People say the same thing about tablets. You CAN get a cheaper device to do X. But Y is better suited for it.
I can code up a storm in Matlab. But if I need a 'back of the napkin' calculation. My TI-89 is there. Yes, it has made me a 'lazy engineer' because I don't care about units. I just put them in and let it deal with it. I've coded multi-hundred line applications using nothing but the TI-89's keyboards; I can probably type faster on its keyboard than most people can Text.
It fits in my backpack and if I need, a coat or sweatshirt pocket.
The battery life is measured in months. Not weeks, days or hours. You don't always need the power of Matlab. - Yes. I know how to do it all by hand. I passed everything up through DE 2 without one. But like with most things, why recreate the wheel. I just need a short quick fast calculation. The TI-89 does it.
The only thing that pisses me off is the XKCD which is linked a few times. The speed, resolution and memory of a calculator is WAY behind the times. It took them until 2004 to add a USB port insisting on their 2.5mm plug format.
This is how my company, and I imagine many others, do bonuses. They're not givens.
Every year HQ releases the metric/equation for our bonus. Sometimes it's company wide. Sometimes it's division wide.
For example: (Round numbers, not real) No one gets a bonus unless we hit a $0.50 dividend. After that. For every $0.01 above $.50, we get that much as a 'multiplier'.
So as a salary grade 10. I get 10% of my annual salary as my bonus. Multiplied by the multiplier. I earn $50,000 year. We hit $1.20 dividend. That means I get 50k*.10*1.20 = $6000 bonus.
It's not like the +1 button is their entire metric, but I'm sure it plays a role. Unless +1 hits 10% of market usage AND some other things happen, then the bonuses are given.
It's not something that could aid me in my present career. It's something I just want to know. I learned how to Sew in Public School (because it was mandatory) along with numerous other life skills.
But when you're a 14 year old freshmen that has no clue what to do, but would like to learn something. Your guidance counselor shouldn't tell you you can't do something because "that's for people who aren't going to college.". Same goes for vocational autoshop. I couldn't take it because I was college bound. Welding really isn't something you can just 'pick up' like I did auto repair. I started off with a $20 set of sockets and worked my way up from changing the oil to changing the head. Welding you need a welder and shit to weld, a high cost of entry.
tl;dr A high school guidance counselor should never tell someone they can't do anything. Maybe that it's unlikely or will be difficult, but not can't.
Well, what makes it even more ridiculous is he is supposedly a grown adult now and nothing is stopping him from either taking a welding class at a community college, or simply buying a cheap welder and a book and getting busy learning.
There is no reason to blame anyone other then himself for not learning to weld. You can be set up with a cheap rig and all the crap you need to learn for less then 500 bucks- cheaper if you look for deals and you won't need to spend it all at once. It can get more expensive if you want to do some of the fancier welding or work with some of the more exotic metals, but for the most part, you wouldn't get that in high school unless you were in a trade class either. Chances are, once you start welding things and talking about it, you will know people who know how to do it too and they will be willing to show you some stuff to boot.
Other than in high school it was free and I had TIME. Now I have a real job and other obligations. Fitting into a welding class (Which I've looked, always fill up near instantly and with actual students because of the economy) is hard.
I had both the opportunity and time to take it in highschool. For free. I even ended up having an extra study hall my senior year (when welding wasn't offered) but could have easily shifted other classes around in 9/10/11th and welded then.
Agreed, although funny enough, neither of them are "trained" Engineers.
Jamie has a degree in Russian linguistics and Adam is an acting college dropout. Although they have more lay person building skills than I could ever hope to have. Screw you high school guidance counselor that refused to let me take Welding since I was "college bound"
The rest of the cast: Grant has a BSEE. Kari is a sculpting artist. Tory just started out as a stage manager running errands and just worked his way up the ranks. ------ *There are a few old guys from my company that started out from the bottom. Starting at the loading bay and some how ending up as master engineer despite having no degree what so ever. It's really rare any more, but it does still happen. Not everyone has the chance or opportunity to go to college to be an engineer.
