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WL.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
WL.7.1.NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.
Watch and act out the song Head, shoulders, knees and toes. Here are the lyrics. Here is a Mindymarissa Viewpure version or YouTube version.
Calico Viewpure song or YouTube song.
Play this adorable baby face game on apples4theteacher.
Move your body with Sesame Street's Viewpure muévete or YouTube muévete.
Dance with Basho and Friends' Viewpure body parts song or YouTube body parts song.
Sing Viewpure mindymarissa's Dónde está? or YouTube Dónde esta? body part song.
Sing this Viewpure palmas song or YouTube Caribbean palmas song.
Cute poem Viewpure cinco dedos de la mano or YouTube Cinco dedos de la mano
Sing Viewpure Me duele la cabeza or YouTube Me duele la cabeza Here are the lyrics.
View this PowerPoint.
View this advanced PowerPoint.
Sing Jose-Luis Orozco's Viewpure El burrito enfermo or YouTube El burrito enfermo. Here are the lyrics.
Learn parts of the body, and the head on Spanishgames.net. Then play Four in a Row and Sow Grow for the body parts Four in a Row and Sow Grow for the head.
Click on body parts then play Listening Challenge in top right hand corner.
Click on advanced body parts then play Listening Challenge in top right hand corner.
Play this adorable body parts game:
Click on these links to have fun listening to and practicing saying body parts in Spanish!!
And for even more advanced body parts:
Play with Flashcards, Learn, then Match on Quizlet.
Then type in the code and your ENGLISH name (NOT Spanish) on Quizlet Live. |
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Climate change and rapid growth in human consumption of food, fuel and fiber are driving agricultural expansion â especially in the tropics. This trend could accelerate tropical deforestation, releasing lots of carbon to the atmosphere, making climate change worse. Or, we can get out ahead of this problem and grow more food on lands that are already cleared. To change the crisis into a revolution we need to overcome the intense fragmentation that weâve seen and we need to find ways to bring sectors together at a scale that actually makes a difference.Read more
Daniel Nepstad (PhD, Yale) is the Executive Director, President and founder of Earth Innovation Institute (formerly IPAM International Program), a research, policy and outreach organization that supports sustainable development in Brazil, Indonesia, Colombia, Mexico, Peru and Kenya. He is a forest ecologist and land-use policy specialist and has studied the Amazon Basin for 30 years, with a focus on forest responses to climate change, land use, and REDD. Previously, he was Senior Scientist at the Woods Hole Research Center, Chief Program Officer for Environment at the Moore Foundation, and Lecturer at Yale. He is a member of Californiaâs REDD Offset Working group (ROW), the Board of Directors of Aliança da Terra, IPAM (which he co-founded) and Forest Trends, and was a Board member of the RTRS. He is a lead author of the Intergovernmental Panel on Climate Change (IPCC, Working Group 2, AR5) and has published more than 140 scientific articles and 3 books. |
From the sunset picture example, you have learned the importance of taking full control over the exposure on your camera. Now, it's time to dig into your camera and learn the three most basic tools available to you in controlling the exposure.
Those tools are shutter speed, aperture, and ISO. After I explain what each one does, I'll explain why we need three separate tools to control the brightness or darkness of the photo.
The aperture is a small set of blades in the lens that controls how much light will enter the camera. The blades create a octagonal shape that can be widened (we photogs call it shooting âwide openâ), or closed down to a small hole. Obviously, if you shoot with the aperture wide open, then more light is allowed into the camera than if the aperture is closed down to only allow a tiny hole of light to enter the camera.
So suppose you take a picture that is too bright. How do you fix it? Simply choose a smaller aperture. Simple! Aperture sizes are measured by f-stops. A high f-stop like f-22 means that the aperture hole is quite small, and a low f-stop like f/3.5 means that the aperture is wide open.
Let's test your knowledge to make sure you have it down. If you take a picture and it's too dark at f/5.6, would you choose a lower f-stop number or a higher one? Yep! You'd choose a lower f-stop number, which opens up the aperture to let in more light. The size of the aperture controls more than the brightness or darkness of the picture, though.
