So THAT's what a DDoS is. I'm so glad Slashdot is here to hold my hand through the hard terminology. I was almost confused that it had something to do with a Microsoft Operating System (here's a link to what an Operating System, since the Slashdot community may not already know: http://en.wikipedia.org/wiki/O...). But since everything was made clear, we don't need to worry about anyone writing uninformed posts, especially about our beloved M$.
It is a terrible thing for the drug company to force this switch.
But doesn't this imply that the first drug can be created generically now? Can't we take Actavis out of the equation entirely by having Alzheimer's patients switch away from the company? Why must they take Actavis' new drug?
Pure water does taste a little off, which is why bottled water companies add minerals to their product.
If this is a big concern for athletes or anyone else using this system, they could easily transport a very small amount of mineral mix to dissolve in the water to fix the problem.
Personally, I'd be shocked if this was the biggest problem. Athletes require far more fluids than this will be able to provide. I don't see this being practical.
Of course we all use available code. I would be very disappointed if my colleagues were all writing their own sorting functions when that problem has already been solved a million times.
But that's not what school is about. You need to go through the process of understanding how these algos came to be understood--not so that you can re-implement them in your job--but so that you can do two things: 1. Know which algos will work when you do have a real world problem to solve 2. Use the same process that helped you solve for a known algo when the time comes to solve for an unknown one
Please, use available libraries and stack overflow on the job. But let's not pretend that we're trying to accomplish the same things on the job and in the classroom.
1. Quantum fluctuations are not nothing, but I guess we have to sell headlines here 2. Inflation Theory seems faster than "exponential" expansion. We're talking about a theory that went from the size of a singularity to something bigger than the visible universe in 10^-32 seconds. Exponential is quite pedestrian compared to what is theorized.
That said I typically stand back aghast at today’s Republican conservatives – I may be wrong, but in general they seem mean and – yes I’ll say it – bigoted. Of course that could just be Dunning-Kruger blinding me to the brilliance of the current Republican vision.
I agree with you, but I also think the following is true too::%s/Republican\|conservative/\={'Republican':'Democrat','conservative':'liberal'}[submatch(0)]/g;
In all my years of reading and thinking about black holes, one question I've got about HR his how it would actually end up causing the decay of a black hole. From what I understand, HR is the spontaneous creation of matter and anti-matter in space that would normally annihilate itself (allowed by QM theory)--the key difference is that this event can happen at the edge of the event horizon. With some positive probability, the anti-matter will be created within the event horizon radius, but the matter will remain outside and escape. When you look at the whole system then, the anti-matter will annihilate matter within the black hole (causing it to "dissolve") and the matter will remain outside the clutches of the black hole.
I'm sure I'm describing it very simplistically, but I believe my question after that should work for all systems that are analogous:
How is the HR process not symmetric? Whatever would cause the dissolution of the black hole--how would the same process happening in reverse (matter falling into the black hole and anti-matter escaping) not cause equilibrium to be maintained?
I would disagree that C isn't good enough, but I do agree that at least a semester of asm would be helpful.
Watch out for mips though--that's what they used at my uni, and while it taught the principles that are found in all architectures, I found it discouraging that our only interaction wound up being through a vm. There was an excellent electrical and computer engineering class that used x86 assembly, and that's the one I'd recommend any CS student take (assuming your school offers something like that).
Finally, I think there is a skill for "memory management" that must be learned in Java (not letting the garbage collector ruin your day), but I'm not sure it's something you can learn through class when you're happy enough to get the proper incantations of javac and java right.
I'm curious what the interview questions were, if you wouldn't mind sharing.
I interviewed with ms back when I was in college (in the early 2000s) and remember my questions along with those of my classmates. They seemed challenging at the time but now seem trivial based on the real world experience I've gained.
Do you have some examples you'd be interested in sharing?
They will get used a lot. I worked on the sidelines of the Bears one season and was amazed that they could only look at still photos (though if you flip through them, it practically looks like video).