Problem is, you force an scientist or engineer to use FORTRAN or MATLAB and you will get code written with hate
Not everyone hates to program. I was borderline CS/ME and chose ME (mechanical engineering) because I wanted my code to "do" something. Code to me isn't an end, it's a means. If you're an ME that knows Matlab/Simulink, you automatically have a leg up on almost your entire class. MEs for some reason hate to code. People in my class just didn't get a for loop, let alone recursion.
Matlab is a rapid prototyping language. For the most part it's quick and dirty and is a tool. They have a near repository of useful stuff, the Matlab File Exchange. But Matlab is much more powerful than just writing some code. You could do that in C, Python, etc. They actually hire controls engineers, there is some VERY high level control theory behind some of their toolboxes. Pole placement design, root locus, bode plots and that's just scraping the surface of what it can do. They also have aerospace, hydraulic, motor toolboxes and there is absolutely nothing that even comes close to what Simulink is.
The only thing that really grinds my gears is that indexing starts at 1.
RESEARCH DESIGN AND METHODS: In Tai's Model, the total area under a curve is computed by dividing the area under the curve between two designated values on the X-axis (abscissas) into small segments (rectangles and triangles) whose areas can be accurately calculated from their respective geometrical formulas. The total sum of these individual areas thus represents the total area under the curve. Validity of the model is established by comparing total areas obtained from this model to these same areas obtained from graphic method (less than +/- 0.4%). Other formulas widely applied by researchers under- or overestimated total area under a metabolic curve by a great margin.
RESULTS: Tai's model proves to be able to 1) determine total area under a curve with precision; 2) calculate area with varied shapes that may or may not intercept on one or both X/Y axes; 3) estimate total area under a curve plotted against varied time intervals (abscissas), whereas other formulas only allow the same time interval; and 4) compare total areas of metabolic curves produced by different studies.
It also depends if they're on the "Core 4"/Block scheduling or not. Each class was only a semester long. "Mid-Terms" were at the quarter. Classes were 90 minutes long and you had 4 a day. Short classes shuffled at the quarter.
Where as even a neighboring school "Algebra" would be an entire year long of 45 minute classes with 8 classes per day. Home Ec, Art, and other "short" classes changed at the semester.
One BIG thing I noticed was I was I transfered in at winter break. I had been taking geometry and was just thrown in with the geometry class. However where I transfered from and where I transfered to had Algebra II/Geometry swapped. So I was expected to know how to solve systems of equations where as I hadn't had that yet.
The concepts probably don't change. But how you group them does. Reading through all of those descriptions I use most of them daily. Some of those subjects I probably know better than English.
6 years of Mechanical Engineering (Specializing in controls) and I'm to the point where Laplace transforms/S-domain are almost the same way
Sadly, this has happened to me. "The computer says your change is $13.63" "But I only gave you a $10." "BUT THE COMPUTER SAYS" "No really, are you sure" "YES"
Fine. I'll consider it a tax on your company for hiring idiots.
It all depends on how they set up the classes. Some schools may just set up what matrices are in Algebra I, but then show what they're good for in Algebra II. (rref, etc).
Pre-Algebra (7th Grade for me. 8th grade for 'normal'. 9th grade if you were behind): Pre-algebra provides the mathematical background, skills and thinking process necessary for the successful completion of Algebra. Topics include (1) number sense and computation, (2) algebra and functions, (3) geometry, (4) measurement, (5) data analysis and (6) probability. The instructional program of this course addresses both the understanding and use of the concepts in appropriate problem solving situations.
Algebra I: Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced sources. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problem-solving situations. The concept of function is emphasized throughout the course. Topics include: (1) operations with real numbers, (2) linear equations and inequalities, (3) relations and functions, (4) polynomials, (5) algebraic functions, and (6) nonlinear equations.
Algebra II: Algebra 2 is a course that extends the content of Algebra 1 and provides further development of concept of a function. Topics include: (1) relations, functions equations and inequalities; (2) conic sections; (3) polynomials; (4) algebraic fractions; (5) logarithmic and exponential functions; (6) sequences and series; (7) counting principles and probability.
