Hello and welcome to the session. In this session, we are going to discuss Scholesian theorem. There are procedures to measure the relation between the mean and the standard deviation. The mean is the measure of centrality of a set of observations and the standard deviation is the measure of the spread There are two general rules that establish a relationship between these measures and the set of observations. The first is called the Scholesian theorem and the second is empirical rule. And now we shall study Scholesian theorem in detail. Scholesian theorem applies to any distribution Regardless of shape, it places lower limits and the percentage of observations within a given number of standard deviations from the mean. The Scholesian theorem establish the following rules. One, at least three-quarter of the observations in a set will lie within two standard deviations of the mean. And second, at least eight-ninths of the observations in a set will lie within three standard deviations of the mean. In general, Scholesian theorem states that at least one minus one upon k-square of the elements of any distribution lie within k-standard deviations of the mean where k is a number greater than or equal to one. We can explain this in another way that Scholesian shows that for any number k greater than one the probability that a value of a given random variable will be within k-standard deviations of the mean at least one minus one upon k-square. Here we take an example. We have stock rises that last 35 days. As follows, now we have step-by-step instructions for calculating variance and standard deviation. First, we calculate the mean x-bar. Second, write a table that subtracts from each observed value then list x-observations mean that is x-bar x-x-bar and x-x-bar the whole square. Next, v-square each of the differences that is x-x-bar the whole square. Then we add x-x-bar the whole square column and then divide by n-1 where n is the number of items in the sample. This is the variance. In order to calculate standard deviation take the square root of the variance. Now using the above instructions the sample mean is calculated as that is x-bar is given by 4.4286 that is we have taken the sum of all the divers and divide it by 45 variance is given by 4.1933 and standard deviation is equal to 2.0478 thus we have found we mean that is 4.4286 and the standard deviation that is 2.0478 means that for this study we have 4.4286 minus of 2.0478 which is equal to 2.3808 4.4286 plus 2.0478 which is equal to 6.4764 in this instance the price of the stock ranges from 2.38 to 6.48 therefore based on Shadisha's theorem it indicates that at least three quarters of the observations in a set will lie within the interval mean plus minus of 2 into standard deviation now for the value of k is equal to 2 we have 1 minus 1 upon k square which is equal to 1 minus 1 upon 2 square that is 1 minus 1 upon 4 which is equal to 4 minus 1 by 4 that is 3 by 4 which is equal to 0.75 this is interpreted that at least 0.75 of the observations will fall between minus 2 and plus 2 standard deviations furthermore we calculate 4.4286 plus minus of 2 into 2.0478 which are defined by the points 0.333 and 8.5242 thus we can say that at least 75% of the stock prices fell between 0.33 and 8.5 and a review of the data shows that 1 observation but as 0.333 lies outside this range of values since there are 35 observations in the set 33 out of 35 are within the specified range so we rule that at least 3 quarter will be within the range of satisfied this computation indicates that at least 75% of the data lies within 75% of the mean in the above example we can say that at least 75% of the stock prices are at least within 2 standard deviations of the mean similarly calculation can be made using 3 standard deviations let us take another example suppose we ask 1000 people what their age is if this is a representative sample then there will be very few people of 1 to 2 years old just as there will not be many 95 year olds most will have an age somewhere in their 30s or 40s a list of the number of people of a certain age may look like this next we can turn this list into a data diagram with age on the horizontal axis and the number of people of a certain age on the vertical axis and it will make a bell curved shape a bell curve is perfectly symmetrical with respect to a vertical line through its peak and is sometimes called a gauze curve or a normal curve now let us assume that we have recorded 1000 ages and computed the mean and standard deviation of these ages the mean age amount as 40 years the standard deviation 6 years and the following can be said about the individual data which in this case are the ages at least 75% of all the ages will lie in the range of x by plus minus of 2 into f and s stands for standard deviation in our case it means that at least 75% of the people will have an age in the range of 40 plus minus 2 into 6 which is equal to 40 plus minus 12 which simplifies to a range of 28 to 52 years that is if we put the value of k as 2 in 1 minus 1 upon k square then we get 1 minus 1 upon 2 square which is equal to 0.75 which implies that 75% of the observations will lie between mean minus k into standard deviation to mean plus k into standard deviation so 75% of the observations will lie between mean that is 40 minus k that is 2 into standard deviation which is equal to 6 which gives 28 to 40 plus 2 into 6 which is equal to 52 and then we have at least 88.9% of the ages will lie in the range of mean that is x by plus minus of 3 into standard deviation that is if in our case it means that at least 88.9% of the people will have an age in the range of 30 plus minus 3 into 6 which is equal to 40 plus minus of 18 which simplifies to a range of 22 to 58 years at least 93.75% of all the ages will lie in the range of mean that plus minus of 4 into standard deviation is in our case it means that at least 93.75% of the people will have an age in the range of 30 plus minus of 4 into 6 which is equal to 40 plus minus of 24 which simplifies to a range of 16 to 64 years and similarly we can say that at least 96% of all the ages will be in the range of mean x by plus minus of 5 into x that is the standard deviation and in this case it means that at least 96% of the people will have an age in the range of 40 plus minus of 5 into 6 which is equal to 40 plus minus of 40 which simplifies to a range of 20 to 70 years now we shall learn how to calculate these percentages now to calculate the 75% the 88.9% and the 3.75% etc we look at the number of standard deviations in the respective intervals the 75% goes together with mean plus minus of 2 into standard deviation the 88.9% goes together with mean plus minus of 3 into standard deviation and the 3.75% goes with mean plus minus of 4 into standard deviation so in general we can say that the percentage of people with an age in the range of mean plus minus of k times standard deviation by calculating the value of the quantity 1 minus 1 upon k square by converting that into a percentage summarizing the above we get the following table we should note that we can take any value of k as long as it is larger than 1 for example for k is equal to 2.5 we get the result that 1 minus 1 upon 2.5 divided by square which is equal to 0.84 or 84% in the interval 40 plus minus of 2.5 into 6 which is equal to 40 plus minus of 15 years this completes our session hope you enjoyed this session


Okay, so it is said that history is written by the victors, but in the era of information We just have to dig out the truth and expose the lies The Syrian archive is a group of volunteers dedicated to documenting human rights violations committed by all sides during the Syrian conflict With over 2,000 incidents preserved and more hours of online footage than there have been hours of conflict The Syrian archive is the only tool to gather and verify all this data Without further ado, I present to you the Syrian archive team Hello, everyone, my name is Hadil Khatid and I'm Jeff Torich First of all, I would like to thank you for being here and thank the CCC for inviting us. It's really We appreciate being able to present here What we'll be going through in the next 30 minutes is an overview of the project the background Specific problems that we have identified while working on user-generated content our methodology and three case studies as well as our plans for 2017 So we have started this work in Turkey in 2014 working with journalists lawyers and human rights activists And the project is about a platform that collects, verifies Preserve and analyze visual documentation of human rights violations And the goal is to create an evidence-based tool that can be used for reporting Advocacy accountability by journalists human rights defenders and lawyers Since then we have been collaborating with a number of groups The United Nations or CHR, which is the investigation team based in Geneva doing investigations on Syria since 2012 We've been working with them on investigation related to Aleppo since they got the mandate to do this from the Security Council a few weeks ago We've been also working with human rights watch related to class immunizations research in Syria Amnesty International as well with their digital document digital verification corpse team, which is a group of young professionals from Berkeley University and Essex University who are helping us doing in-depth verification We've been also collaborating with Billing Cat, which is a collective of investigators specialized in the use of open-source investigations We've been also working with the MEDAN We're integrating their platform, which is a collaborative verification platform Also with witness in terms of improving our methodology and workflow with tactical technology Collective that are supporting us in the development of the collecting infrastructure as well as of course Syrian journalists, lawyers and human rights defenders as they are our main source of information such as the Syrian Institute for Justice So since the Tunisian Revolution we have seen a big shift in how conflicts has been being reported So from being reported by journalists NGOs who had access to the country Into depending more on user-generated content especially in areas where you can't actually access the country Journalists and NGOs are banned from reporting and in the case of Syria There are more hours of online footage than they are actually hours in the conflict itself and hidden in that footage There is hundreds of untold stories a human rights regulations and possibly war crime evidence But with this user-generated content that we have been working with we identified three kind of problems One of it is the content is being erased and can't be found Content is not verified. The content is unsearchable So working with lawyers and human rights activists They are doing this work in a hostile environment They have been attacks and targeted by many groups for doing their work They have been attacked by all kind of weapons, basically Their devices get damaged, their data gets lost, the evidence gets lost Of course when they are moving through checkpoints where they are moving through borders Also their devices are seized, damaged and of course information is being lost If they are publishing what they have on social media platform It's being deleted, it's being removed because it