Yeah, that's what I came to say. I remember taking a week long set of tests in 6th grade. It was fun because the scores didn't matter (the teachers didn't even know how well I did).
This gets mentioned a lot around here and I've never understood. What difference does that equation make either way?
If they are equal, then it means an entire class of problems can be solved more efficiently.*
*(In theory.......in practice, since we don't even know what the solution is, it may be the solution is "efficient" only for extremely large datasets, say, with quintillion elements. Believe it or not, there are algorithms like this).
Wasn't everyone with enough education to write already familiar (somewhat) with Greek and Latin in those days? Given that, their solution makes a lot of sense.
That's true, I've accidentally inserted invisible characters into files before, that prevented my code from compiling. Annoying, but somehow I figured it out.
I've tried Lumosity for a while, and I wouldn't recommend it. The scope of the problems is so narrow, I couldn't imagine it increasing your intelligence. If you want to do better on an IQ test, then study for that; otherwise there are better uses for your time.
The purpose of the police is to enforce the will of the courts (whoever controls those). Don't believe it?
If you catch someone in the middle of home invasion, have eye witnesses, fingerprint proof, and objects owned by the invader left behind in the house......the police still might not prosecute. They'll just let the guy go.
But an eviction notice? The sheriff will do his duty every single time.
Maybe we have different definitions of "how they work".
Then let's say it differently.......it's how programs for the computer are built. There's a layer below it, but I think it's easiest to learn the higher level before going to the lower level (although the lower level is something every programmer should know).
That I'm not so sure about, unless you're talking about really, really basic programming. My experience teaching kids to program has shown me that there is a non-trivial minority that really, really struggle with being able to think through a problem and write a program.
Again, this is a topic Alan Kay has been researching for decades. If you want to understand how to do it, I'd look at his research.
It might be worth teaching kids programming because it would make them feel smart, give them the feeling of being in control; instead of being another crappy computer user at the mercy of corporations. I'm hypothesizing here, I don't know.
Learning to program really doesn't teach you anything about either how computers actually work, or what their limitations are.
It teaches you a lot about how they work....and gives you the tools to learn further. It's much better than a class that teaches Excel or Word, and not unreasonable.
I agree with you that programmers should know some EE stuff, and computability and information theory. I feel that is too advanced for high-school though.....if you wanted to teach CS in high school, it could be an AP class or something.
LibreSSL kind of hurt themselves at the start of the project when they said they wouldn't be making it cross-platform.
I think it does work on every platform people actually use these days, but I think that is what scared people away from it initially.
I agree with you though, LibreSSL is much more likely to end up secure.
No, I do not believe lol. Norway has some remote islands with insanely fast internet speeds, but Norway also has a completely different system than the rest of the world. Norway is one of the few petro-countries that actually uses the oil money for the good of their citizens.
In TFA's case, the phrase "to make myself reasonably available" is there, which means (to me), that "reasonably" would also mean they would pay a reasonable consultancy fee for the time, and no court would entertain any argument stating otherwise.
That's a good point. I don't think any court would consider "working for free" to be reasonable.
A lot of universities teach a one semester class where students build a computer out of TTL logic. That's not unreasonable, and lots of fun.
I say AND/OR/NOT gates, because that's kind of the bottom of the pile. Once you know how to build an AND gate, you can build it out of electronics, or water, or pretty near anything. It's the point where the computer abstraction ends, and materials science begins.
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Oh, so still more than 64k wouldn't be accessible to the programmer
Seriously, you could make that: a 6502 with pin-outs for 256-bit data buses, but 8-bit addressing
I'm not seeing what you're saying here. How would you be able to address that memory from within the 6502 instruction set, with 8-bit addressing?
When it comes to the words of diplomats in international politics, "telling the truth" is never the simplest hypothesis.
The United States has been almost constantly involved in armed aggression since 1776.
Note this is not particularly unusual for a country.
Yeah, that's what I came to say. I remember taking a week long set of tests in 6th grade. It was fun because the scores didn't matter (the teachers didn't even know how well I did).
Wow, now I want room-temperature superconductors more than ever.
