If RIM, a pretty big company with lots of corporate clients, has problems keeping their encrypted communications from the government, the government is going to give anyone using their own encryption even more of a problem.
You can say that there's billions of gallons of oil deposits, worth trillions of dollars, that are currently inaccessible due to technological limitations. That doesn't mean that it's worthless, it just means it's inaccessible.
All they need to do is make the mileage numbers bigger, so that the people who don't care about anything else don't go into that info overload mode. I like that they added the other numbers to the label, though.
Not really. The economy of all those elements is predicated on the idea that asteroid metals aren't able to be mined. It's not even considered as part of the potential supply, so the first few asteroids that are mined will be the most valuable, for sure. The economy wouldn't change its valuation of the metals until after the first load is returned successfully. Even later, once it is known to be possible, the market wouldn't change its valuation of a given metal until after plans are announced to mine a given asteroid and the information is put out that the mineral is to be mined offworld.
For those foreign readers one must realize that in Canada we have very little competition in that the competitors don't really try and compete. I doubt they conspire but they just like things as they are.
Truth in advertising laws due not fall under the description of "capitalism". They are a necessary restraint thereof.
Neither does "trying to be the best by lying".
All that capitalism means is that businesses are owned and operated privately, for profit, and employees get wages. Decisions are made in private hands, rather than by the government.
"Be the best by lying" and "be the best by creating the best product" are mutually exclusive, but either can be the case in a capitalist system.
Well, that's a much better point. You never mentioned the availability of good drivers for Windows coinciding with the purchase in that post, which would be the real saving grace of the ATI brand.
It gives them the luxury of looking at both ways better, while preventing them from doing things the second way, regardless as to whether it's the best way of expressing their message. Genius.
Capitalism, regardless of how you feel about it, is about trying to be the best by lying.
Nonsense. There's false advertising laws for a reason.
The reason? So that we get to hear a relatively clean version of the truth about a given product. There's few outright lies in our system. Most of what you see are stretches of the truth.
I remember being taught algebra and trigs in 7th-8th grade and simple calculus (derivation) in 9th grade. Elemental algebra and calculus were required as prior knowledge for high school physics and maths.
Isn't this the case anymore?
It never was the case for anyone other than the advanced students. Yet still, in my school, most of them didn't take any calculus courses until 11th. We're talking around 12 people in a class numbering around 750 that took calc before 11th grade (physics was in 12th); this is at a Blue Ribbon school in New Jersey, consistently rated among the best in the country. A few of them were bussed to the local county college to take courses at the end of high school, since they were up to the level of calc 3 by 12th grade.
Anyhow, a 9th grader is much smarter (and lazier) than most people think. They should definitely be able to handle the basic fundamentals that IT builds on; giving them the background for further studies, should they choose them.
Not everyone is up at the level of taking calc in 9th grade. There's a reason they overlap curriculum from the end of 8th grade into 9th grade, and do the same for every other grade before then.
I can see them learning arrays and stacks, for sure. There's simple analogies for them in the real world: the weekly pill box, and a stack of dishes. I don't see them learning some of the other supposedly "simple" concepts, especially since they're going to have the attitude of "I'll never need this nonsense again after I'm done with this elective" at that age, if they're in the 95% of kids that fit the average curriculum.
Honestly, at 9th grade nearly nobody knows what they want to do yet when they get out of school, or whether they want to go to college at all. You're talking about teaching some stuff they don't normally teach in 12th grade to begin with.
Brilliant analogy! As a physics prof I've had colleagues express surprise that I use electronic slides at all (I actually use OpenOffice since its maths with OOoLatex is far superior to PowerPoint). However I use them as you describe interspersed with more detailed derivations/examples on the whiteboard and while it took a little trial and error to get the balance between the two right it seems to work very well for me now and the students love have the slides as a framework to annotate.
I'm fairly sure that after one quick experiment with the new technology, if that, they dismissed it as "newfangled technology" with "no discernible purpose in a physics class". Professors are all too willing to dismiss technologies in this fashion, rather than learn how to use them properly to augment their current skillset.
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If RIM, a pretty big company with lots of corporate clients, has problems keeping their encrypted communications from the government, the government is going to give anyone using their own encryption even more of a problem.
I'm fairly sure most of the issue with RIM and the others is their encrypted communications.
They'd be obsolete month to month, as rates change not only due to the season, but due to the tiered pricing commonly used.
So, we basically pull an asteroid towards Earth, with the intent of getting it here via a touchdown?
I can only wonder what could go wrong....or even what the best case scenario is.
You can say that the deposits found recently in Afghanistan are currently worth nothing, since they're not being mined.
Unfortunately, again, the price of the material, as estimated today, isn't relative to the accessibility of the material.
You can say that there's billions of gallons of oil deposits, worth trillions of dollars, that are currently inaccessible due to technological limitations. That doesn't mean that it's worthless, it just means it's inaccessible.