violates the privacy policy of those commercial social media services And also because their accounts get hacked because of what they are publishing In this case, Physicians for Human Rights has worked on an investigation and documentation related to attacks against hospitals in Syria They refer to visual evidence that was published on YouTube It's not there anymore We lost the evidence that actually refers to this type of attack And I don't know if we can get it again It's not just us that are having this problem But also other investigators such as Billioncats, Iliot from Billioncat who is the director has been doing a lot of work on chemical attacks That happened in August 2013 And basically most of the evidence that he has been looking for and analyzing has been also gone The other problem related to this is that content is basically scattered everywhere It's on different social media platforms, different websites It's really hard to understand what happened in a specific incident because it's really hard to understand the full image It's also of course scattered offline when there's no internet connectivity in external hard drives or computers When it's published online, it's not verified There are hundreds and hundreds of videos We are not talking about one or two that are coming every day With this comes a lot of fake information as well Which makes it really hard for journalists and human rights organizations to actually respond to this huge amount of data related to violations It is so difficult for it to be searchable because it doesn't have any kind of metadata when it's published Also metadata is being stripped from social media platform when visual evidence is published there Most reports that are published by human rights organizations or articles by journalists are in different formats, PDF formats So it's really inaccessible So we worked to address these three problems in a variety of ways So for the first problem that content is being deleted or that it's scattered throughout the internet We worked to develop an automated secure content backup tool So every day our content is being scraped and backed up externally on servers throughout the world Also by making the platform the database online available online We've kind of centralized the data that's being scattered throughout the internet and put it in one place Dealing with the fact that the content is not verified We've worked to develop a very detailed methodology It's an open source methodology that we're going to go into in a little bit And also in infrastructure so that we can highlight how the verification is actually working And then relating to the fact that the content is unsearchable We recognized the fact that we needed to have a very standardized metadata scheme And a filter system so that you can search through all the content that we have So for the methodology we found three components There's a collection in the archival component There's the basic verification component And more in-depth investigations So there's five steps that we've identified for collection in archival The first step before we have any of the content Is to first make a list of all of our sources for that content So we have identified 200 credible sources Made up of a variety of individuals or organizations Local field clinics, individual citizens and larger NGOs A lot of the sources that we've been working with have been Reporting on the conflict since 2011 or 2012 Although some are more recent So after we have a list of the sources for the content We need to develop a list of sources for the verification You can't verify the content with the same sources we're providing the content So we need to develop a separate list And this is mostly made up of a team of citizen journalists And human rights defenders who are located in Syria When we need additional information regarding verification Of any of the videos, we get in touch with them And they can also help us identify a specific place Or item in the videos And the third step that we have for the collection in archival Is to establish this metadata scheme And we for our database decided to use The metadata scheme developed by the UN Office for High Commissioner of Human Rights And we did this because they are in a unique position To investigate and also to prosecute So we felt that if we categorize our data by their standards Then it could be useful for future investigations These are some of the categories that they have In their metadata scheme And I'm not going to go over all of them now But you can just see them, we can come back to them later The fourth step of the collection in archival Is to record as much of the metadata that we can So we want to contextualize the material that we do have To identify the location, the date that it was recorded And uploaded, I can talk about that in a bit And also the origin of the video Which is a bit harder to identify As Heidi mentioned, a lot of the metadata is stripped When it's uploaded into social media platforms So sometimes there's very little additional information And sometimes there's more And then step five, once we have identified all of the metadata And an incident, we work to collect, store, hash And timestamp all of the videos that we have So that we can preserve the integrity of the videos And make sure that they're not modified After we have downloaded them and stored them securely So for the verification, we also have five steps The first step, once we have the video downloaded And stored in our servers Is to parse and to aggregate all the metadata that we have Using, as I mentioned, the metadata scheme From UNOHCHR But also additional metadata fields like Type of munitions used If that's able to be determined Or the weather, unique landmarks That are in individual videos Once we have all of that, we can start the verification process So the second step Is to verify the source of the video A lot of the videos that we're getting are sent directly By sources on the ground So in that case, we know who this is But when something is uploaded online We can determine the source by the user account Whether it's a media house Or whether it's an individual journalist We determine whether they're credible or not Based on their history of uploading And whether or not they're known to us or not If they're not within our database of credible sources We have a procedure for verifying them, for vetting them And I can go into that in a bit The third step for verification Is to verify the location So this is the whole geolocation component So there's basic geolocation That we can determine by reading the descriptions Of the videos that we've uploaded And also communicating with the people who have uploaded them In some cases, we also do more in-depth geolocation As Hadi is going to go over in some of the case studies And then the fourth step is verifying the filming And the upload dates So upload dates are able to be determined By the date that it has been uploaded to YouTube But there's tools developed by groups like Witness and others that help with this process Sometimes it may be difficult to verify The date that it was actually filmed People can film, they can upload it at the same day Or sometimes many months later So we have to cross-reference this with a lot of news accounts Reports by NGOs Or international human rights organizations And then the last step is to publish this into our database So we make our database publicly available In an open source format And this is what the database looks like So you can see on the left there's an identifier There's a description, the date that it was recorded Where it was and the type of violation According to the UN OHCHR standards So in the red box you can see the type of violation And this is using that metadata scheme Underneath that you can see the types of weapons identified And then location And when you click on an individual incident You can see on the left-hand side this is where the video is They don't autoplay because we don't want to expose people To content that they might find disturbing And if we found that a video is particularly graphic We always include a warning in a red banner This one doesn't have it On the right-hand side you can see the initial metadata And then below it we've geolocated So you can see where each video was actually filmed On the right-hand side you can see more additional metadata Like the weather or weapons used So when we look at the videos altogether We've developed a map where it's interactive This is just a screenshot But you can zoom in or out and you can find particular areas Where particular incidents were filmed This is all able to be filtered by the type of munition used Or the type of investigation that we're doing For instance on cluster bombs or chemical weapons And with that we've done a number of investigations So we do this for a couple of reasons One we wanted the archive to be used as an advocacy tool For people right now We wanted to keep people updated in terms of what's the current situation We also want to speak directly to policy makers People like the ICC, people like the UN OHCHR And others But also we recognize that there's a strong amount of trust That's needed between us and the people who are uploading the videos We need to trust them in order to know that the content That they're providing us with is legitimate Or if they're vouching for it That they're making the correct claims But they also need to trust us that we're using the data For the intended purposes And this is particularly true when they're sending us information directly So we have an investigations part of the website That you can see here And the first one on chemical weapons is a case study that Hadi is going to talk about now So the first case study is related to the use of chemical weapons in Syria Since 2011 until now We have geolocated and verified collected hundreds of visual evidence related to this What we can quickly see from this is first Chemical weapons has been a tool from the beginning of the conflict Since 2012 Most of the organizations maybe or human rights community think that it started in 2013 Because there is a very big incident there But it actually started before We can also see that it's still continuing in 2015 and 2016 Even after the OPCW the organization of production of chemical weapons Announced that they destroyed chemical weapons in Syria in 2015 Another graph that shows the peak in 2013 Most of the video has been published there Because there was a big incident The countryside of Damascus of the use of Sarene gas against civilians We can see that it's still continuing Not even November but also until few days ago This is one of the recent incidents that happened in eastern Aleppo Which was the use of clarine cylinder against civilians In also civilian areas This is the video that has been published By the Senate Institute for Justice Which are lawyers that are based in Aleppo And we can see that they are taking footage of the impact site After the gas cylinder has been dropped From this type of images We try to identify structure of the buildings To be able to understand where this actually happens This is the gas cylinder that was used They sent us a very close image to it If we go even closer We can see that there is the sticker from BBCC Which is a Jordanian company that produces chemicals We