There is no specific manner in which the API fetches information; the "specific manner" is the implementation.
The API essentially consists in a prose description ("web service that returns a JSON object of apps in an app store") and a method signature, e.g. String getJSONAppDb(String appStoreUri).
Java complicates things slightly because the function declarations and documentation are stored in the same files as the implementing code (as opposed to separate header files and documentation files).
Fortunately it appears that Judge William Alsup is intelligent enough to have learned how to distinguish the declarations from the implementation.
If you go look at my original post, I was actually just pointing out that a man's age contributes to birth defects just as a woman's does. I was willing to be drawn into this aside, though, because it's a fascinating topic.
In my reading, modern scholarship indicates that ancient people mostly died in their thirties, though some - mainly the very wealthy - did live what we would consider "full" lives. I am more inclined to believe the forensics than ancient record keeping; it is the latter that tends to present evidence of "old ancient people."
It's a controversial area, which does not even touch upon the idea of an evolutionary - that is a biological - impact on the species.
Here are some links I came up with (representing an array of reasonable views):
Tables of ancient life expectancies, with sources.
Review of studies finding "old ancient people."
An archaeologist's blog post discussing this issue.
Roy. Soc. Med. paper finding "old ancient people".
The wiki entry, with lots of information and sources.
A PNAS paper which actually discusses population ratios - very interesting.
In most pre-modern cultures people were considered adults at age 13, and it would have been extraordinarily rare to become a parent as late as 30. Based on all the reading I've done, ancient people mostly died in their thirties and forties, of ailments which modern hygiene and medicine have rendered obsolete in the developed world.
What behaviors infer a selective advantage now, and what did so long enough ago in the past to have affected human evolution, are two different questions.
Before I get flamed: I don't think that Google's algorithm is worse than that of any particular competitor, or that semantic analysis is easy. The search algorithms we have just aren't that good.
OK, that makes sense. Perhaps at some point there will be a due diligence lawsuit about a company not enforcing its patents aggressively; hopefully the court would agree with you.
By law, the mission of a corporation is to maximize profit for shareholders, and the totality of a corporation's activities must serve that single end.
Thus my question: is it true that a corporation can use its charter and/or bylaws to enforce non-profit maximizing behavior on the part of the corporation - and therefore caveat emptor as a shareholder (who presumably desires only profit maximizing behavior)?
"People of the same trade seldom meet together, even for merriment and diversion, but the conversation ends in a conspiracy against the public, or in some contrivance to raise prices." --Adam Smith, Wealth of Nations
I do think it's a larger problem in primary / secondary education than at universities. The quality of the elementary / middle / high school books I used (and seen my little sisters use) is worse than abysmal.
At every department I've been involved with books were selected carefully by faculty committees with student feedback. Of course, not too many of us actually took the time to read the book samples and issue recommendations.
Anyway, anything the campus bookstore is involved in is going to be bad news. Those bastards are the same everywhere and know no bounds to their price gouging and anti-competitive behavior.
But how many of the professors are viciously examining text versions and reworking their classes to only use the new pages?
Probably quite a few. On the other hand, I was fortunate enough to have a superb organic chemistry instructor who felt that his book was the best, and required us to use it, but recognized the conflict of interest and gave the royalties from each term as a scholarship for the highest scoring students.
Many of my other professors were also sensitive to pricing issues and posted separate problem sets and reading assignments for previous editions. That said, I'm sure textbook-related ethical violations are widespread at other schools.
You're wrong. Non-profit corporations can perform all of the same revenue-raising activities as other corporations. A public charity may even turn a profit, as long as these profits are eventually invested in growth, compensation or furtherance of their core purpose (typically defined in a charter and by-laws submitted to the state).
I think providing (legal) digital music streams is well within the provenance of a public broadcaster.
Not to mention the fact that the data seems to show that they stand to gain by promoting, rather than condemning, contemporary distribution models.
I don't think it's protecting their assets so much as defending a particular, ideological view of art which is ultimately just a little blip in the historical trajectory of human creativity and how we share and experience it.
The problem is not unique to elementary level standardized tests. Every multiple choice test suffers from such questions, including the subject SATs, AP exams, subject GREs and even scientific society tests such as the ACS exams.
What standardized, multiple-choice exams are really good at is identifying (that is, punishing) dyslexics and English language-learners
Just like the green and violet stars. Unfortunately, the problem has been widespread for a long time.
The link is to Feynman's account of the various problems with math and science textbooks (and the text selection process). There certainly isn't any more competition or higher standards among textbook publishers today - indeed, the anti-patterns of the Texas schoolbooks are often even foisted upon states with far superior science and math (and history and English) standards.
It's not that the metrics don't work, it's that in most areas teachers literally have to read from a script.
How could it possibly be fair to judge someone by the effectiveness of a standard curriculum that they must use? It's also one of the reasons that socioeconomic factors have a larger impact than teacher quality.
Not quite the same (since the teacher didn't really know the correct answer), but my favorite story like this is from a friend who was asked, "what's heavier, a pound of feathers or a pound of gold."
To the elementary teachers out their, you should always use bricks or lead in that example...
Slashdot Mirror
There is no specific manner in which the API fetches information; the "specific manner" is the implementation.
The API essentially consists in a prose description ("web service that returns a JSON object of apps in an app store") and a method signature, e.g. String getJSONAppDb(String appStoreUri).
Java complicates things slightly because the function declarations and documentation are stored in the same files as the implementing code (as opposed to separate header files and documentation files).
Fortunately it appears that Judge William Alsup is intelligent enough to have learned how to distinguish the declarations from the implementation.