This is a very natural progression to the game, and something that should have been done long ago. The whole MS/Surface/blah stuff is obviously marketing added on (why not if the nfl can make a buck or get a discount on the devices?). But I guarantee you that players will be glued to these things. Getting real-time film feedback is going to be huge, no matter who provides the technology.
Thank you for offering a very sensible reply. I agree that the right implementation would make a difference, and I suppose part of my being upset is not trusting our school district to do it right--they certainly have not offered any indication that they will do anything novel with these laptops. They just came in to a little extra money and it's burning a hole in their pocket.
I hope they offset the cost by putting open source textbooks on them, but I'm skeptical. School districts (including mine) seem to be happy to hop into bed with lobby interests (teacher unions, publishers) and someone the kids always come last. I hope they offer programming instruction, but I'm skeptical. I still think you can offer outstanding programming courses with a good school computer lab, but honestly, our kids are going to get neither through the schools. But I find joy in supplementing at home and have already worked with my oldest to learn some logic through Scratch.
Interactive/multimedia education is largely overrated from what I've seen. Personal, relational and interactional pedagogy seems to be the most effective, but laptops will drive education further from that. The temptation will be to build curriculum that turn the classroom teacher into little more than a babysitter.
I foresee the time when we dump Industrial Education and start providing kids all the education they can handle at any age and quit trying to pigeon hole them into "age" segregated classes, and start putting them into online sessions with educational peers
That's interesting, but I don't see what you rant has to do with school districts providing laptops. If the incumbents keep promoting programs like OLPC through the schools, then I can assure you that the world will actually be moving away from your vision of reformed education.
And at $200 ea. Chromebooks offer even the lowest income people a chance to own technology that can help bridge the education gap. $200 buys one, maybe two textbooks these days, something school districts have to do every year or two. Are they as capable as a Laptop? Probably not, but they are usable for 85% of what kids need in school.
Wow, I am amazed at how many people seem to lack basic reading comprehension. I explicitly had said, "I would be in favor of a program that provides these devices to low income families." I am in favor of equal access for all and huge believer in the benefits of technology. Putting a laptop into the hands of every child at school will not give them those benefits.
To be honest, I don't know whether or not to feel sorry for your kids, or you. Here we live in an age where the world is at your fingertips and you spouting off like it is a pure scam. Kind of hypocritical of you being on/. (using a computer and all) don't you think?
Your pity is adorable, and quite ignorant. I own the following devices that are available to my family of 6: Three laptops (two mac & one windows), one mac desktop, four tablets (two ipads and two kindles) and two Linux servers. My kids have every benefit, and I would advocate for that same access for all. But seeing as you have little desire to read and understand the people you argue with, it's understandable how you could hold all sorts of irrational emotions.
There is nothing that providing a laptop per child affords that can't be accomplished through classroom media presentation devices (computer & projector) and a good school computer lab.
Homework. Many poorer kids do not have a computer at home, and a smartphone is terrible for writing papers and research. The laptop/tablet is also locked down so distractions are kept to a minimum.
These devices will only be a distraction and huge expense for families and schools as millions of them are broken every year.
Hyperbole. Citation needed. Yesterday's article about iPads in Coachella said district-wide there were less than 10 lost or stolen. How does that scale up to millions?
I'm replying to comments now, and it's amazing how person after person has responded with, "but what about the poor kids?!?!" Apparently everybody has terrible reading comprehension, for I said, "I would be in favor of a program that provides these devices to low income families."
I read the iPad story on Slashdot. That is an amazing story, and it made headlines because it's [going to be] an outlier. Have you ever purchased a new piece of equipment? You baby that thing at first, then as the familiarity grows, your defenses drop and you end up making mistakes. As devices in school becomes more standard, this problem will only grow.
The thing these programs [try] to bring isn't so much help with learning as much as EQUAL ACCESS to learning. It attempts to level the playing field between the kids at home with no pc for research and the more well-off kids with greater tech access.