*Typos are probably mine. The PDF is a scanned printout and not OCR and I'm not going to double check everything.
But that's for GUUURRLLS.... Although they don't even take it any more. Leading people I'm in college with not a clue how to cook. I've known people that burned Mac & Cheese because they didn't know you needed water. People that have no clue how to cut, dice or mince.
Should any of you younger./ers have any hope of procreating. Learn to cook. It's like edible science.
I've also saved who knows how much money making my own Halloween/Breakfast club costumes, repairing ripped & torn jeans and fixing random stuff with my sewing machine.
This was my thought. How was it not already required? I took it in 9th grade along with geometry. 10th was Pre-Calc & Trig. 11th was AP Calculus (one of 2 Juniors in the class) and senior year I drove to a community college for Statistics & Calculus II.
Although what we REALLY need a class on is "common sense" how to deal with money. Interest, balancing a 'checkbook'/banking account. Hell I'd settle for 'this is how you count back money.'
Slashdot Mirror
People say the same thing about tablets. You CAN get a cheaper device to do X. But Y is better suited for it.
I can code up a storm in Matlab. But if I need a 'back of the napkin' calculation. My TI-89 is there. Yes, it has made me a 'lazy engineer' because I don't care about units. I just put them in and let it deal with it. I've coded multi-hundred line applications using nothing but the TI-89's keyboards; I can probably type faster on its keyboard than most people can Text.
It fits in my backpack and if I need, a coat or sweatshirt pocket.
The battery life is measured in months. Not weeks, days or hours. You don't always need the power of Matlab.
-
Yes. I know how to do it all by hand. I passed everything up through DE 2 without one. But like with most things, why recreate the wheel. I just need a short quick fast calculation. The TI-89 does it.
The only thing that pisses me off is the XKCD which is linked a few times. The speed, resolution and memory of a calculator is WAY behind the times. It took them until 2004 to add a USB port insisting on their 2.5mm plug format.
Have you ever tried hooking up with a girl after a long August day? #3 is much easier.
This is how my company, and I imagine many others, do bonuses. They're not givens.
Every year HQ releases the metric/equation for our bonus. Sometimes it's company wide. Sometimes it's division wide.
For example: (Round numbers, not real)
No one gets a bonus unless we hit a $0.50 dividend.
After that. For every $0.01 above $.50, we get that much as a 'multiplier'.
So as a salary grade 10. I get 10% of my annual salary as my bonus. Multiplied by the multiplier. I earn $50,000 year. We hit $1.20 dividend. That means I get 50k*.10*1.20 = $6000 bonus.
It's not like the +1 button is their entire metric, but I'm sure it plays a role. Unless +1 hits 10% of market usage AND some other things happen, then the bonuses are given.
It's not something that could aid me in my present career. It's something I just want to know. I learned how to Sew in Public School (because it was mandatory) along with numerous other life skills.
But when you're a 14 year old freshmen that has no clue what to do, but would like to learn something. Your guidance counselor shouldn't tell you you can't do something because "that's for people who aren't going to college.". Same goes for vocational autoshop. I couldn't take it because I was college bound. Welding really isn't something you can just 'pick up' like I did auto repair. I started off with a $20 set of sockets and worked my way up from changing the oil to changing the head. Welding you need a welder and shit to weld, a high cost of entry.
tl;dr
A high school guidance counselor should never tell someone they can't do anything. Maybe that it's unlikely or will be difficult, but not can't.
Well, what makes it even more ridiculous is he is supposedly a grown adult now and nothing is stopping him from either taking a welding class at a community college, or simply buying a cheap welder and a book and getting busy learning.
There is no reason to blame anyone other then himself for not learning to weld. You can be set up with a cheap rig and all the crap you need to learn for less then 500 bucks- cheaper if you look for deals and you won't need to spend it all at once. It can get more expensive if you want to do some of the fancier welding or work with some of the more exotic metals, but for the most part, you wouldn't get that in high school unless you were in a trade class either. Chances are, once you start welding things and talking about it, you will know people who know how to do it too and they will be willing to show you some stuff to boot.