also were able to identify the structure of the buildings As you can see also the impact sites As has been seen in the videos The tree that has been seen also in the video And through that we go to Google Earth To be able to understand where this actually happened In the title there is a description of where it happened And we looked around that area This is exactly where the cameraman is standing And then by getting a better satellite imagery We can see the same buildings on the right The impact site and that tree So we know exactly that this is the location in eastern Aleppo That has been attacked This is not the only attack that used this kind of gas cylinder But also there have been earlier ones From Kaffir Zeta in Hama October 2016 There has been a recent one a few weeks ago In Al-Fardos district in Aleppo December 8th 2016 There has been another one a few days ago That happened in Masak in Hanano in Aleppo December 18th 2016 Which all shows a pattern of the use of gas cylinders Against civilians And we can identify that this is one of the tactics That has been used by the senior government In the control of Aleppo All these claimed reports We are matching with the OPCW Also a report that has been published in 2015 Proving that the senior government was responsible For the use of chemicals against civilians So the second case study Is related to cluster munitions used in Syria It has been used by the senior government And also by the Russian government Starting in their operation September 2015 They denied that they have any kind of weapons Like this in Syria But there was a report that has been published By Russia today Sorry a video And this video has been published From Hmaim Air Base Which is the main air base of the Russia aircraft And we can identify two types of cluster munitions One is incendiary, RBK-500Z2.5SM The other one is more as cluster Identified cluster munitions, RBK-500A0 2.5RTM There were also other footage From Hmaim Air Base that were taken by journalists That were there visiting And by accident they also Photos this cluster munition that is there So since then we started to Collect and verify the visual evidence From media activists that have been Claims that there was a cluster munition Has been used and with Human Rights Watch In July 2016 We were able to collaborate on a report About cluster munitions used in Syria And through the database They have identified specific types Of cluster munitions as we can see In this slide and also on this slide So the third case study Is related to geolocating airstrikes Russian airstrikes, coalition airstrikes We started with the Russian airstrikes Since the beginning of the operation In September 2015 We have been collecting hundreds And hundreds of also visual evidence Related to that We tried to geolocate as much as possible To understand what happened and where Where was the most attacked happened And in which areas And we did some in-depth also investigations Of specific videos This is one of them It was published by the Jisra Shuhur Media Center Which is a group that is based in Idlib And they were claiming that there was A mosque being bombed It's called Al-Mabnal Khattab And they were also claiming that It was bombed by a Russian aircraft So after that The Russian Ministry of Defence Has announced that They're not responsible for this type of attack And this is all fake And they have published a satellite imagery Of the actual mosque Saying that this is the actual mosque That was reported and it's still intact And this is a recent satellite imagery So what we did is we asked One of the journalists, our sources That we work with from Idlib To take a photo of this mosque That has been showing on the satellite image And he did and it actually was still intact But the name was Al-Farouq Not Al-Farouq So we allocated this one Through Google Earth just to understand Where it is exactly And then what we try to do is we try to do To look for other mosques From close to this area And we have found this satellite imagery That was posted on Facebook page Of the Jisra Shuhur Media Center Of a mosque that is close to that mosque But it's still intact Because it was months before the attack But through this satellite imagery We were able to geolocate The drone image with the videos That has been published about the attack This is one of the videos from one of the sources Hashem Abdullah that we work with him in Idlib This is another one from other sources The Jisra Shuhur Media Center And from there we were able to Use Google Earth again To geolocate the actual mosque That was attacked And then we saw that The distance is about one kilometer Between the claimed mosque that was Attacked and the actual mosque And we can see this clear In this footage from Google Earth right now So it's about one kilometer away And we got a clear satellite imagery Where after the attack Where we can see that the mosque Was also attacked We have also noticed that The logo of the satellite imagery Published by the Russian Ministry of Defense Is covering the actual mosque that was attacked And we don't know if it happened by accident Or if it's on purpose But we know that there was a fake information Or wrong information that was published By the Ministry of Defense So those are a couple of projects that we're working on in 2016 But for 2017 we have a bunch of plans One we want to add a lot of new sources Of the database that we're using So these are both platform-based Right now we're using mostly videos from YouTube But we also want to incorporate Twitter and Telegram Into our database And also from organizations and individuals Like the Violations Documentation Center Who's doing a lot of really amazing work But we don't have their information in our system yet And also groups like the UN And various, various organizations That are working on human rights issues That are currently publishing in PDF format Of course we also want to be incorporating Offline data sources More into the database that we're using We're looking forward to continuing The open source investigations that we're doing With Bellingcat and with Amnesty International's Digital Verification Core And we're looking to develop a toolkit For open source investigations Open source here meaning Information that's publicly available But the toolkit itself is also going to be open source As in it will be on Git and available for comments So if you have any feedback, please let us know And then lastly we're looking to develop A platform for collaborative verification of large datasets So right now there isn't one There's projects like check from Meaden That are working on verification on individual videos Which is super, super helpful But for large dataset, the status doesn't currently exist So thanks so much for all your time If you have questions, I know we still have a couple minutes left Otherwise we're available afterwards And if you have any interest in helping or supporting us You can check us out, here's our website We're on Twitter and you can email us That's our pgp key Thanks so much Thank you very much We have a few minutes for questions So please, microphone one So I want to ask how could you verify The number of casualties for every crime And whether if your archive Include less major crimes Than the chemical weapons that's been used since 2011 Right, so We didn't verify the number of casualties As a result of the chemical attacks There are other organizations who are doing so Like the Violation Documentation Center And what we are trying to do is to incorporate What they have dataset with the visual evidence So we can understand exactly what happened And whether your archive Include other crimes that started since 2011 Or whether it just includes crimes since 2014 So we have videos about crimes from 2011 Until now we were not able to process All this information because we're talking about Thousands of footage But the plan is to go through it for next year Thank you Next question, microphone number three Hi, I just wanted to say that you're doing a great job It's very important that somebody does this And please keep this up It's actually two questions First question is do you have a narrative Which brings the facts together in a way And I'm not talking about a factual narrative But what the different parties involved in this war Are saying and what they're claiming about these events So we know what happened But what are they saying about it Do you have that on your platform The question is how can we help I mean we have a lot of people here in this room Probably want to help so how can we do that So for the first question We don't have the narrative from all the groups That are on the ground What we focus on is just contextualizing The visual evidence and make sure that it has more metadata So it's more understandable and more has a value To be used for advocacy purposes Accountability purposes and so on In terms of the help To reach to the hackers community And to everyone who is able to help Technically and non-technically on this In terms of research, building methodology Technical infrastructure And more And just to add on to that A lot of the methods that we're using are pretty They're not that difficult And all of our methodologies are outlined In every report that we're writing But we're going to be making this toolkit So if you have any suggestions Please help us there Give us some comments There's also a huge backlog of lots of videos If you have time it would be great to help us with some of those Thanks Thank you, I think we have one more time Time to squeeze in one more question But please be precise Maybe the IRC channel Well, we have questions from IRC One question is if you work It's based on the international human rights definition Made in Syria I'm sorry, can you repeat the question? One user wants to know If your work is based on the international Human rights definition by the UN Or if your work relies On a special human rights definition Defined in Syria So we're using the UNHCR categories Which means we are working According to the international humanitarian law So some of that is related to also the Syrian code panel And some of it is not there But the standard is UNHCR And international humanitarian law I'm afraid that's all the time we have Thank you very much, guys Thank you


The World Health Organization has recently identified three categories of pathogens, namely critical, high, and medium priority, according to the need for new antibiotics. Critical priority pathogens include carbapenam-resistant microorganism, CPO, such as acinetobacter bamanii and pseudomonas aeroginosa, clebsiella pneumoniai, and enterobacter species, whereas vancomycin-resistant enterocacus fissium, VRE, methicillin and vancomycin-resistant staphylococcus aureus, MRSA, are in the high priority list. We compared the trend of antimicrobial resistance, AMRs, in clinical isolates, divided by year and bacteria species, of samples obtained from nosocomial and community patients. Patient records were collected, including age, sex, site of infection, isolated organisms, and drug susceptibility patterns. From 2019 to 2022, a total of 113,635 bacterial isolates were tested, of which 11,901 resulted. This article was authored by Paula Serrini, Francesca Rita Maduri, Flaminia Tomassetti, and others. We are article.tv, links in the description below.