The aperture also controls the depth-of-field. Depth-of-field is how much of the picture is sharp, and how much is blurry. If you want to take a picture of a person with a blurry background, you'd use shallow depth of field. If you want to take a picture of a sweeping mountain vista, you'd want to use a small aperture size (high f-stop number) so that the entire scene is in sharp focus. If you, like me, are more of a visual learner, then I think this graphic will help solidify the information about aperture. Take a minute and make sure you understand this info before moving on.
The shutter is a small âcurtainâ in the camera that quickly rolls over the image sensor (the digital version of film) and allows light to shine onto the imaging sensor for a fraction of a second. The longer the shutter allows light to shine onto the image sensor, the brighter the picture since more light is gathered. A darker picture is produced when the shutter moves very quickly and only allows light to touch the imaging sensor for a tiny fraction of a second. The duration that the shutter allows light onto the image sensor is called the shutter speed, and is measured in fractions of a second. So a shutter speed of 1/2 of a second will allow more light to touch the image sensor and will produce a brighter picture than a shutter speed of 1/200 of a second. So if you're taking a picture and it is too dark, you could use a slower shutter speed to allow the camera to gather more light.
Just as the aperture affects the exposure as well as the depth-of field, the shutter affects more than just the exposure. The shutter speed is also principally responsible for controlling the amount of blur in a picture. If you think about it, it makes sense that the shutter speed controls how much blur is in the picture.
Imagine me sitting here at my computer desk waving to you (you don't have to imagine very hard if you just look at the picture on the right). If you take a picture of me with a shutter speed of 1/30th of a second, then my hand will have moved in the time that the camera is recording the picture. To get rid of the blur, you need to increase the shutter speed to around 1/320th of a second. At this speed, my hand is still moving, but the camera takes the picture so fast that my hand travels only such a small distance that it is not noticeable in the picture.
The next question that most people ask is, how slow of a shutter speed can you use and still get a sharp picture? My blog post on Minimum Shutter Speeds will answer your question!
The funny thing about ISO is that it is an acronym, but nobody really knows what it stands for. It is always just called ISO even though it really stands for International Organization for Standardization. Every once in a while, you'll hear an older photographer pronounce it âI-soâ, but almost everyone pronounces it âI.S.O.â The ISO controls the exposure by using software in the camera to make it extra sensitive to light.
A high ISO such as ISO 1,600 will produce a brighter picture than a lower ISO such as ISO 100. The drawback to increasing the ISO is that it makes the picture noisier. Digital noise is apparent when a photo looks grainy. Have you ever taken a picture at night with your cell phone or your pocket camera, and noticed that it looks really grainy? That is because the camera tried to compensate for the dark scene by choosing a high ISO, which causes more grain.
What constitutes a âhighâ ISO is constantly changing. Camera companies are constantly improving the ability of cameras to use high ISOs without as much grain. A few years ago, only the highest-end pro DSLR cameras could achieve 2,000 ISO, and now even entry-level DSLR cameras can shoot at this level. Since each camera is different, you would do well to do a few tests with your camera to see how high of an ISO you can shoot at without making the image overly grainy.
Right now, you will commonly find new DSLRs that advertise expandable ISO ranges.
Putting It All Together
I know exactly what you're thinking. âWhy do I need three tools to control the exposure? Wouldn't one suffice?â The answer is no, and I'll explain why with an example. In January, I took a trip to my favorite place on the planet to take picturesâYellowstone National Park. My guide informed us that the bighorn sheep in the park were dying off very quickly due to whooping cough, so I worked hard that week to capture pictures of the last few sheep in that area of the park.
Around 9AM on a cloudy day, I found a small group of bighorn sheep and started photographing them with a long 600mm lens. The early hour and clouded sky made the situation quite dark for shooting.
Let me help you out. The lens I was working with cost around $12,000, but donât worry. You can get really good results with a much more affordable 600mm lens. Iâm considering selling my expensive lens.
Anyway, it had a maximum aperture size of f/4. So I set my aperture at f/4 to gather as much light as possible. This also impacted the depth-of field to blur out the rocks behind the bighorn sheep. Next, I set my shutter speed. I wanted to capture action in the photo, so I set my camera to 1/1000th of a second shutter speed. I knew that this fast of a shutter speed would prevent any motion blur from the sheep running on the mountain side. Then, I took a picture. WAAAY too dark! I couldn't compromise my shutter speed or aperture, so I knew I needed to use the third player in the exposure triangleâthe ISO.