Other than in high school it was free and I had TIME. Now I have a real job and other obligations. Fitting into a welding class (Which I've looked, always fill up near instantly and with actual students because of the economy) is hard.
I had both the opportunity and time to take it in highschool. For free. I even ended up having an extra study hall my senior year (when welding wasn't offered) but could have easily shifted other classes around in 9/10/11th and welded then.
In that case. Point them to the md5 rainbow tables and store it as md5.
Agreed, although funny enough, neither of them are "trained" Engineers.
Jamie has a degree in Russian linguistics and Adam is an acting college dropout. Although they have more lay person building skills than I could ever hope to have. Screw you high school guidance counselor that refused to let me take Welding since I was "college bound"
The rest of the cast:
Grant has a BSEE.
Kari is a sculpting artist.
Tory just started out as a stage manager running errands and just worked his way up the ranks.
------
*There are a few old guys from my company that started out from the bottom. Starting at the loading bay and some how ending up as master engineer despite having no degree what so ever. It's really rare any more, but it does still happen. Not everyone has the chance or opportunity to go to college to be an engineer.
Problem is, you force an scientist or engineer to use FORTRAN or MATLAB and you will get code written with hate
Not everyone hates to program. I was borderline CS/ME and chose ME (mechanical engineering) because I wanted my code to "do" something. Code to me isn't an end, it's a means. If you're an ME that knows Matlab/Simulink, you automatically have a leg up on almost your entire class. MEs for some reason hate to code. People in my class just didn't get a for loop, let alone recursion.
Matlab is a rapid prototyping language. For the most part it's quick and dirty and is a tool. They have a near repository of useful stuff, the Matlab File Exchange. But Matlab is much more powerful than just writing some code. You could do that in C, Python, etc. They actually hire controls engineers, there is some VERY high level control theory behind some of their toolboxes. Pole placement design, root locus, bode plots and that's just scraping the surface of what it can do. They also have aerospace, hydraulic, motor toolboxes and there is absolutely nothing that even comes close to what Simulink is.
The only thing that really grinds my gears is that indexing starts at 1.
Then why in the world don't medical doctors and biology majors receive a STRONG education in math and statistics?
So they can reinvent calculus: http://www.ncbi.nlm.nih.gov/pubmed/8137688
RESEARCH DESIGN AND METHODS: In Tai's Model, the total area under a curve is computed by dividing the area under the curve between two designated values on the X-axis (abscissas) into small segments (rectangles and triangles) whose areas can be accurately calculated from their respective geometrical formulas. The total sum of these individual areas thus represents the total area under the curve. Validity of the model is established by comparing total areas obtained from this model to these same areas obtained from graphic method (less than +/- 0.4%). Other formulas widely applied by researchers under- or overestimated total area under a metabolic curve by a great margin.
RESULTS: Tai's model proves to be able to 1) determine total area under a curve with precision; 2) calculate area with varied shapes that may or may not intercept on one or both X/Y axes; 3) estimate total area under a curve plotted against varied time intervals (abscissas), whereas other formulas only allow the same time interval; and 4) compare total areas of metabolic curves produced by different studies.
Next articles to include:
Rubber tires vs wooden.
Model T vs 2011 Kia.
LEDs vs Candles.
It also depends if they're on the "Core 4"/Block scheduling or not. Each class was only a semester long. "Mid-Terms" were at the quarter. Classes were 90 minutes long and you had 4 a day. Short classes shuffled at the quarter.
Where as even a neighboring school "Algebra" would be an entire year long of 45 minute classes with 8 classes per day. Home Ec, Art, and other "short" classes changed at the semester.
One BIG thing I noticed was I was I transfered in at winter break. I had been taking geometry and was just thrown in with the geometry class. However where I transfered from and where I transfered to had Algebra II/Geometry swapped. So I was expected to know how to solve systems of equations where as I hadn't had that yet.