Statistics and Excel. Hyped statistical inference data practice problem. Got data? Let's get stuck into it with statistics and Excel. Or one note in this case, but we'll still talk about Excel too. First, a word from our sponsor. Yeah, actually, we're sponsoring ourselves on this one because apparently the merchandisers, they don't want to be seen with us. But that's OK, whatever.  Like our crunching numbers is my cardio product line. Now, I'm not saying that subscribing to this channel, crunching numbers with us, will make you thin, fit, and healthy or anything. However, it does seem like it works for her. Just saying. So subscribe, hit the bell thing, and buy some merchandise so you can make the world a better place by sharing your accounting instruction exercise routine. If you would like a commercial free experience, consider subscribing to our website at accountinginstruction.com or accountinginstruction.thinkific.com. You're not required to, but if you have access to one note, we're in the icon left-hand side, one note presentation, 1013 height statistical inference data Excel problem tab. We're also uploading transcripts to one note. So you could use the immersive reader tool. You can change the languages if you so choose and then be able to either read or listen to the presentation in multiple different languages using the timestamps to tie them into the presentations. One note desktop version here, our data on the left-hand side measuring the heights of individuals of human beings in the units of inches. If you want practice data sets to practice with, we recommend going to Kaggle.com, K-A-G-G-L-E.com. If we reveal some of our data, we're imagining these are individuals in the population, us majoring their heights in inches. So the first one being 75.15 inches, 75.12 inches, and so on and so forth. Now remember that the two major buckets that we think about with statistics is, one, where we know all the data of the population and we are basically trying to show some characteristics about that data within the population using our statistical tools. And two, when we don't know the entire population and we are trying to take a sample of the population to see if we can then apply our statistical tools to the sample to infer what is true about the entire population. Now when we're thinking about that second group, when we're trying to take a sample to infer what's happening in the entire population, it is useful to do some tests where we already know the entire population and then we're gonna act like we don't know the entire population and do our sampling testing to see whether or not our sampling techniques provide us with results that are gonna be representative of the entire population. And if they do, then we might be more confident in applying those same kind of statistical tools when we don't know the entire population. So we're gonna imagine that this data actually represents the entire population of heights that we're looking at. It might be a population for a particular location or something where we have all the data of that place. Now in actuality, this data set when we ran the practice problem is quite extensive, but we didn't copy the entire data set over here because it was just too long. So this is actually a longer data set than is represented here. This is just a bit of the data set so we get an idea of what we're doing. But the idea is that is the entire population. We can of course sort this data set if it were in Excel, so we can easily see the lowest number and the highest number, sorting lowest to highest. But that's probably not gonna give us as much variance of what we wanna know about the data set. So our typical kind of calculations would then be the average or the mean. So to calculate the average or the mean, we basically could mathematically add up all of the numbers and then divide by the number of numbers, one, two, three, four and so on. In Excel, we can use the average function just taking the average of that entire column of numbers, which is quite nice and useful in Excel. Remember that the median is the one in the middle, just like Rocky, the boxers coach said, you see three of them out there, you don't know which one is the representative number, try hitting the one in the middle, hit the one in the middle. That's what the median is. And so we could then do that with our formula in Excel and Excel will pick the one in the middle for us. We don't even have to do that and that's great. And then the max function, that says can we get the largest number in the population? So if I took this entire population and used the max function, then it would simply give me the largest number and the min would give me the smallest number and there's a nice Excel formula, which is equals min to get the smallest formula. So these are just the standard statistical tools. It's nice to know the formulas for these statistical tools. These are basic kind of formulas. Then if we took a histogram of this data, it would look like this. Now remember, this data actually represents a larger group of numbers than is represented on the left-hand side, a fairly extensive group of data to give us a pretty nicely populated histogram. And it's formatted as we would basically expect when we're measuring things oftentimes in nature. If you're measuring things in nature, they often tend towards having most of them in this middle point and then they basically taper off. So you would expect to see a shape like this. So you might have some outliers out here, but most of the population is kind of in the middle. That's gonna be true with a lot of things that we measure in nature, such as heights of human beings. And that's gonna be our dataset. So now that we have this dataset, we wanna practice thinking about, okay, what if I didn't know the entire population and I wanted to take a sample and then see if the sample that I took is gonna be representative. If I'm able to take the inference from the sample and apply it to the entire population. So there's two goals we wanna think about here. One is statistically, how does that work kind of theoretically? And two, if we were to put this into our tool of like Excel, how can we use the Excel tools to kind of help us to practice these practice problems? What kind of tools can we use in Excel? And we'll just think about them theoretically now. And then you can do the practice problems in Excel and actually punch in these formulas in there. So one thing we can do is we can say, there's a formula in Excel that's a random formula. So I could randomly generate numbers with this formula in Excel. So this is just equals R-A-N-D and then brackets with nothing in the middle. It will give us a decimal, but that decimal is quite long. So if I reveal as many decimal places, it's a very long number. And then now I have this randomly generated number. So note that I could then say, I'm just gonna put this random number, copy this formula down in a table next to my data, the same data that was over here. It's in a different order now, but the same data set, I now have a random generator tool to the left of it. And then if I sort the random generator, then it'll then sort, it'll shuffle up our height data. So we can then, that's a simulation of taking a random group of numbers. Now this random cell over here will actually also recalculate every time we basically click on it. So every time I do something, it will reshuffle, allowing us to basically use this tool to randomly shuffle the order of our height data. Because remember that if I was to just simply take my height data samples of an entire population, I would have my data set in order of either when I took the sample, or possibly by name of the individual. And what I want the sample in order, when I'm trying to order the sample is from highest to lowest or lowest to highest, or something like that. But if I'm trying to take a random sample of the data, which is gonna be a key component, every time we're trying to get a sample of data in order to create an inference from that sample, then I need to randomly shuffle all of the data. So this is one way that we can take all of the data that we have and randomly shuffle it. And obviously in real life, we have other kind of problems in terms of, well, how would you take a random sample in order to measure the heights of populations when many people won't come in to the doctor's office to measure their height, that they won't tell you their actual height, or blah, blah, and all that. We'll talk about that kind of stuff later. Right now, we just wanna think about that concept from a statistical standpoint and a kind of theoretical method, and we'll get into more details later on mathematically of it, of just what if we have the full population, now we wanna take a random sample of that population and see if we can get numbers that are representative using this technique, right? And then we'll deal with all the issues of applying this technique in real world. All right, so then because this one over here is, this is always gonna keep on shuffling randomly, I can use this as my random generator tool because these are gonna keep on shuffling every time I touch them. So I can then copy these two cells and paste them over here, but paste them one, two, three, paste just the values. And then, because then I won't have the formulas. So the key is that these have the formulas are equals rand in this. This does not have the formula. It's just a hard coded numbers, what we call it, meaning it's just a number without a formula. So then we can sort it. So now once we've sorted it, then these, we can then take the sample of just the top so many because they've been randomly shuffled using the random number generator. So then if we took a random sample then, for example, we could then just take the first, I think this is 10, right? We just took the first 10, which is just a random sample because we shuffled them and we can then try to analyze that sample. We could take the average of the sample using simply our average formula. Well, that wasn't what I wanted to reveal there. Using our average formula here. So this is the average of the sample. Maybe I do want to see. And you'll recall that the average was for the population 70 or 67.99. So this comes out to 68.01 about. So the average of our sample of simply just 10 of them, which is fairly small sample, in this case came out pretty close. If I compare each of these samples to the average that we saw, so this is the actual average of the population, this is the sample. Now, just remember that like for example, if you were taking a sample of heights in a population, remember we know something about heights in a population as we do with most natural kind of things that are similar to height. And that is that we kind of expect it to have this type of relationship with most of the heights kind of being within the center point and then fewer people having taller heights and lower heights. We kind of expect that to be the case. And if that is the case in the type of data that we are looking at, if I was to choose, for example, just one individual, then it's likely that even that one individual is gonna be somewhere in here. It's not very likely that that one individual is gonna be way out here, although it could happen. We might just randomly have picked the center of the Lakers or something, right? Right, and all of a sudden we've got this huge skew of the heights. But even if we just picked one person, it might be that we picked one person that was exactly in the average, which is, you know, we wouldn't have known that, of course, because we don't know the, because the whole point here is that we wouldn't know the whole population. But it's more likely that we're gonna be picking someone even with one person kind of in the range just because of the nature of the data set if we randomly pick someone. Now notice that even if we did pick someone way out here on the tail end, a very tall person or a very short person, if we just take two people, then it's likely that we're