That is not a point of benefit our district has ever tried to make, but I see the benefit of that. That's why I said, "I would be in favor of a program that provides these devices to low income families."
Kids should have access to computers. Not all families can afford them. By giving all the students the same computers it is easier for the teacher to teach without getting bogged down in technical differences, and allows the school to administer and manage them.
I actually agree with you, which is why I said, "I would be in favor of a program that provides these devices to low income families."
Writing a 5 paragraph essay for an exam is no burden by hand, but I agree that handwriting large English assignments would be a bear. But with a computer lab and a computer at home, nobody would be forced to write by hand.
Analysts are predicting that 5 million Chromebooks will be sold by the end of the year; how many of those will be sold to schools, do you think?
As a parent in a school district, I'm pissed that our school district is buying every student a Chomebook*.
I would be even angrier if they had gone with the iPad.
These programs are a bloody sham--they're a waste of money and will not help the education of our next generation one bit. There is nothing that providing a laptop per child affords that can't be accomplished through classroom media presentation devices (computer & projector) and a good school computer lab. These devices will only be a distraction and huge expense for families and schools as millions of them are broken every year.
*Our district is requiring that families pay for half, so I guess they're only half buying them and being dillholes toward us. I would be in favor of a program that provides these devices to low income families (and the district can pay for the whole thing).
I just saw over the wire that they announced a $1/month subscription increase. It was discussed during their earning conference call last night, so it looks like they're cutting service and raising prices.
I agree with you there, but any time I try to start the discussion with scientists at Fermilab, I've run into brick walls. They all have bought into dark energy as if it were as secure as our understanding of gravity.
Perhaps where you work it's not as well accepted, but in the little corner of the real science world I know, dark energy is some kind of science gospel.
Slashdot Mirror
So THAT's what a DDoS is. I'm so glad Slashdot is here to hold my hand through the hard terminology. I was almost confused that it had something to do with a Microsoft Operating System (here's a link to what an Operating System, since the Slashdot community may not already know: http://en.wikipedia.org/wiki/O...). But since everything was made clear, we don't need to worry about anyone writing uninformed posts, especially about our beloved M$.
It is a terrible thing for the drug company to force this switch.
But doesn't this imply that the first drug can be created generically now? Can't we take Actavis out of the equation entirely by having Alzheimer's patients switch away from the company? Why must they take Actavis' new drug?
I know Slashdot hasn't been as popular these days and it's cool to hate on beta, but it seems like a ghost town now. Where did everyone go?
Pure water does taste a little off, which is why bottled water companies add minerals to their product.
If this is a big concern for athletes or anyone else using this system, they could easily transport a very small amount of mineral mix to dissolve in the water to fix the problem.
Personally, I'd be shocked if this was the biggest problem. Athletes require far more fluids than this will be able to provide. I don't see this being practical.
Of course we all use available code. I would be very disappointed if my colleagues were all writing their own sorting functions when that problem has already been solved a million times.
But that's not what school is about. You need to go through the process of understanding how these algos came to be understood--not so that you can re-implement them in your job--but so that you can do two things:
1. Know which algos will work when you do have a real world problem to solve
2. Use the same process that helped you solve for a known algo when the time comes to solve for an unknown one
Please, use available libraries and stack overflow on the job. But let's not pretend that we're trying to accomplish the same things on the job and in the classroom.
1. Quantum fluctuations are not nothing, but I guess we have to sell headlines here
2. Inflation Theory seems faster than "exponential" expansion. We're talking about a theory that went from the size of a singularity to something bigger than the visible universe in 10^-32 seconds. Exponential is quite pedestrian compared to what is theorized.
That said I typically stand back aghast at today’s Republican conservatives – I may be wrong, but in general they seem mean and – yes I’ll say it – bigoted. Of course that could just be Dunning-Kruger blinding me to the brilliance of the current Republican vision.
I agree with you, but I also think the following is true too: :%s/Republican\|conservative/\={'Republican':'Democrat','conservative':'liberal'}[submatch(0)]/g;
They will make all of the roads toll roads.