Yes, but the worth of the asteroid's metals isn't measured in "future potential price". It's measured in "How valuable is it right now".
All they need to do is make the mileage numbers bigger, so that the people who don't care about anything else don't go into that info overload mode. I like that they added the other numbers to the label, though.
Not really. The economy of all those elements is predicated on the idea that asteroid metals aren't able to be mined. It's not even considered as part of the potential supply, so the first few asteroids that are mined will be the most valuable, for sure. The economy wouldn't change its valuation of the metals until after the first load is returned successfully. Even later, once it is known to be possible, the market wouldn't change its valuation of a given metal until after plans are announced to mine a given asteroid and the information is put out that the mineral is to be mined offworld.
You can't comment while it's red. You have to wait until it turns green, which is at the time listed on the article as the post time.
For those foreign readers one must realize that in Canada we have very little competition in that the competitors don't really try and compete. I doubt they conspire but they just like things as they are.
A little bit more relaxed up there, eh?
You were seeing the article before it's officially open for comments.
Truth in advertising laws due not fall under the description of "capitalism". They are a necessary restraint thereof.
Neither does "trying to be the best by lying".
All that capitalism means is that businesses are owned and operated privately, for profit, and employees get wages. Decisions are made in private hands, rather than by the government.
"Be the best by lying" and "be the best by creating the best product" are mutually exclusive, but either can be the case in a capitalist system.
Well, that's a much better point. You never mentioned the availability of good drivers for Windows coinciding with the purchase in that post, which would be the real saving grace of the ATI brand.
If "some people" say it, tell us who.
Hordes of comic book fans, and large numbers of the /. regulars.
It gives them the luxury of looking at both ways better, while preventing them from doing things the second way, regardless as to whether it's the best way of expressing their message. Genius.
If this wouldn't of happened then how much longer would ATI of survived. They basicly said FU to Linux and ignored it.
Are you seriously implying that ATI's rebound after being bought by AMD was because they started to provide Linux drivers?
Everyone starts using adblock at the same time. Then, you see a crash of the economy of the free internet. Good plan.
Capitalism, regardless of how you feel about it, is about trying to be the best by lying.
Nonsense. There's false advertising laws for a reason.
The reason? So that we get to hear a relatively clean version of the truth about a given product. There's few outright lies in our system. Most of what you see are stretches of the truth.
I remember being taught algebra and trigs in 7th-8th grade and simple calculus (derivation) in 9th grade. Elemental algebra and calculus were required as prior knowledge for high school physics and maths. Isn't this the case anymore?
It never was the case for anyone other than the advanced students. Yet still, in my school, most of them didn't take any calculus courses until 11th. We're talking around 12 people in a class numbering around 750 that took calc before 11th grade (physics was in 12th); this is at a Blue Ribbon school in New Jersey, consistently rated among the best in the country. A few of them were bussed to the local county college to take courses at the end of high school, since they were up to the level of calc 3 by 12th grade.
Anyhow, a 9th grader is much smarter (and lazier) than most people think. They should definitely be able to handle the basic fundamentals that IT builds on; giving them the background for further studies, should they choose them.
Not everyone is up at the level of taking calc in 9th grade. There's a reason they overlap curriculum from the end of 8th grade into 9th grade, and do the same for every other grade before then.
I can see them learning arrays and stacks, for sure. There's simple analogies for them in the real world: the weekly pill box, and a stack of dishes. I don't see them learning some of the other supposedly "simple" concepts, especially since they're going to have the attitude of "I'll never need this nonsense again after I'm done with this elective" at that age, if they're in the 95% of kids that fit the average curriculum.
Honestly, at 9th grade nearly nobody knows what they want to do yet when they get out of school, or whether they want to go to college at all. You're talking about teaching some stuff they don't normally teach in 12th grade to begin with.
Being able to restore is meaningless if you don't have a backup to restore from.
As if the teabaggers aren't going around looking for cameras to make their ignorance known to the world.
If you know nothing about Iran except that women don't get to wear bikinis and that Ahmadinejad hates Israel, something is broken.
That's 90% of what Amedinejad himself says in press conferences and other speeches.
Brilliant analogy! As a physics prof I've had colleagues express surprise that I use electronic slides at all (I actually use OpenOffice since its maths with OOoLatex is far superior to PowerPoint). However I use them as you describe interspersed with more detailed derivations/examples on the whiteboard and while it took a little trial and error to get the balance between the two right it seems to work very well for me now and the students love have the slides as a framework to annotate.
I'm fairly sure that after one quick experiment with the new technology, if that, they dismissed it as "newfangled technology" with "no discernible purpose in a physics class". Professors are all too willing to dismiss technologies in this fashion, rather than learn how to use them properly to augment their current skillset.