going to, that we're gonna go towards the middle because it's not likely that we're gonna pick of two people, two people that are way off on either tail, right? It's not likely we're gonna pick two basketball players and a random sample that happened to be centers, you know, of, you know, that happened twice. So just taking the average of two, you would think normally we'll tend towards the middle. That's the whole idea. So then, and then if we take more than two, it's likely that taking the average of more than two is going to tend us towards the middle. So the larger that our sample is that's random, even if we grabbed some of the outliers, when we have a population that's usually populated like this in particular, then it's likely that we're gonna, that we're going to be going towards the middle. That's gonna be the idea. Now, then of course we have questions that are gonna come up then of, well, you know, how many people do we need to pick in order? And then how many people do I need to be, to pick in order to be fairly confident that I'm at least within a certain range? And those are getting into more technical questions that we'll talk about later, but right now just conceptually that's of course the idea. If we randomly pick more people then we're going to tend towards the actual middle number of the population typically. That's the concept that we're trying to apply. So if I see this here, for example, this was the one we grabbed in the sample. This is the average of the population. So the sample was higher than the average 0.39. This is the second person we picked from the sample, 6675, this is the actual population. So notice these two kind of cancel each other out. This one was much, you know, more smaller than the population, then this one was taller, but the two cancel each other out. This one if I, this one was the sample, this is the population, and sample versus the population. So you can see that you would think that they would kind of cancel each other out. Now that doesn't have to be the case if you just pick 10 people, you know, you might just randomly have picked 10 people that all are over the average, it's possible. But it's likely then that it's gonna, that if they're actually randomly selected that they're gonna 10 towards the middle and the more people, if we have more people in the sample, you would expect that just from statistically it would be more likely that we're going to 10 towards the middle. That doesn't mean by the way that every time, like if I did a sample of 20 versus a sample of 10, that every time the sample of 20 is gonna be closer to, like if I took the average of the sample of 20, that it's gonna be closer than the average of the sample of 10, for example. That's not, it could be that the sample of 10 was perfectly picked. I picked the sample of 10 and it happened to be completely representative of the middle point and the spread of the entire population, right? And the sample of 20 just randomly selected was off further. But again, the idea is that the more people, the more likely that you're gonna have the data that's gonna be representative of the entire population. So that's gonna be the idea that we're gonna be based on. Now notice that in Excel, we could apply this concept and like what if I wanted to have larger samples and I wanted to do multiple samples, right? Multiple samples of 100. Well, in Excel, you can mirror this. You can mimic this by doing this multiple times, right? I might say this, I'll do the same thing. I'll put my random sample generator just like we did over here. We'll do our random sample generator. I'll just copy that. I just copied that over here. And then we can shuffle it again. So now this one has the formula in it of the random generator and then I can just keep sorting by that random generator. It gives me a constant random generation of the numbers of the entire data set, not just the sample. And then I could just do that multiple times, right? So now I've got two, three, four, five, six, you know, seven, eight. Like I think I did like 10 of these. I've got a bunch of these random generators stacked up on top of each other. And so then I could then take that information and say this is a count that I wanna take a sample from one to, what did I go up to, a hundred. Now notice that these random generators, I stopped, these are actually going all the way down for the entire data set, but I only copied a little bit of it just for one note. So the data set would be much longer in the practice problem, which you'll see if you wanna work this in Excel. But then we're gonna take this data set, I'll just copy then after I have shuffled the data, I'm just gonna copy all of the height data for each of these. I'll just copy all of the height data and then paste it over here. And I can do that in Excel, I can copy all of these non-adjacent cells at one time. So I can copy all of just the data after it has been shuffled. I can paste it over here and then I've got 11 in this case, randomly generated data sets from our data and the actual data would be a lot longer than 100. I can just simply delete, trim off everything after 100 and then I will have picked basically 11 data sets, randomly generated, each having 100 data points within it. And so that could be, again, a nice tool to use within Excel when we're trying to kind of understand what is going on so we can work with larger numbers than typically people are able to when you learn this stuff like in a classroom, which could really be helpful when you're trying to figure something out. When I took this stuff, Excel wasn't as applicable at the time or I wasn't as efficient added, it wasn't as ubiquitous, it wasn't as popular at the time. So we kind of had to kind of envision this stuff whereas now you can actually just populate the data sets and get a much better understanding if you run through this and clearly it has practical examples as well. But so now we've got these generated numbers and now I've taken sample sizes of 100 instead of 10. So if I was to take the average, for example, of the 100, the sample of 100, I came out this time to 68.01, it's still not gonna be exact, right? 67.84, 67.79, 68.15, this is the average of the sample that we pulled in and we might compare that to the average, the actual average of the population which we calculated first. Now notice in Excel, then this number, this information is now horizontally given. I might wanna populate that vertically now because that might be useful for me to then compare, I might like to see it in a vertical fashion. So I could copy that cell and then paste it up top but then transpose the X and the Y. So that's something that we'll practice doing in Excel. So if you wanna work this in Excel, you can do that too. So now we've got it in a vertical column and I can compare it if I want to to the average. You'll recall this is the actual average. So now what we have here, I'm not comparing every number in each sample to the average like we did last time. That's what we did over here where I took each number from the sample data when we only had a sample of 10. And I compared that to the actual average number or mean number. Over here, we're taking samples of 100 and then I took the average of the samples of 100. So now we've got one, two, three, four, five, six, seven, eight, nine, 10, 11 samples of 100 which we took the average of, right? So now we've got a difference of only 0.01 between the average of the sample of 100 for the first sample versus the actual average of the population. So you would expect these to be much closer because we're taking the average of a sample of 100 in this case instead of each individual population number. So now you've got these but it's still acting in a similar fashion in that we would expect these 11 samples of 100 if we compare and contrast them to kind of cancel each other out as well, right? So we can apply the same kind of concept and each of them are a lot closer than our individual data points over here. And then so the total is only off by like 67. Like if I took the average of all the averages of the 11 samples, right? Then you would expect us to be getting, so this is 67, nine, eight, seven, six versus the actual if I take the decimals out a little further, it's not exact but it's getting pretty close to the population and that's kind of what you would expect given that's our general concept when we're trying to infer from something smaller than the population to the entire population and that is if we can take a random sample, if we get a larger random sample, generally you would think that that's gonna go into lead to more accuracy. You might hit a point of diminishing returns in that. We'll talk about that more technically later but that's the general idea, right? We're gonna take random samples and the more random samples we have, the more likely that it's gonna be representative of the population. Now we could then make histograms of this. In this case I took a histogram just of the sample of 11. So this has 100 samples that we took from the population. So we're measuring heights of individuals. We randomly selected 100 individuals and then we made a histogram meaning how many of those individuals fall within 63.82 to 65.32 inches. How many of those individuals are from 65.32 to 66.82 and so on and so forth. Remember our midpoint here is the average of the entire population is 67.99, right? So somewhere in here. So we can do, now this is a histogram from the sample data 10. So same thing, we randomly took 100 people but we randomly shuffled them so we would expect that we're gonna get some similar kind of formatting but it's not gonna be exactly the same even though we used the same technique because we randomly selected a new group. And notice that when you compare these histograms you've gotta be careful about the number of buckets and the numbering of the buckets here, right? So this one starts at 62.53 because it was provided by Excel. Excel does this quite easily if you want but if you wanted to adjust this column for better comparison or the x-axis then you can adjust those. And then this one is for sample nine. So here we have the same thing but we just took the sample nine, 100 participants in this one. So you get an idea of the histograms because we took a pretty decent sample size, 100 are starting to be somewhat representative. You know, it's looking more towards the shape of the entire population, which this is the entire population that we're looking at here. Now notice that the easiest thing that we can kind of compare when we look at this is usually the average. We're like, okay, so if I look at this am I getting that midpoint? We also, but when we're doing this in practice we also wanna know kind of what's the spread of the data can the sample help us to tell that and how confident are we of the results? And those get into the kind of more technical questions which we'll dive into in more depth and future presentations.


As I wake up every morning, I wish the day would end Because a day without you in my life I don't know No, oh, I just smile That look upon your face My heart is empty and unguided There's nothing, nothing It's got nothing left to say And that was like it


Abstract stress can have a significant impact on one's cognitive abilities, behavior, and physiology. It has been difficult to accurately measure this type of stress due to the lack of reliable wearable sensors that can monitor sweat cortisol levels. This paper presents a new wearable sensor called microswet which is capable of collecting human sweat from different body locations and measuring cortisol levels. The collected data was used to analyze the relationship between cortisol levels and stress levels measured with the perceived stress scale, P.S.S. The results showed a strong correlation between cortisol levels and P.S.S. scores, indicating that microswet could be used to measure stress levels in personalized and clinical settings. This article was authored by Shageshayari, Rezy Salahandish, Asim Zair, and others.