I played around with my ISO and found that if I increased it to ISO 640, it made the picture bright enough to take the picture without making it overly grainy. This combination of shutter speed, aperture, and ISO worked out perfectly. It feels so good to hone in the camera settings!
Now can you see why you need to know how to shutter, aperture, AND ISO, and know how to set them independently on your camera!
If you're a visual learner and want to really learn your camera, then be sure to check out my Photography Start Course. Just a reminder, it's a series of 22 videos where I take you on location to shoot waterfalls, landscapes, people, kids, and macro photos. You can look over my shoulder and see exactly how I set up my camera to take professional photos.
Now, you need to learn how to apply these settings on your camera to take advantage of your new-found nuggets of knowledge. |
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As parents, we want our learners to succeed in reading. There are 5 specific components that, when supported, lead to proficiency in reading. With a better understanding of these components, you can support your child in all areas of literacy and increase their chances of success.
|As parents, we want our learners to succeed in reading. There are 5 specific components that, when supported, lead to proficiency in reading. With a better understanding of these components, you can support your child in all areas of literacy and increase their chances of success.
Phonemic Awareness: The ability to hear, identify, and manipulate the individual sounds, known as phonemes, in spoken words.
For example, children who are phonemically aware can:
⢠Identify the beginning sound of âgatewayâ: /g/
⢠Segment the word âhatâ into its 3 sounds: /h/ /a/ /t/
⢠Blend the sounds /d/ /o/ /g/ into the word âdogâ
⢠Delete the last sound of âcartâ and say the word âcarâ
A simple activity for you and your child is to say the individual phonemes in the words (robotic style) and have your child identify the word. After some progress, you can say/write the words and have your child verbally separate the sounds (phonemes) back to you. The list of words below are separated by phonemes. Have some fun by identifying beginning sounds and removing/adding phonemes to create new words.
day = d / ay
go = g / o
in = i / n
knee = kn / ee
zoo = z / oo
up = u / up
cow = c / ow
boy = b / oy
bed = b / e / d
mat = m / a / t
kiss = k / i / ss
sheep = sh / ee / p
girl = g / ir / l
sock = s / o / ck
chin = ch / i / n
pail = p / ai / l
teeth = t / ee / th
crab = c / r / a / b
stick = s / t / i / ck
brush = b / r / u / sh
truck = t / r / u / ck
lunch = l / u / n / ch
speed = s / p / ee / d
train = t / r / ai / n
flip = f / l / i / p
flight = f / l / i / ght
class = c / l / a / ss
pant = p / a / n / t
2. Phonics: Correlating sounds with letters or groups of letters.
For additional skill building, use magnetic letters or a dry erase board and write a letter. Have your child say the sound that corresponds with that letter. When possible, have a variety of symbols on the page such as a, b, c, d, f & ph. Say the sounds that corresponds with the letter b and have your child point to the right letter. For the âfâ sound, the child should point to both f and ph.
3. Vocabulary: Understanding the meaning of words, their definitions and their context.
Vocabulary is the glue that holds content together, making comprehension accessible.
With both programs, learners will be able to increase the amount of words they understand and use as part of their working vocabulary. Within lessons, activities, games and eBooks, students will be provided with visual support to provide context and boost retention levels.
4. Fluency: Ability to read with speed, understanding and accuracy.
A variety of skills work together to build reading fluency. We understand that students need to have access to books at an appropriate reading level to improve their reading endurance that will help increase their reading fluency.
To support fluency, your child should be able to read about 80% of the words within the text. If your child can read the words but does so at a very slow place you can do a power reading strategy. This means you will read right along with them and skip a few words in the sentence. While skipping the words, your child should still read them and continue at their pace. Do this for one or two paragraphs or pages to support your child in learning and maintaining a good pace for reading.
5. Reading Comprehension: Understanding the meaning of written text.
At home, use a few of the below questioning strategies while reading to increase comprehension skills.
Who is the most important character?
Which character changed in the story? How did he/she change?
What is the story mostly about?
How is the setting (time and place) important to the story?
What was the most important problem in the story?
What words help you create a feeling or picture in your mind?
What does the title tell you about this text?
Why is this topic important?
What information is provided through text features? (bold print, key words, captions, labels, etc.)
How can you easily find information within the text?
Why did the author write this text? What is the purpose?