Thank you. I was wondering what the heck "Downtown Canada" meant.
In all my years of reading and thinking about black holes, one question I've got about HR his how it would actually end up causing the decay of a black hole. From what I understand, HR is the spontaneous creation of matter and anti-matter in space that would normally annihilate itself (allowed by QM theory)--the key difference is that this event can happen at the edge of the event horizon. With some positive probability, the anti-matter will be created within the event horizon radius, but the matter will remain outside and escape. When you look at the whole system then, the anti-matter will annihilate matter within the black hole (causing it to "dissolve") and the matter will remain outside the clutches of the black hole.
I'm sure I'm describing it very simplistically, but I believe my question after that should work for all systems that are analogous:
How is the HR process not symmetric? Whatever would cause the dissolution of the black hole--how would the same process happening in reverse (matter falling into the black hole and anti-matter escaping) not cause equilibrium to be maintained?
How do you keep your keys from scratching your smartphone?
Do Euros smell the same as USD?
I would disagree that C isn't good enough, but I do agree that at least a semester of asm would be helpful.
Watch out for mips though--that's what they used at my uni, and while it taught the principles that are found in all architectures, I found it discouraging that our only interaction wound up being through a vm. There was an excellent electrical and computer engineering class that used x86 assembly, and that's the one I'd recommend any CS student take (assuming your school offers something like that).
Finally, I think there is a skill for "memory management" that must be learned in Java (not letting the garbage collector ruin your day), but I'm not sure it's something you can learn through class when you're happy enough to get the proper incantations of javac and java right.
Then it means that 60% from this list have terrorist ties ? Good result.
No. No it's not. Not for any meaning of "good result".
I'm curious what the interview questions were, if you wouldn't mind sharing.
I interviewed with ms back when I was in college (in the early 2000s) and remember my questions along with those of my classmates. They seemed challenging at the time but now seem trivial based on the real world experience I've gained.
Do you have some examples you'd be interested in sharing?
They will get used a lot. I worked on the sidelines of the Bears one season and was amazed that they could only look at still photos (though if you flip through them, it practically looks like video).
This is a very natural progression to the game, and something that should have been done long ago. The whole MS/Surface/blah stuff is obviously marketing added on (why not if the nfl can make a buck or get a discount on the devices?). But I guarantee you that players will be glued to these things. Getting real-time film feedback is going to be huge, no matter who provides the technology.
Thank you for offering a very sensible reply. I agree that the right implementation would make a difference, and I suppose part of my being upset is not trusting our school district to do it right--they certainly have not offered any indication that they will do anything novel with these laptops. They just came in to a little extra money and it's burning a hole in their pocket.
I hope they offset the cost by putting open source textbooks on them, but I'm skeptical. School districts (including mine) seem to be happy to hop into bed with lobby interests (teacher unions, publishers) and someone the kids always come last. I hope they offer programming instruction, but I'm skeptical. I still think you can offer outstanding programming courses with a good school computer lab, but honestly, our kids are going to get neither through the schools. But I find joy in supplementing at home and have already worked with my oldest to learn some logic through Scratch.
Interactive/multimedia education is largely overrated from what I've seen. Personal, relational and interactional pedagogy seems to be the most effective, but laptops will drive education further from that. The temptation will be to build curriculum that turn the classroom teacher into little more than a babysitter.
I foresee the time when we dump Industrial Education and start providing kids all the education they can handle at any age and quit trying to pigeon hole them into "age" segregated classes, and start putting them into online sessions with educational peers
That's interesting, but I don't see what you rant has to do with school districts providing laptops. If the incumbents keep promoting programs like OLPC through the schools, then I can assure you that the world will actually be moving away from your vision of reformed education.
And at $200 ea. Chromebooks offer even the lowest income people a chance to own technology that can help bridge the education gap. $200 buys one, maybe two textbooks these days, something school districts have to do every year or two. Are they as capable as a Laptop? Probably not, but they are usable for 85% of what kids need in school.
