the Eclipse Development environment that we in WTP should take advantage of. While, normally, access rules are defined "from below" by the supplied plugins, there is a capability in the IDE to tweak the access rules "from above" so that we, as consumers, can accept certain risks, but still be informed of other violations.
One easy example is that everything in JST can, for now, pretty safely use anything in WST, even though we would not want to declare the WST methods as API (at least yet). So, JST classes using WST classes is an acceptable risk for WTP.
The Method
To tweak the access rules "from above" there are two methods, modify the build path properties using the provided UI, or, "manually" edited the.classpath file... the UI method is usually recommended, and the.classpath is a system file, and normally users should not be hand editing those.
The Edit Access Rule UI
Pretty easy once you see where it is.
Editing the.classpath file
In some cases, it may be easier to try "hand editing" the.classpath file. It is recommended to use the UI approach at least once, and then once that's working, mimic the changes it made to your.classpath file. The end result would look something similar to the following (this example is from the jst.jsp.ui plugin, which depends on a lot from WST).

Best Practices and Policy in WTP
First, and most important, it would never be appropriate to "hide" discouraged access warnings from any plugins outside of WTP.
Second, it's highly recommended to make the rules as specific as you can... preferably right down to the specific class or interface. Technically, any JST plugin could simply use a pattern of "org/eclipse/wst/**" but this would not be very informative to others reading your code (and there are others that read your code :), but more important, using the more specific patterns prevents you from making an accidental use of non-api from another plugin. For example, using the JSP UI classpath patterns above, you can see we rely heavily on the other editing components, both UI and core, since this itself is a UI plugin, but we do not depend on many non-API in wst.common.componentcore... just one Interface, so we list it explicitly. That way if someone should happen to write some code that happened to use another non-api class form wst.common.componentcore, we'd still get a warning about it, and make a considered decision if that was the right thing to do, or not.
Extending to PDE builds
While it is not built in to PDE build, our vast and brilliant release engineering team :) has written the code to tweak the JDT compiler arguments during the build process, based on the.classpath found in the bundle. (so... be sure your.classpath files are checked into CVS... which should always be true... that's nothing new, but not sure it's mattered until now).
This allows the output from our batch builds to be just like our development environment warnings.
Note, at the time of this writing, this batch build tweaking does make some very general assumptions, so we can get "clean" output quickly. If a.classpath contains no custom access rules, we do assume very general rules... such as anything in WST can use anything else in WST, and anything in JST, JSF, or JPA can use anything in JST or WST. Probably, after teams have time to get used to tweaking their own access rules, we will, probably, remove this general assumption.
Comments welcome.