TIP: always ask for evidence â âHow do you know?â |
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----- |
Do you love elephants? Well August 12th is World Elephant Day, a day not solely for celebrating these beautiful creatures, but also to raise awareness about elephant conservation. Elephants are known for forming strong family bonds and researchers have found that âelephants are capable of complex thought and deep feelingâ including grief; they are known to mourn for many years after a death. Unfortunately, African elephants have had to mourn on too many occasions over the last several decades as the most recent data suggests that 27,000 African elephants are slaughtered every year, mostly by ivory poachers.
Even as tragic stories such as the poaching murder of tusker Satao II earlier this year in Kenya continue to pour in, there is still much hope for elephant populations. Demand for ivory has dropped, in great part due to the efforts made by elephant conservationists. Notably, over the last three years, the price of ivory has fallen by two-thirds with states such as New York and several countries around the world agreeing to ban the sale of ivory altogether. Ideally, if selling ivory becomes a less lucrative trade, poachers may be less willing to take the risk. A number of high-profile awareness campaigns have also helped. Earlier this year, the Bronx Zoo joined hands with origami enthusiasts from around the world to demolish the world record for largest display of origami elephants. The goal was set for 35,000 origami elephants, reflecting a recent estimate for the number of elephants killed each year, but they received over 78,000 origami elephants.
On August 3, the Wildlife Conservation Society held a live-streamed ivory crush in New Yorkâs Central Park. Since 2014 when New York banned the sale of ivory, they have collected around two tons of ivory worth around $8 million. By crushing it, they are hoping to send a strong message of protest about the slaughter of African elephants. Basil Steggs, New Yorkâs Environmental Conservation Commissioner, said of the event: âThis so-called artwork that to me is a repugnant representation of a sick trade will be pulverized into nothing as a powerful symbol of the stateâs commitment to enforcing this ban.â This isnât the first time ivory has been destroyed in a public display. Paleoanthropologist Richard Leakey burned twelve tons of confiscated ivory in Kenya in 1989. Kenya has burned ivory on a number of occasions since then, as have other African nations.
To celebrate World Elephant Day, you can donate or participate in a number of events being held around the world, like the Fifth Annual International March for Elephants in Washington DC. |
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âLearning to program is more fun when you canât wait to see it run.â
-Unintentional rhyme by student
Using the free mod ComputerCraftEDU, my 6th grade students gave instructions to their âturtleâ, asking it to build them a house.
- Minimum house dimensions of (in blocks) 5 wide X 5 deep X 5 high.
- students build a âblueprintâ on graph paper of the house theyâd like have their turtle build.
- Program turtle
- Create animated Gif of turtle building the house (turned in via Dropboxâs ârequest fileâ feature)
- Emphasize that I donât care if they even finish their house in this 2 week project. Go crazy, build something epic. My assessment (I told them this) was actually the blueprint accuracy (below), formative assessment on the use of repeating commands (manually or by the use of loops), and the animated gif at the end. They were more engaged as it was more âplayâ and less âjump through specific hoops for a gradeâ.
A student suggested a great modification that I implemented immediately, and that is to build the house by hand first, then, the blueprint. Duh, why didnât I think of that. I am always a student, and sometimes a teacher.
I gave a 3-minute instruction on the turtle using drag n drop commands. I intentionally did not use repeat blocks, as it was part of the plan to show them a way that works but is more time consuming, thereby creating a desire for a more efficient methodâŠenter âloopsâ concept!
Students created animated gifs (Itâs pronounced âJiffâ!) using screenshots that they uploaded to giphy.com (Use the âslideshowâ option to make an animated gif from images). Hereâs some examples of their work: |
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ABOUT USCompany Profile Course of Development Honors And Qualifications Research Team Quality Management Company Culture Video Center
The outer envelope of a modern building generally no longer uses traditional brick walls and block bricks, but instead uses building curtain walls. The building curtain wall includes glass curtain wall, stone curtain wall, aluminum curtain wall, ceramic panel curtain wall, clay plate curtain wall, metal panel curtain wall, fiber cement board curtain wall and another sheet curtain wall. The building curtain wall has many advantages such as beautiful appearance, energy saving and easy maintenance. The structural adhesive sealing assembly requires the use of a silicone structural sealant, and the joint sealing requires the use of a silicone weather-proofing sealant.