Wow, I am amazed at how many people seem to lack basic reading comprehension. I explicitly had said, "I would be in favor of a program that provides these devices to low income families." I am in favor of equal access for all and huge believer in the benefits of technology. Putting a laptop into the hands of every child at school will not give them those benefits.
To be honest, I don't know whether or not to feel sorry for your kids, or you. Here we live in an age where the world is at your fingertips and you spouting off like it is a pure scam. Kind of hypocritical of you being on /. (using a computer and all) don't you think?
Your pity is adorable, and quite ignorant. I own the following devices that are available to my family of 6: Three laptops (two mac & one windows), one mac desktop, four tablets (two ipads and two kindles) and two Linux servers. My kids have every benefit, and I would advocate for that same access for all. But seeing as you have little desire to read and understand the people you argue with, it's understandable how you could hold all sorts of irrational emotions.
There is nothing that providing a laptop per child affords that can't be accomplished through classroom media presentation devices (computer & projector) and a good school computer lab.
Homework. Many poorer kids do not have a computer at home, and a smartphone is terrible for writing papers and research. The laptop/tablet is also locked down so distractions are kept to a minimum.
These devices will only be a distraction and huge expense for families and schools as millions of them are broken every year.
Hyperbole. Citation needed. Yesterday's article about iPads in Coachella said district-wide there were less than 10 lost or stolen. How does that scale up to millions?
I'm replying to comments now, and it's amazing how person after person has responded with, "but what about the poor kids?!?!" Apparently everybody has terrible reading comprehension, for I said, "I would be in favor of a program that provides these devices to low income families."
I read the iPad story on Slashdot. That is an amazing story, and it made headlines because it's [going to be] an outlier. Have you ever purchased a new piece of equipment? You baby that thing at first, then as the familiarity grows, your defenses drop and you end up making mistakes. As devices in school becomes more standard, this problem will only grow.
The thing these programs [try] to bring isn't so much help with learning as much as EQUAL ACCESS to learning. It attempts to level the playing field between the kids at home with no pc for research and the more well-off kids with greater tech access.
That is not a point of benefit our district has ever tried to make, but I see the benefit of that. That's why I said, "I would be in favor of a program that provides these devices to low income families."
Kids should have access to computers. Not all families can afford them. By giving all the students the same computers it is easier for the teacher to teach without getting bogged down in technical differences, and allows the school to administer and manage them.
I actually agree with you, which is why I said, "I would be in favor of a program that provides these devices to low income families."
Writing a 5 paragraph essay for an exam is no burden by hand, but I agree that handwriting large English assignments would be a bear. But with a computer lab and a computer at home, nobody would be forced to write by hand.
Analysts are predicting that 5 million Chromebooks will be sold by the end of the year; how many of those will be sold to schools, do you think?
As a parent in a school district, I'm pissed that our school district is buying every student a Chomebook*.
I would be even angrier if they had gone with the iPad.
These programs are a bloody sham--they're a waste of money and will not help the education of our next generation one bit. There is nothing that providing a laptop per child affords that can't be accomplished through classroom media presentation devices (computer & projector) and a good school computer lab. These devices will only be a distraction and huge expense for families and schools as millions of them are broken every year.
*Our district is requiring that families pay for half, so I guess they're only half buying them and being dillholes toward us. I would be in favor of a program that provides these devices to low income families (and the district can pay for the whole thing).
I just saw over the wire that they announced a $1/month subscription increase. It was discussed during their earning conference call last night, so it looks like they're cutting service and raising prices.
None of those devices you mentioned were made by Microsoft or run Microsoft software.
I agree with you there, but any time I try to start the discussion with scientists at Fermilab, I've run into brick walls. They all have bought into dark energy as if it were as secure as our understanding of gravity.
Perhaps where you work it's not as well accepted, but in the little corner of the real science world I know, dark energy is some kind of science gospel.