I hate this analogy. A blueprint says exactly how something must be built, e.g. where and how large the front door of your house should be.
The API only says, "there's a door, and you can open it." Not at all similar.
As long as we will use inheritable criterion for choosing mating partners, evolution will continue.
No, as long as not all people reproduce, evolution will continue.
My friends have been calling this state of affairs the "libertarian police state."
It's self selecting since it's all based on whose ages were recorded i.e. not the proles.
If you go look at my original post, I was actually just pointing out that a man's age contributes to birth defects just as a woman's does. I was willing to be drawn into this aside, though, because it's a fascinating topic.
In my reading, modern scholarship indicates that ancient people mostly died in their thirties, though some - mainly the very wealthy - did live what we would consider "full" lives. I am more inclined to believe the forensics than ancient record keeping; it is the latter that tends to present evidence of "old ancient people."
It's a controversial area, which does not even touch upon the idea of an evolutionary - that is a biological - impact on the species.
Here are some links I came up with (representing an array of reasonable views):
Tables of ancient life expectancies, with sources.
Review of studies finding "old ancient people."
An archaeologist's blog post discussing this issue.
Roy. Soc. Med. paper finding "old ancient people".
The wiki entry, with lots of information and sources.
A PNAS paper which actually discusses population ratios - very interesting.
In most pre-modern cultures people were considered adults at age 13, and it would have been extraordinarily rare to become a parent as late as 30. Based on all the reading I've done, ancient people mostly died in their thirties and forties, of ailments which modern hygiene and medicine have rendered obsolete in the developed world.
What behaviors infer a selective advantage now, and what did so long enough ago in the past to have affected human evolution, are two different questions.
Nice try, but Mother Nature sees right through your clever ploy.
Really, as far as evolution is concerned we should all be dying in our early thirties after losing all our teeth and being unable to eat.
It is a major PITA to input equations with a menu system.
I agree...in fact, I enter my equations in LibreOffice via the intuitive syntax.
Before I get flamed: I don't think that Google's algorithm is worse than that of any particular competitor, or that semantic analysis is easy. The search algorithms we have just aren't that good.
This is because Google's algorithm is poor, not because the language is named Julia.
OK, that makes sense. Perhaps at some point there will be a due diligence lawsuit about a company not enforcing its patents aggressively; hopefully the court would agree with you.
That wiki page says:
By law, the mission of a corporation is to maximize profit for shareholders, and the totality of a corporation's activities must serve that single end.
Thus my question: is it true that a corporation can use its charter and/or bylaws to enforce non-profit maximizing behavior on the part of the corporation - and therefore caveat emptor as a shareholder (who presumably desires only profit maximizing behavior)?
Is that true? Then why do B corporations need a separate definition under the law?
no really i mean it
Blame should be apportioned where blame is due. Mod parent up.
"People of the same trade seldom meet together, even for merriment and diversion, but the conversation ends in a conspiracy against the public, or in some contrivance to raise prices."
--Adam Smith, Wealth of Nations
I do think it's a larger problem in primary / secondary education than at universities. The quality of the elementary / middle / high school books I used (and seen my little sisters use) is worse than abysmal.
At every department I've been involved with books were selected carefully by faculty committees with student feedback. Of course, not too many of us actually took the time to read the book samples and issue recommendations.
Anyway, anything the campus bookstore is involved in is going to be bad news. Those bastards are the same everywhere and know no bounds to their price gouging and anti-competitive behavior.
RIP Slug Books!
But how many of the professors are viciously examining text versions and reworking their classes to only use the new pages?
Probably quite a few. On the other hand, I was fortunate enough to have a superb organic chemistry instructor who felt that his book was the best, and required us to use it, but recognized the conflict of interest and gave the royalties from each term as a scholarship for the highest scoring students.
Many of my other professors were also sensitive to pricing issues and posted separate problem sets and reading assignments for previous editions. That said, I'm sure textbook-related ethical violations are widespread at other schools.
You're wrong. Non-profit corporations can perform all of the same revenue-raising activities as other corporations. A public charity may even turn a profit, as long as these profits are eventually invested in growth, compensation or furtherance of their core purpose (typically defined in a charter and by-laws submitted to the state).
I think providing (legal) digital music streams is well within the provenance of a public broadcaster.
Not to mention the fact that the data seems to show that they stand to gain by promoting, rather than condemning, contemporary distribution models.
I don't think it's protecting their assets so much as defending a particular, ideological view of art which is ultimately just a little blip in the historical trajectory of human creativity and how we share and experience it.
The problem is not unique to elementary level standardized tests. Every multiple choice test suffers from such questions, including the subject SATs, AP exams, subject GREs and even scientific society tests such as the ACS exams.
What standardized, multiple-choice exams are really good at is identifying (that is, punishing) dyslexics and English language-learners
Just like the green and violet stars. Unfortunately, the problem has been widespread for a long time.
The link is to Feynman's account of the various problems with math and science textbooks (and the text selection process). There certainly isn't any more competition or higher standards among textbook publishers today - indeed, the anti-patterns of the Texas schoolbooks are often even foisted upon states with far superior science and math (and history and English) standards.
It's not that the metrics don't work, it's that in most areas teachers literally have to read from a script.
How could it possibly be fair to judge someone by the effectiveness of a standard curriculum that they must use?
It's also one of the reasons that socioeconomic factors have a larger impact than teacher quality.
Not quite the same (since the teacher didn't really know the correct answer), but my favorite story like this is from a friend who was asked, "what's heavier, a pound of feathers or a pound of gold."
To the elementary teachers out their, you should always use bricks or lead in that example...