The concepts probably don't change. But how you group them does. Reading through all of those descriptions I use most of them daily. Some of those subjects I probably know better than English.
6 years of Mechanical Engineering (Specializing in controls) and I'm to the point where Laplace transforms/S-domain are almost the same way
Sadly, this has happened to me.
"The computer says your change is $13.63"
"But I only gave you a $10."
"BUT THE COMPUTER SAYS"
"No really, are you sure"
"YES"
Fine. I'll consider it a tax on your company for hiring idiots.
It all depends on how they set up the classes. Some schools may just set up what matrices are in Algebra I, but then show what they're good for in Algebra II. (rref, etc).
I just looked up my old high school's "Course Descriptions"
Pre-Algebra (7th Grade for me. 8th grade for 'normal'. 9th grade if you were behind):
Pre-algebra provides the mathematical background, skills and thinking process necessary for the successful completion of Algebra. Topics include (1) number sense and computation, (2) algebra and functions, (3) geometry, (4) measurement, (5) data analysis and (6) probability. The instructional program of this course addresses both the understanding and use of the concepts in appropriate problem solving situations.
Algebra I:
Algebra I provides a formal development of the algebraic skills and concepts necessary for students to succeed in advanced sources. In particular, the instructional program in this course provides for the use of algebraic skills in a wide range of problem-solving situations. The concept of function is emphasized throughout the course. Topics include: (1) operations with real numbers, (2) linear equations and inequalities, (3) relations and functions, (4) polynomials, (5) algebraic functions, and (6) nonlinear equations.
Algebra II:
Algebra 2 is a course that extends the content of Algebra 1 and provides further development of concept of a function. Topics include: (1) relations, functions equations and inequalities; (2) conic sections; (3) polynomials; (4) algebraic fractions; (5) logarithmic and exponential functions; (6) sequences and series; (7) counting principles and probability.
*Typos are probably mine. The PDF is a scanned printout and not OCR and I'm not going to double check everything.
But that's for GUUURRLLS. ... Although they don't even take it any more. Leading people I'm in college with not a clue how to cook. I've known people that burned Mac & Cheese because they didn't know you needed water. People that have no clue how to cut, dice or mince.
Should any of you younger ./ers have any hope of procreating. Learn to cook. It's like edible science.
I've also saved who knows how much money making my own Halloween/Breakfast club costumes, repairing ripped & torn jeans and fixing random stuff with my sewing machine.
Solving equations, graphing, factoring polynomials, reducing polynomials, square roots, cube roots, n-th roots.
Imaginary numbers, complex numbers, quadratic equation.
Matrix math.
This was my thought. How was it not already required? I took it in 9th grade along with geometry. 10th was Pre-Calc & Trig. 11th was AP Calculus (one of 2 Juniors in the class) and senior year I drove to a community college for Statistics & Calculus II.
Although what we REALLY need a class on is "common sense" how to deal with money. Interest, balancing a 'checkbook'/banking account. Hell I'd settle for 'this is how you count back money.'
$4 million is what. 20 minutes in Iraq/Afghanistan? A day in the "War on Drugs"?
I like this comment
Unlike the US which isn't going broke and has plenty of surplus money to spend on the military.
Unless they use a sane filesystem like ZFS.
Or maybe it could be used in a Humaine country to further reduce health care costs and extend longevity.
hello.jpg EXIT! DO NOT CLICK.
Hopefully this does more help than a mod down.
Now if only they did a good job in the first place. We wouldn't have this problem.
So fie on Microsoft for breaking my leg. But thanks for the trip to the ER afterward.
I've tried. My iPad Gen 1 won't fit. Do you have to blend it first?
The fuel itself is dangerous, and remains dangerous for billions of years.
No it @#(*& doesn't. Why is it dangerous? Because it's radioactive. If it's radioactive. YOU CAN USE IT FOR SOMETHING.
Right now we had some retarded moratoriums on fuel reprocessing. For as huge of a push as we make for 'recycling' we don't recycle nuclear waste.