1.Silicone Structural Sealant for Curtain Wall
Silicone structural sealant is an important structural bonding material used in the curtain wall structural bonding assembly system (SSG). Its function is to directly bond the glass to the aluminum frame, which is then fixed to the curtain wall by mechanical connection. Since the glass is completely bonded to the building by silicone structural sealant and has to withstand various weathering and various loads for a long time, its performance and durability are directly related to the long-term safety of the building curtain wall.
Sealant using area: hidden frame glass curtain wall (4-sided structural bonding), semi-hidden frame curtain wall (2-sided structural bonding), full glass curtain wall (sealant gapfor force transmission, 2-sided structural bonding)
Key technical indicators: tensile strength, aging resistance, and certain requirements for elasticity.
Hidden frame glass curtain wall (4-sided structural bonding)
Semi-hidden frame glass curtain wall (2-sided structural bonding)
Full glass curtain wall (sealant gapfor force transmission, 2-sided structural bonding)
2.Silicone Weather-proofing Sealant for Curtain Wall
Silicone weather-proofing sealant is applied to the joint sealing of curtain wall materials such as glass, metal and stone to ensure the airtightness and water tightness of the curtain wall. In the application process, the silicone
weather-resistant sealant needs to bear the displacement variation of the joint width caused by the external environment (thermal expansion and contraction of the plate material, displacement of the main structure, etc.). This requires silicone weather-proofing sealant to have good ability to withstand joint displacement and to withstand cracking without long-term joint width variation.
Where to use: glass curtain wall, metal curtain wall, stone curtain wall, clay plate curtain wall, etc.
Key technical indicators: elasticity (displacement ability), aging resistance, no requirement for strength, high or low modulus is acceptable. |
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Chlorine vs Chloride
The elements in the periodic table are not stable except the noble gases. Therefore, elements try to react with other elements, to gain the noble gas electron configuration to achieve stability. Likewise, chlorine also has to get an electron to achieve the electron configuration of the noble gas, Argon. All metals react with chlorine, forming chlorides. Chlorine and chloride has different physical and chemical properties due to the change of one electron.
Chlorine is an element in the periodic table, which is denoted by Cl. It is a halogen (17th group) in the 3rd period of the periodic table. The atomic number of chlorine is 17; thus, it has seventeen protons and seventeen electrons. Its electron configuration is written as 1s2 2s2 2p6 3s2 3p5. Since the p sub level should have 6 electrons to obtain the Argon noble gas electron configuration, chlorine is able to attract an electron. Chlorine has a very high electronegativity, which is about 3, according to the Pauling scale. The atomic weight of chlorine is 35.453 amu. Under room temperature, chlorine exists as a diatomic molecule (Cl2). Cl2 is a yellow â greenish color gas. Chlorine has a melting point of -101.5 °C and a boiling point of -34.04 °C. Among all the chlorine isotopes, Cl-35 and Cl-37 are the most stable isotopes. In the atmosphere, 35Cl present in 75.77% and 37Cl present in 24.23%. When chlorine gas is dissolved in water, it forms hydrochloric acid and hypochlorous acid, which are highly acidic. Chlorine has all the oxidation numbers varying from -1 to +7. Chlorine is a highly reactive gas. It can release bromine and iodine from bromide and iodide salts respectively. Therefore, it is able to oxide the anions of elements, which are located below chlorine in the periodic table. However, it cannot oxidize fluoride to give fluorine. Chlorine is mainly produced by the electrolysis of sodium chloride solutions. Then at the anode, chlorine gas can be collected. Chlorine is mainly used as a disinfectant in water purification. Further it is used in manufacturing of a wide range of consumer products like food, insecticides, paints, petroleum products, plastics, medicines, textiles, solvents.
Chloride is the resulted anion when chlorine abstracts an electron from another electropositive element. Chloride is represented by the symbol Clâ. Chloride is a monovalent ion with -1 charge. Therefore, it has 18 electrons and seventeen protons. The electron configuration of chloride is 1s2 2s2 2p6 3s2 3p6. Chloride exists in ionic compounds such as sodium chloride, calcium chloride and HCl. Chloride also exists naturally in water sources, and this is the most common anion in the nature. There is a considerable amount of chloride ions in sea water.
What is the difference between Chlorine and Chloride?