Good afternoon. Before we start the formal meeting of the Board of Public Utilities, we'd like to take a moment to swear in our newest member. Welcome, Glenn. We look forward to taking advantage of your many years of experience with the Water Department. It is past 1.30. We have a quorum, so I will call the meeting of the Board of Public Utilities to order for the City of Santa Rosa. If we may have a roll call, please. Chairman Galvin. Here. Vice Chair Arnone. Here. Board Member Badenfort. Here. Board Member Bannister. Here. Board Member Grable. Here. Board Member Watts. Here. Board Member Wright. Here. So good afternoon. We are going to reorder the agenda a little bit because we're only going to have a limited amount of time with a quorum. So at this point, are there any statements of abstention by Board Members? Hearing none, we're going to move next to the Consent Calendar. Then we're going to do the minutes and any public comments. And if we have time, get to at least one of the staff briefings. So at this point, the Consent Calendar is Item 6.1. And it is the approval of the amendment of the Professional Services Agreement for Legal Services with Downey Brand. We have a recommendation from the City Attorney's Office. And I'll entertain a motion. Second. Motion by Board Member Wright, seconded by Board Member Grable to approve Item 6.1. All in favor say aye. Aye. Any opposed? Great. Passes unanimously. Thank you. Next the minutes for December 19th and January 16th of 2020 will be approved and entered. At this point, we'll move to Item Number 8, which is public comments on non-agenda matters. Anyone wishing to speak? Seeing no one rise, we will move to the staff briefings. We're going to start with Number 5.2, which is the recycled water supply update. Deputy Director Schwall, welcome. Update on the recycled water storage for early February 2006. I'm sorry, 2020. And just talking a little bit about recycled water management. Just to reiterate what our goals are for managing water each season. The goals really are to maximize water reuse and to minimize our discharge. So in order to do that, we store water during our wet months and we irrigate that water then during the dry months. As you're well aware, we started the season much higher than normal. And we've been hovering about 800 million gallons or more ever since the Gadgers pump station started operating again in early December. As you can see, the trends have been flat since early December. And we are here at the very beginning of February. Still above average, but much closer to our average than normal. And so we're still looking at a number of things in part, or I think primarily, I think, to the dry weather that we've been enjoying this early in the winter. If we were to project at this point, though, where we would be if we get a normal February and normal March, we still are looking at meeting or exceeding our operational upper limit. And so if February turns wet as it can and usually does each year, we still could very likely be discharging sometime late in the winter season. There's a couple updates or one update from Calpine. They have been struggling. They continue to struggle to provide power to our pump stations due to the concave fire damage that they suffered and their deline suffered up there. They have lowered us to four pump operations instead of five pumps instead of 17 and a half million gallons a day or closer to 15 million gallons a day. They may be able to bring us back up to five pump operation shortly. Geyser's coordinator, Mike Sherman, is informed that he's working closely with Calpine to see what they're able to do. They, at this time, it's a little too early to tell. It could be a couple weeks at four pump operation, which would mean about a 50 million gallon more increase in our storage between now and the end of the month. It's not a huge impact and certainly not as much as weather would be. Still, it's a concern. On a better note, our water conservation program seems to be taking hold. And the number of indoor water audits that has been scheduled for February and completed in January of this year, there's four and five times higher than was completed in January and February of last year. So the, I think the advertising campaign is bearing fruit there. And that completes my update. Are there any questions? Any questions from the deputy director? Great. Thank you. I think we have time to move to 5.1, which is the regional operations overview. Excuse me while I figure this out. So just to help buy a little bit of time. Oh, there we go. We thought it would be really interesting for the board to get some information about all the activities that take place out at the regional system. So Joe's going to walk you through basically a day in the life of the operators. So Joe. Thank you for that. So regional operations is the workgroup in the department that handles the wastewater that comes in from the sub regional partners. So in the course of their work, they take that wastewater and they convert it to recycled water and biosauce that has a positive impact on our community and our region as a whole. This wastewater is converted into valuable commodities. And that is, and so I think you're all, we're all aware of that, but I wanted to give you kind of an insight into what it looks like to be for each of those work groups and what they do on any given day. Regional operations is, you may be aware, is divided into five different work groups, wastewater treatment, biosolids, reclamation, geysers operations and maintenance. We'll be, I'll be talking about each one of those in turn. We'll start with the wastewater treatment because that's where the water starts.  And so the treatment plan is staffed by 25 treatment plan operators who work 24 seven to handle the water as it comes in. 100% of that water is recycled, reclaimed so that the reclamation crews and the geysers operations crews can distribute it to read for reuse. The pictures we're seeing there is we have an operator on the catwalk over top of a clarifier. He's in the process of monitoring the depth of the bacterial population that's, you know, settled into that clarifier. He's measuring the depth of the blanket to make sure that the pumping into and out of those tanks is appropriate for our goals. And the lower left, he's doing some routine maintenance, routine checks on the pumps, oiling up or topping up an oil reservoir for the, for a filter and flow pump. The lower right's an interesting picture. That's two operators standing at the bottom of a million gallon anaerobic digester that has just been cleaned. They're finishing up the cleaning operations. Let's say a 75 foot wide tank, 35 foot deep, and as I said, it holds a million gallons of biosolids. We have four of those tanks and we clean each of them about every eight years or so, eight or 10 years, depending on its performance. And so it's kind of a rare event for an operator to have the opportunity to go down there and see what's inside that tank firsthand. Regarding the volume of product, you know, it's just kind of the mass transfer problems that we have and the challenges I should say. In any given year, we might receive 7.4 billion gallons of water that's treated at the plant and handled throughout the distribution system. And I don't know what 7.4 billion gallons looks like. I could talk about how many Olympic-sized swimming pools we could fill and how much that looks like. But I think for our purposes, a better picture would be to think about a 48-inch pipeline, which is the size of the pipeline that the Geysers system starts with. If we built a 48-inch pipeline 15,000 miles, it would then be big enough to hold all the water that we produce in a year. That 15,000 miles would stretch from San Francisco to London to Kiev, across Asia to Anchorage, Alaska, and down the western seaboard to back to San Francisco before it reached 15,000 miles. So there's a lot of water that we're handling each year. Besides water, we also have biosolids. And the biosolids crew is comprised of nine school maintenance workers who in the summertime divert the or distribute the biosolids that comes from the plant to farm lands for as a fertilizer and soil amendment. And in the wintertime, when they can't do biosolids application on farmlands, they'll compost it at the facility. And that produces a Class A biosolids, which can be used for landscaping or vineyards, for instance. The upper left is a picture of a skilled maintenance worker on top of an agitator, which is the large machinery that mixes and conveys the compost through its rows each for processing. The upper right and lower left are the picture of the front loaders and the upper right picking up a load of biosolids to be mixed with the green waste to make compost. And in the lower right, an operator to control panel. Similarly to the water we produce, it's pretty impressive. I think the biosolids that we produce is also fairly impressive. In a year, we can produce 31,000 tons of biosolids. I don't know what that looks like either. It's equivalent to a million cubic feet. So figuring out what a million cubic feet of biosolids would do on a football field, if we were to stack the biosolids on a football field, sideline to sideline, end zone to end zone, the football field would be buried 17 feet deep. And of course the crossbar is on the goalposts of a football field or 10 feet high, so it would be well above the crossbars. The reclamation crew receives the water from the treatment plant, roughly about 3 billion gallons a year is what they manage wintertime storage, summertime usage. But really they're managing the water year-round, moving the water from pond to pond up and down the system so that the water is where it needs to be, when it needs to be for agricultural or urban reuse. These 10 employees will operate as well as maintain the system and the upper right, sorry, upper right and lower left. You can see maintenance workers maintaining the levee beds. We have eight and a half miles of levee banks around our ponds. And the work being done on the lower left is pump maintenance, they also, wintertime they'll maintain all the pumps and the sprinkler heads that they'll need in the wintertime. The upper left and lower right are operators adjusting valves to put the water where they need to go. And the lower right, an operator is calibrating one of our brand new data songs, which is an analytical machine that we place in the water upstream and downstream of our receiving waters, if and when we discharge so we can get accurate and timely results for water quality during our discharges. The guys' operations crew, the seven employees there take about 4.3 billion gallons a year, as you know, they send it into a 41 mile pipeline using 25 major pumps to push that water. These pictures depict maintaining the pumps, operating valves in the pump stations, maintaining the switchgear and monitoring the control panels. These 25 major pumps are big pumps, and the horsepower of all those pumps totals more than 20,000 horsepower. And again, I don't know what 20,000 horsepower looks like, so I went to NASCAR and I said, okay, each NASCAR engine has about 750 horsepower. And 20,000 horsepower divided by that is about 27 race cars. This picture here is about 22 race cars. There's a few more than is in the picture. But there are 27 race cars, and 750 horsepower is about the same as our 25 motors. So each one of our motors is about the equivalent of one of those race cars. And I'll say from experience that our motors are a lot quieter than those engines are. The last work group I'll talk about is regional maintenance. Their last was certainly not least. I came up through the operations ranks, and I learned pretty quickly that operators merely operate the plant. It's the maintenance crews that keeps the plant running. Without motors that run and pumps that pump, the operators really don't stand a chance. So the maintenance crew really are the heroes of the facilities. There's 26 maintenance workers currently representing four trades, mechanical technologists, instrumentation technologists, electrical technicians, and skilled maintenance workers. They're responsible for 534 rotating assets, so pumps, motors, blowers, whatever. I'm sorry, pumps or blowers or compressors. 678 circuit breakers, anywhere from 480 volts up to 12,000 volt circuit breakers, over 100 PLCs, which are programmable logic controllers, or many industrial computers that manage our systems operating effectively and efficiently. And they achieve maintain these equipment through, you know, by performing over almost 1,300 corrective workers in 2019. And that's on top of the couple thousand preventive maintenance workers that they do to keep things from breaking. So some of these pictures we're seeing here on the upper left is two electrical technicians racking out a large 12,000 volt breaker. They're wearing the arc flash protective equipment that's required for such work. The mechanical tech in the upper corner is maintaining a pump. And that's, I could have taken that picture any day of the week, any day of the year, just about there's always some pumps that are in need of repair and being repaired. The lower right is interesting and just that it's painting, it's coating. It's the kind of, these painters, it's almost like the Golden Gate Bridge where they're constantly painting the plant, keeping the equipment protected from sun rain and the moisture that's always in a waste for a plant and always wants to attack the equipment. Our plant looks very nice and I think it's great that it looks nice, but the coating really serves a, really a vital role in protecting the equipment. The lower left is an interesting little story. We have a, we have a lot of old equipment. We have a 30 year old pump that failed, the bearing failed on it several weeks ago. And the bearing, the replacement bearing was almost the right size, but not quite. And so we were able, and the perfect bearing was simply not available. So we were able to procure the next best thing and put it on our lathe and our skilled mechanical technologists were able to shave down that bearing so that it fit just where it needed to be and how it needed to be so that we could maintain our equipment properly and then keep it operating. I had one more, going back to the geysers, I had one more fun fact. And since 2004, we have, when the geysers started, we have delivered over 68 billion gallons of water to them.  If we poured that water on a city of Santa Rosa, 41 and a half square miles that encompasses the city of Santa Rosa, 68 billion gallons would be 8 feet deep. So that's the, that's the regional operations work groups, 70 very skilled employees that I think do a fantastic job keeping the plant running, keeping the facilities going, delivering the water, reusing the water, delivering the biosauce where it needs to be, how it can be used, reused to its highest potential. And I'll just say I'm very, very proud to be able to be part of that group. And with that I'll open up to questions. Thank you very much, Deputy Director Schwal. That was very, very interesting. We don't, I think, appreciate the scale of the operations out there. And I know the general public certainly doesn't. So thank you for enlightening us. Any questions? Board Member Grable? I just wanted to echo those comments. I really appreciate the presentation and the levity. And it reminds me of like three to one contact growing up some of the science shows where they'd say, you know, just for reference, it's like, this is how many fish fit inside a killer whale or how many cheeseburgers? That's, I really like that, you know, telling a story with with the science. I have to apologize. I have to, I have to leave now. I am involved in the homeless emergency response. I came here from the West Kilikos village and now I have to go meet with city and fire about another homeless emergency strategy and response. So I apologize, but I have to leave. We appreciate you making the effort to be here so that we would get the quorum before Board Member Grable leaves any other questions for the deputy director. I think we will suspend the meeting and adjourn at this point. We will be doing the closed session at our meeting on February the 20th. So we are adjourned. Thank you.