Wow. I've solved optimization problems, both at school and at work, but your comment shows me how much I don't know about the topic. Fascinating.
That can be proven for some definitions of hard.
This gets mentioned a lot around here and I've never understood. What difference does that equation make either way?
If they are equal, then it means an entire class of problems can be solved more efficiently.*
*(In theory.......in practice, since we don't even know what the solution is, it may be the solution is "efficient" only for extremely large datasets, say, with quintillion elements. Believe it or not, there are algorithms like this).
Your enthusiasm is motivating me to try to build something....that stuff is fun to play with.
Wasn't everyone with enough education to write already familiar (somewhat) with Greek and Latin in those days? Given that, their solution makes a lot of sense.
That's true, I've accidentally inserted invisible characters into files before, that prevented my code from compiling. Annoying, but somehow I figured it out.
I've tried Lumosity for a while, and I wouldn't recommend it. The scope of the problems is so narrow, I couldn't imagine it increasing your intelligence. If you want to do better on an IQ test, then study for that; otherwise there are better uses for your time.
The purpose of the police is to enforce the will of the courts (whoever controls those). Don't believe it?
If you catch someone in the middle of home invasion, have eye witnesses, fingerprint proof, and objects owned by the invader left behind in the house......the police still might not prosecute. They'll just let the guy go.
But an eviction notice? The sheriff will do his duty every single time.
Maybe we have different definitions of "how they work".
Then let's say it differently.......it's how programs for the computer are built. There's a layer below it, but I think it's easiest to learn the higher level before going to the lower level (although the lower level is something every programmer should know).
That I'm not so sure about, unless you're talking about really, really basic programming. My experience teaching kids to program has shown me that there is a non-trivial minority that really, really struggle with being able to think through a problem and write a program.
Again, this is a topic Alan Kay has been researching for decades. If you want to understand how to do it, I'd look at his research.
It might be worth teaching kids programming because it would make them feel smart, give them the feeling of being in control; instead of being another crappy computer user at the mercy of corporations. I'm hypothesizing here, I don't know.
Thanks for noticing, I'm glad you have a grasp of basic geography.
Learning to program really doesn't teach you anything about either how computers actually work, or what their limitations are.
It teaches you a lot about how they work....and gives you the tools to learn further. It's much better than a class that teaches Excel or Word, and not unreasonable.
I agree with you that programmers should know some EE stuff, and computability and information theory. I feel that is too advanced for high-school though.....if you wanted to teach CS in high school, it could be an AP class or something.
LibreSSL kind of hurt themselves at the start of the project when they said they wouldn't be making it cross-platform.
I think it does work on every platform people actually use these days, but I think that is what scared people away from it initially.
I agree with you though, LibreSSL is much more likely to end up secure.
Like so many OSS forks in general, they are just a bunch of one-time posers.
Doubtful. OpenBSD has a reputation for forking software and making it more secure. They've been doing it for longer than Mozilla existed.
No, I do not believe lol. Norway has some remote islands with insanely fast internet speeds, but Norway also has a completely different system than the rest of the world. Norway is one of the few petro-countries that actually uses the oil money for the good of their citizens.
Sweden has a low population density, but the population is concentrated in a few spots of the country. I do not believe the internet is as fast in those sparsely populated areas.
I can tell you definitely for Japan: plenty of cities do not have very fast internet, even though some of the largest do.
The modern school system is very good at targeting the average
I don't think it's very good at targeting the average, either.
Plenty available from mouser. Good for learning because it fits in a breadboard.
In TFA's case, the phrase "to make myself reasonably available" is there, which means (to me), that "reasonably" would also mean they would pay a reasonable consultancy fee for the time, and no court would entertain any argument stating otherwise.
That's a good point. I don't think any court would consider "working for free" to be reasonable.
A lot of universities teach a one semester class where students build a computer out of TTL logic. That's not unreasonable, and lots of fun.
I say AND/OR/NOT gates, because that's kind of the bottom of the pile. Once you know how to build an AND gate, you can build it out of electronics, or water, or pretty near anything. It's the point where the computer abstraction ends, and materials science begins.