⢠Chloride is the reduced form of chlorine. Chloride has 18 electrons compared to seventeen electrons of chlorine, and both have seventeen protons. Therefore, chloride has a -1 charge whereas chlorine is neutral.
⢠Chlorine is more chemically reactive than chloride.
⢠Chloride has achieved the Argon electron configuration, therefore, stable than the chlorine atom. |
âThis program had absolutely nothing to do with raceâŠbut multi-variable equations.â
Thatâs what Brett Goldstein, a former policeman for the Chicago Police Department (CPD) and current Urban Science Fellow at the University of Chicagoâs School for Public Policy, said about a predictive policing algorithm he deployed at the CPD in 2010. His algorithm tells police where to look for criminals based on where people have been arrested previously. Itâs a âheat mapâ of Chicago, and the CPD claims it helps them allocate resources more effectively.
Chicago police also recently collaborated with Miles Wernick, a professor of electrical engineering at Illinois Institute of Technology, to algorithmically generate a âheat listâ of 400 individuals it claims have the highest chance of committing a violent crime. In response to criticism, Wernick said the algorithm does not use âany racial, neighborhood, or other such informationâ and that the approach is âunbiasedâ and âquantitative.â By deferring decisions to poorly understood algorithms, industry professionals effectively shed accountability for any negative effects of their code.
But do these algorithms discriminate, treating low-income and black neighborhoods and their inhabitants unfairly? Itâs the kind of question many researchers are starting to ask as more and more industries use algorithms to make decisions. Itâs true that an algorithm itself is quantitative â it boils down to a sequence of arithmetic steps for solving a problem. The danger is that these algorithms, which are trained on data produced by people, may reflect the biases in that data, perpetuating structural racism and negative biases about minority groups.
There are a lot of challenges to figuring out whether an algorithm embodies bias. First and foremost, many practitioners and âcomputer expertsâ still donât publicly admit that algorithms can easily discriminate. More and more evidence supports that not only is this possible, but itâs happening already. The law is unclear on the legality of biased algorithms, and even algorithms researchers donât precisely understand what it means for an algorithm to discriminate.
Being quantitative doesnât protect against bias
Both Goldstein and Wernick claim their algorithms are fair by appealing to two things. First, the algorithms arenât explicitly fed protected characteristics such as race or neighborhood as an attribute. Second, they say the algorithms arenât biased because theyâre âquantitative.â Their argument is an appeal to abstraction. Math isnât human, and so the use of math canât be immoral.
Sadly, Goldstein and Wernick are repeating a common misconception about data mining, and mathematics in general, when itâs applied to social problems. The entire purpose of data mining is to discover hidden correlations. So if race is disproportionately (but not explicitly) represented in the data fed to a data-mining algorithm, the algorithm can infer race and use race indirectly to make an ultimate decision.
Hereâs a simple example of the way algorithms can result in a biased outcome based on what it learns from the people who use it. Look at how how Google search suggests finishing a query that starts with the phrase âtransgenders areâ:
Autocomplete features are generally a tally. Count up all the searches youâve seen and display the most common completions of a given partial query. While most algorithms might be neutral on the face, theyâre designed to find trends in the data theyâre fed. Carelessly trusting an algorithm allows dominant trends to cause harmful discrimination or at least have distasteful results.
Beyond biased data, such as Google autocompletes, there are other pitfalls, too. Moritz Hardt, a researcher at Google, describes what he calls the sample size disparity. The idea is as follows. If you want to predict, say, whether an individual will click on an ad, most algorithms optimize to reduce error based on the previous activity of users.
But if a small fraction of users consists of a racial minority that tends to behave in a different way from the majority, the algorithm may decide itâs better to be wrong for all the minority users and lump them in the âerrorâ category in order to be more accurate on the majority. So an algorithm with 85% accuracy on US participants could err on the entire black sub-population and still seem very good.
Hardt continues to say itâs hard to determine why data points are erroneously classified. Algorithms rarely come equipped with an explanation for why they behave the way they do, and the easy (and dangerous) course of action is not to ask questions.
Extent of the problem
While researchers clearly understand the theoretical dangers of algorithmic discrimination, itâs difficult to cleanly measure the scope of the issue in practice. No company or public institution is willing to publicize its data and algorithms for fear of being labeled racist or sexist, or maybe worse, having a great algorithm stolen by a competitor.