Hello everyone and welcome back to another video. So this video is going to continue from our last one in which we had a first look at VBA in Excel. So if you haven't checked out that video, you might want to do that quickly now before watching this one because it will be beneficial from some of the topics we covered. But in this video, we're going to start looking at how do we reference a cell within the Excel workbook and therefore how do we place some information into that desired cell. So it won't be a too long video. We're going to do each of these videos. Hopefully it won't be no longer than 10 minutes each with each video with a dedicated topic. So without further delay, we'll jump straight in and yeah, as I said, just to give you a bit of insight, each video will gradually build upon each other so that at the end of it, we can all tie that information together and actually start doing some interesting functions and obviously really building out some time saving techniques for using VBA in Excel. So what we want to do is we want to go into our VBA window so we can do Alt and F11 and I'll just bring that over to my screen here and what I might also do is just reduce the size of this just so we can get everything on one page. So you should actually develop a window there. Perfect. So as you remember from yesterday's video, we're going to do our code within a module. So let's go insert module and you can see we're now in there. So what we're going to do here is we want to input some text into cell A1. So for us, that's this first cell here in the top left hand corner. In order to do that, we're again going to store this or store the code within a sub routine. So we're going to enter sub space and then we need to name what this routine is going to be called. So for us, we'll put some text. So very original title there and then enter the two brackets so the open and the close, hit enter and that will automatically populate that end sub for us. So we know we need all our code to be within these two lines here. I'm just going to always indent just because it makes it easy for reading the code back. So in order for us to reference that cell, so cell A1, there's a couple of different parameters that we need to use. So we first need to tell the code what sheet we are wanting to put information in and within that sheet, what range or what cell reference do we then also want to populate? So what we'll do is the first thing we need to do is define the sheet. So that's very simply just put in sheets, so sheets like that and open brackets. And then from within here, we can either enter the index. So what is the number that is relevant to this particular sheet? But what we're going to do again, just to make sure this stays nice and clear and it's easy to read, we're actually going to just label the sheet name. So for us, that's going to be sheet one. And what we need to do is put that in within quotations because this is actually a string or text that we're actually going to enter into this. And string is a type of a variable and obviously it defines the context of the information you're putting in. And what we'll be doing is covering these in a bit more detail in another video. So don't worry about those terms just yet. So what we need to do is enter in here sheet one, close up quotes and close our brackets. The next thing we now need to do is define the range or where that cell reference is. So what we then need to do is do a full stop. And then we can now type in and we'll do two different methods for doing this. But the first one we'll do is range. So just type in their range and open brackets. And we then need to do another quotation. And this is simply going to now put in here the actual cell reference. So for us, by using range, all we need to do in here is put in the a one within those quotations and close up brackets again. So so far we've got our sheets and that obviously refers to the sheet name. The next part is the range which is referring to the cell reference. So at the moment, if we ran this command we would be able to get Excel to select that cell but actually we want to put some information in there. So we're just going to do one more full stop. And we're going to say that we want to actually populate a value within that cell. So all we need to do here is go value equals and another set of quotations. And then now within these quotations we can type in here what we actually want to populate into that cell. So for us, we're going to simply put into here hello world. What is the text we used in yesterday's video? Well, yesterday it was when the video came out but that's what we used in our previous video with the message box. But this time we're going to populate into our cell. Once I've entered that information, we can then hit enter and you can see it's formatted the text for us. And by that I mean, let's give the capital on the sheets, the range and the value. And when it does this, it's a good way or good indication that the information you're entered is correct. And basically the VBA has understood the information you're putting. So if we now run this and just a recap, we can even put this green play button here or as again indicated when I hovered over there, we can hit F5 and that'll then do it for us. So if we hit F5, you can see we've now got hello world populated into cell A1. If it had changed this text, so we go in here and we go hello everyone and run that again by pushing S5, you can see that it's automatically gonna override that for us as well. Alternatively, if we want to now change where that is going, we can simply go into here and we can change this to now an A2. So if we to do that and hit F5, you can see how it's now gonna move into cell A2. So this is a really simple way of being able to populate some information into your given cell reference. Another option we have for doing this when referring to a particular cell is we can actually go in here and do it very similar, but instead of using range, we can put the actual cell reference and using the actual numbers to identify the row and the column. In order to do that, we do sheets again and we want to go sheet one and this time we're gonna use cells. So we go cells like so and open our brackets. And then this time what we need to do is we just need to put the numbers that identify the row and then the column that we actually want to populate information into. So for us, if we wanted to do cell A or yeah, cell A1 it's simply gonna be row one, column one, close brackets and that's the same way of referring to cell A1. Next we then just need to do dot value equals hello again, I just put something in here that's different so you can see it's changed, hit enter. And then what we'll do is let's change, yeah we've got A2 there, it's gonna do hello everyone so we'll see it's gonna change. So you can see it's now populated that as well. So all you need to do when it works with the cells reference here is you just need to keep changing the row and the column number to reference the cell that you want to populate. This can sometimes be easier when you're working with dynamic calculations as we'll get on to later when you want to perform a calculation to define what column or row you want to populate. But alternative to that, this first row here of the range A2 and the other cell reference you want to refer to is a really good way, especially when you get started as it's quite clear and indicates to you the cell that you're trying to populate. So that's everything we have planned for today's video. So suggestion would be take that information, have a play around referring to different cells within your sheet, just so you familiarize yourself with the code and obviously you get comfortable with populating information within that sheet as well. Obviously we reference sheet number one here but you can enter any sheet that's in your applicable workbook. And obviously if you were to change the sheet name, so it changes the sheet two, you also need to remember to obviously update this sheet reference here to be sheet two as well. Else you're going to get the error and it's not able to find your sheet. So that's everything we have for today's video. Do not forget to subscribe to the channel and make sure you hit that bell notification button. That way you'll be notified of all of our future videos in this series that are coming out. And lastly, if you did enjoy the video and that gave you some insight into using VBA, please do give the video a like. It's not only greatly appreciated by me but it helps that all important YouTube algorithm as well. So thank you very much and we'll see you in the next video. Before you go, don't forget to check out the other videos on our channel. You'll see everything from other functions and formulas through to tips and tricks. We've also created some playlists so you can see these categorized together. So make sure you check those out and get all those useful information. And obviously as always, don't forget to subscribe and hit that bell notification button.