Even when the Chicago Police Department was hit with a Freedom of Information Act request, they did not release their algorithms or heat list, claiming a credible threat to police officers and the people on the list. This makes it difficult for researchers to identify problems and potentially provide solutions.
Existing discrimination law in the United States isnât helping. At best, itâs unclear on how it applies to algorithms; at worst, itâs a mess. Solon Barocas, a postdoc at Princeton, and Andrew Selbst, a law clerk for the Third Circuit US Court of Appeals, argued together that US hiring law fails to address claims about discriminatory algorithms in hiring.
The crux of the argument is called the âbusiness necessityâ defense, in which the employer argues that a practice that has a discriminatory effect is justified by being directly related to job performance. According to Barocas and Selbst, if a company algorithmically decides whom to hire, and that algorithm is blatantly racist but even mildly successful at predicting job performance, this would count as business necessity â and not as illegal discrimination. In other words, the law seems to support using biased algorithms.
What is fairness?
Maybe an even deeper problem is that nobody has agreed on what it means for an algorithm to be fair in the first place. Algorithms are mathematical objects, and mathematics is far more precise than law. We canât hope to design fair algorithms without the ability to precisely demonstrate fairness mathematically. A good mathematical definition of fairness will model biased decision-making in any setting and for any subgroup, not just hiring bias or gender bias.
And fairness seems to have two conflicting aspects when applied to a population versus an individual. For example, say thereâs a pool of applicants to fill 10 jobs, and an algorithm decides to hire candidates completely at random. From a population-wide perspective, this is as fair as possible: all races, genders and orientations are equally likely to be selected.
But from an individual level, itâs as unfair as possible, because an extremely talented individual is unlikely to be chosen despite their qualifications. On the other hand, hiring based only on qualifications reinforces hiring gaps. Nobody knows if these two concepts are inherently at odds, or whether there is a way to define fairness that reasonably captures both. Cynthia Dwork, a Distinguished Scientist at Microsoft Research, and her colleagues have been studying the relationship between the two, but even Dwork admits they have just scratched the surface.
There are immense gaps on all sides of the algorithmic fairness issue. When a panel of experts at this yearâs Workshop on Fairness, Accountability, and Transparency in Machine Learning was asked what the low-hanging fruit was, they struggled to find an answer. My opinion is that if we want the greatest progress for the least amount of work, then businesses should start sharing their data with researchers. Even with proposed âfairâ algorithms starting to appear in the literature, without well-understood benchmarks we canât hope to evaluate them fairly.
This feature is written by Jeremy Kun and originally appeared in The Conversation. |
How To Prepare Your Soil For Planting Dahlias
Some plants can handle any growing condition, but Dahlias really need the right conditions to produce the outstanding blooms theyâre known for. With a well-prepared soil bed, your Dahlias will create beautiful growth very quickly. Follow these steps for success!
- Dahlias prefer rich and well-drained soil. Loose, nutrient-rich soil will feed tubers and encourage strong root growth. Soil must be well-draining, because Dahlias like plenty of water, but soggy soil will cause tubers to rot. Dahlias are great for sandy, loamy, or acidic soil.
- If youâre starting with clay soil, dry soil, or compacted soil, it will be important to make sure that you properly prepare your planting area in order to see growth and blooms. If you have challenging soil, or if you live in an area with heavy rainfall, you may want to consider growing Dahlias in berms or raised beds to create optimal conditions.
- Enrich your soil with compost work in a good organic fertilizer before planting. Look for a fertilizer thatâs low in nitrogen, to encourage blooms and not too much leafy growth. Organic material will feed your Dahlias, and help the soil to retain moisture as needed for the plants.
- Dig at least 10 inches to 1 foot deep (or create a raised bed 10 inches to 1 foot deep) to loosen the soil and give tubers enough space to grow and to improve soil drainage.
When To Plant Dahlias
Generally, we ship your Dahlia tubers at the right time to plant! Tender Dahlia tubers are generally planted outside around the same time you plant tomatoes.
If thatâs not until late May or early June where you live, you can start dahlias indoors, 4-6 weeks before your last frost date. In containers, lay tubers on their sides with the stems up and cover with 2 inches of soil. Wait until you see new growth breaking through to water. Then, they can be transplanted outside when itâs warm enough. |
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