Welcome to George H. Smith's Excursions into Libertarian Thought, a production of Libertarianism.org and the Cato Institute. Einrand and the History of Philosophy On June 20th, 1974, Einrand wrote the following to a woman whose daughter had apparently become interested in libertarianism. Please tell your daughter that I am profoundly opposed to today's so-called libertarian movement and to the theories of Dr. Murray Rothbard, so-called libertarians are my avowed enemies, yet I've heard many reports on their attempts to cash in on my name and mislead my readers into the exact opposite of my views. In her published writings, Einrand repeatedly insisted that her followers not associate with libertarian hippies who subordinate reason to whims and substitute anarchism for capitalism. According to Einrand, there are sundry libertarians who plagiarized the objectivist theory of politics while rejecting the metaphysics, epistemology, and ethics on which it rests. Contrary to Einrand's assertions, most libertarian anarchists during the 1970s agreed with Einrand's metaphysics, epistemology, and ethics, and they gave her full credit for developing those foundations. They simply disagreed with Rand about the logical implications of her philosophy, as we see in the influential article by Roy Childs, Objectivism and the State, an open letter to Einrand. I also argued that anarchism follows logically from Rand's epistemological and moral theories in my 1997 article, in defense of rational anarchism. It is not my intention to rehearse that hotly contested controversy here. Rather, I wish to consider the following questions. Let us suppose, solely for the sake of argument, that anarchism does in fact follow logically from Rand's philosophy. Could we then say that Rand was somehow responsible for modern libertarian anarchism, despite her repeated and unequivocal denunciations of anarchism? And if, as Rand apparently believed, libertarian anarchism is an evil political theory, then may we also say that Rand was an evil woman because her ideas led so many people to embrace the evil doctrine of anarchism, even though this was never her intention? Lastly, if anarchism follows logically from Rand's philosophy, but she failed to grasp this connection, then may we chastise her for blanking out, for not being in focus, for being irrational, or for some similar psycho-epistemological sin? I raise these issues because they run parallel to how Rand often treated philosophers with whom she disagreed, especially Immanuel Kant. As I discussed in my last essay, Rand believed that there existed an unbroken line of development from Kant to Lenin, Mussolini and Hitler. Her reasons could not have been rooted in Kant's fundamental political ideas, given how similar those ideas were to her own. Here, for example, is a brief indication of Kant's political thinking. Freedom, independence from the constraint of another's will, insofar as it is compatible with the freedom of everyone else in accordance with the universal law, is the one soul and original right that belongs to every human being by virtue of his humanity. And here is a summary of Kant's theory of justice, as presented by the Kantian scholar John Ladd. Liberty, negative freedom, and violence are correlative opposites. Where there is liberty, there is no violence, and where there is violence, there is no liberty. Man's innate right to liberty, freedom, consists in the right to be free from violence, and indeed, all man's legal rights are derivable from this concept. Now, as already noted, the basis of man's right to liberty is the fact that he is an autonomous moral being, that is, a sovereign lawmaker, as well as a subject to the law, the moral law. This is related to Kant's categorical imperative, according to which we should never treat others merely as means to our ends, but as ends in themselves. Accordingly, any transgression of the bounds of lawful liberty is illegitimate. It is ipso facto an infringement of someone else's liberty, and as such, is necessarily an act of violence. Violence is wrong, therefore, because it is an infringement of lawful liberty. Coercion is, of course, permitted, but only if it is used to prevent violence, or, more generally, to protect liberty. Otherwise, it is simply violence. The rightful function of the political order is to control violence and thus to protect liberty. The foundation of political authority, then, is man's innate right to live in peace and freedom, which, incidentally, includes his right to have his property secure and guaranteed. Legitimate coercion, that is, coercion that is used to counterbalance illegitimate coercion, violence, will, on reflection, be seen to be equivalent to coercion consistent with the freedom of everyone in accordance with universal laws. Kant called this social condition of equal freedom a kingdom of ends, because each person is free to pursue his own ends as he sees fit, so long as he respects the rights of others to do the same. No sane person could possibly claim that Kant's defense of the moral autonomy of every person, individual rights, and limited government, somehow led to fascism or to any theory that defends an omnipotent state. And Rand indeed never made that claim. Instead, she argued that Kant's epistemology was the ultimate culprit. She also targeted Kant's supposed altruism on occasion, but Kant was not an altruist at all. Like Rand, he rejected what Rand called a beneficiary criterion of morality, according to which the morality of an action is determined by its intended beneficiary, be that oneself or other people. Kant's defense of the categorical imperative was essentially a demand that we always act from a rational moral principle in particular cases, instead of violating that principle because we hope by that violation to benefit ourselves or others. Nevertheless, despite Rand's misunderstanding of Kant's moral theory, she placed more stress on Kant's flawed theory of knowledge to support her contention that he was the most evil man in mankind's history. Ein Rand was a serious thinker, so we should not dismiss her astonishing assessment of Kant as an incidental gaffe or exaggeration. She meant what she said.  Why? Presumably because his epistemology, when carried to its logical conclusions, provided a justification for these and other atrocities. Even if Kant never intended to provide such a justification, even if he absolutely condemned such atrocities, even if he would have adamantly denied the implications that Rand drew from his philosophy, Kant was still responsible for the immoral consequences he unleashed, however unintentionally, upon the world with his theory of knowledge. Readers may now understand why I introduced my questions about Rand and anarchism at the beginning of this essay. Could not the same reasoning that Rand used to condemn Kant for positions he repudiated backfire on Rand and be used to hold her responsible for spawning an anarchism that she vehemently denounced? And if anarchism is indeed an evil theory, then could we not call Rand herself evil, given that she was the source and inspiration for many hundreds, perhaps thousands, of libertarian anarchists who freely acknowledged their intellectual debt to Rand? Of course defenders of Rand have an obvious counter, namely that my hypothetical began with the false premise that anarchism is actually the logical terminus of Rand's philosophy. This is absolutely wrong, those critics will say. Rand was right and her anarchist followers were wrong. Limited government, not anarchism, is the logical outcome of Rand's ideas and epistemology, ethics and political theory. So-called Randian anarchists either don't understand Rand's philosophy, or they've maliciously distorted it, or their reasoning is seriously flawed. Therefore Rand can in no way be blamed for the popularity of anarchism among those modern individualists and free market advocates who claim to admire her writings. This is a theoretical possibility of course, but it is likewise possible that many later Kantians who claim to be building on Kant's philosophy and spinning out the logical implications of his epistemology might have misunderstood Kant, or intentionally twisted his ideas to suit their own political agendas. Or maybe they simply failed to reason correctly, thereby attributing implications to Kant's philosophy that don't follow at all. These possibilities should be decided on a case-by-case basis. We should not generalize a priori and assume that any philosopher who claimed to follow Kant in some regard really knew what he was talking about. Yet this is basically what Rand did in regard to Kant and his self-proclaimed admirers. Consider some of the tactics that Rand used to crucify Emmanuel Kant on the cross of reason. In the Ein Rand letter, she claimed that many philosophy professors were poisoning the minds of their students with Kant's ideas, even though many of those professors had no idea of what Kant actually said. I take this to mean that the professors in question had never read Kant firsthand, much less embarked on a serious study of his ideas. So how on God's green earth is Kant to blame for this? We again have a goose gander problem here. After all, many critics of Rand have never bothered to read her books and essays firsthand, much less study them seriously. Yet those self-same critics confidently inform us about all the evil things that Rand defended, even though she never defended those things at all. In another issue of the Ein Rand letter, Rand wrote, You might claim, as most people do, that you have never been influenced by philosophy. I'll ask you to check that claim. Have you ever thought or said the following? I can't prove it, but I feel that it's true. You got it from Kant. Or, it's logical, but logic has nothing to do with reality. You got it from Kant. Or, it's evil because it's selfish. You got it from Kant. Two things need to be said about this passage. First, it is unlikely that people get some of these ideas from Kant because Kant never defended them. Second, some of the ideas attributed to Kant are the sort of intellectual pabulum that students in an introductory philosophy class can easily formulate on their own and frequently do. The remark about feeling that something is true is a common cultural bromide that was around long before Kant was a gleam in his father's eye. The comment about evil selfishness probably owes more to Christianity than to anything else. As for the comment that logic has nothing to do with reality, well, that's a bit more complicated, but I've never heard that sort of claim outside a technical discussion, whether verbal or written, among academic philosophers, and few, if any of them, took Kant's epistemology seriously. I could go on, of course, but I won't. I've been very hard on Rand in this essay, despite my admiration for her. I have a very high regard for Ein Rand's philosophic abilities. I've developed a number of important theories, especially in epistemology and ethics, that have benefited me greatly. But I have a very low regard for Rand as a historian, especially in the realm of ideas. I have some notions about how to explain this stark dichotomy and competence, but my explanations, should I ever write about them at all, must be postponed into the indefinite future. Isaiah Berlin once said that ideas do not beget ideas as butterflies beget butterflies. This is an insightful comment, but it leaves unanswered the question, how do the ideas of one philosopher influence other philosophers? I shall explore this topic in my next essay.


I'm Erin Remardi-Gardea and I'm a sailor on the USS Ronald Reagan. A normal day at sea for me is working on the flight deck directing aircraft. I knew when joining the Navy that getting a college education was a big goal for me. The Navy has a lot of educational programs and a lot of opportunities and I wanted to take advantage of it and start my degree early. The Navy College Office has been very helpful. They've made the process very simple and taken care of everything. I want to be an example for my younger siblings and I want to be able to show them that there are ways to getting a college education and also doing what you love. And being in the military I can do that. I don't know that I'll always be in the Navy so studying my degree early will help me be more successful whether I stay in the Navy or not.