R

btw, reminded us: java is basically expected to be used with a full IDE, not just a smart text editor "outline"/"structure" view is basically mandatory as is "find usage"

@ireneista@adhd.irenes.space @MaddieM4@raphus.social @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems on this note, it's an absolute shame that "pre-calculus" in the USA K-12 "traditional" math pathway is such a poorly-implemented clusterfuck for those not familiar, as far as i can tell, this was *supposed to be* a wrap-up of elementary algebra and *the bridge* into the "real math" mode of thinking (i.e. the "correct" blend of formalisms, beauty, discovery, abstractions, etc. that mathematicians actually use) instead, it typically turns into a poorly-motivated grab-bag of topics that aren't clearly "calculus" but that they couldn't fit anywhere else a bunch of the "i wish i knew the math needed to do X" i've seen where X is something computer+art-ish doesn't actually require much beyond this (okay, probably some extra discrete math bits because the USA curriculum just refuses to add any of that)

@ireneista@adhd.irenes.space @MaddieM4@raphus.social @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems my initial sketch for a potential completely different approach to this material (which has not been trialed at all, because social stuff fell through, so grains of salt etc.):

1. functions, with a focus on function composition. if you have "USA K-12" brainworms, concepts from the mess that is "pre-calculus" but taught with through a very "computer science" lens, probably with code samples

2. linear maps, with a focus on how this is an abstraction

3. matrices and vectors, with a focus on computation

4. FIR and IIR filters. the general goal is to get to a working "live demo" with as little "boring" theory on the critical path as possible

5. frequency domain and spectra

6. short time fourier transforms

????

1. < i haven't actually planned it this far yet >

idk if this would be viable or worthless

@ireneista@adhd.irenes.space @MaddieM4@raphus.social @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems there is also no escaping just how much of this was developed/invented for.... war

@ireneista@adhd.irenes.space @MaddieM4@raphus.social @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems this is something that i seriously want to do something about, although i haven't had much chance to discuss it with people and don't know _how_ how can we teach people abstraction (as a first-class idea, the way computer-touchers would think about it)? the problem is that this isn't something that can be taught via direct instruction, it basically has to be experienced/ discovered and reinforced

@ireneista@adhd.irenes.space @amarioguy@social.treehouse.systems @mcc@mastodon.social @MaddieM4@raphus.social in the microfabrication space, there's also proprietary process simulators (things like "if i do ion implantation with these parameters and then annealing with these other parameters, what will the resulting dopant concentrations be?") that are probably simple enough mathematically, but it's certainly not something that we see people jumping up to build some entity on fedi is/was trying to fix some f/oss e&m field solver's documentation so that it becomes "actually usable", but afaik it's still some ways off in university, even the *power electronics* simulator we were taught was proprietary (no, SPICE is not optimal for many of these circuits). guess we somehow need to magically make "critical-infrastructure-ish" work (motors, transformers, power converts) sexy?

@ireneista@adhd.irenes.space @MaddieM4@raphus.social @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems it's Fun™️ how certain topics that schools are particularly bad at (not only the US, although the US is extra bad), such as "abstraction", are *absolutely critical* for the current "computer age" although it's Fun™️-squared that this has been identified, with *basically this exact rhetoric too*, and yet the US didn't actually deal with it

@amarioguy@social.treehouse.systems @MaddieM4@raphus.social @ireneista@adhd.irenes.space @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com ... did i just accidentally stumble into a much bigger problem/rabbit-hole than i expected?

@ireneista@adhd.irenes.space @MaddieM4@raphus.social @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems the "traditional" curriculum (or at least, mostly generalizing from my own experience) is approximately:

1. some general engineering math (complex exponentials, linear algebra)
2. fourier series, fourier transforms
3. convolution
4. sampling
5. discrete time fourier transforms, discrete fourier transforms
6. laplace transforms, z transforms
7. filters, "various properties" (pole/zero, causality, stability, bandwidth, etc.), "various design tools" (bode plots, root locus analysis, known/established filter designs, etc.)
8. multiple-input and multiple-output systems
9. newer "state space" techniques
10. linear-time-varying systems, nonlinear systems, stochastic systems, and beyond

with "digital signal processing" as an offshoot that lives somewhere vaguely around step 7 with some ideas from later steps

this is..... an extremely theory-heavy and tbqh rather old (in terms of absolute-time) approach, very much within the "electrical engineering"-owned-and-controlled part of the conceptual space

@MaddieM4@raphus.social @hyc@mastodon.social @ireneista@adhd.irenes.space @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems my old university indeed threw out the earlier parts of their signals-and-systems curriculum and replaced it with something project-centered

@amarioguy@social.treehouse.systems @ireneista@adhd.irenes.space @mcc@mastodon.social @MaddieM4@raphus.social oh the field solver (openEMS) has been around for longer than that, the problem has been that it was impossible to use unless you were also a grad student working in that space

@ireneista@adhd.irenes.space @amarioguy@social.treehouse.systems @mcc@mastodon.social @MaddieM4@raphus.social ohhhh we are very interested in this, i think you're the first we've seen to *name* this we've definitely been around the block with hellprojects such as "how much can you overengineer a pub-sub system while still having your robot run?"

incidental purchase btw, if you ever want to, ah, apply some persuasion against us, it's not exactly a secret that we're a huge 為食貓 (zh-yue slang). you just need to be good enough at research and cultural awareness to pick the *correct* items

oh yeah, in case people have somehow forgotten (or never learned), emoji originated from japan. it's certainly possible to not notice.... until you do: 🥮🏮🍡🍥🔰👹

@mcc@mastodon.social as in, the database? or the github mirror?

the database maps numeric vendor/device IDs to human-friendly names of the hardware, for the lspci command

this is because, unlike USB, PCI doesn't carry "string descriptors" and only has numeric IDs

@MaddieM4@raphus.social @ireneista@adhd.irenes.space @mcc@mastodon.social @decay@gts.todayiwilllaunchmyinfantsonintoorbit.com @amarioguy@social.treehouse.systems i see this (digital music) a lot (even though i don't really get it myself), which is where i feel the need to bring up that: imo our entire pedagogy for "signals and systems" needs to be re-done or at least significantly revised i personally survived the "cabal of Elite™️ universities" style of teaching it, but i've since encountered countless people who have given up on it because this style doesn't work for them

briefly continuing the "this is now a food and culture microblog", we normally never promote content creators, but this video (in English!) on how to make cantonese-style rice congee is excellent (as in, i just tested it and it works): https://www.youtube.com/watch?v=gUlkwSHOT7Q very helpful if you're an ABC and your mother wasn't actually good at cooking this is because i just so happened to have picked up some https://en.wikipedia.org/wiki/Century_egg as well as everything else above (ime it's kinda tricky to make this bit actually "legible" to westerners other than by vaguely saying "i mean, you have things like cheese, right?")

this is now temporarily a food and culture microblog (no, not really. sorry, but, uh, unfortunately we're quite bad at actually understanding what comes across as novel to westerners >< )

@ireneista@adhd.irenes.space @kirakira@furry.engineer s/pentium 4/SPARC/ (too oddly specific?) otherwise it's some tryhard undergraduate TA's pet project

@nyanpasu64@donotsta.re you can _even_ satisfy the "retvrn to tradition" nonsense and integrate "wood shop" and "home ec" (even though everyone knows that nowadays the teens are probably going to be making ttrpg and cosplay articles rather than whatever these boomers are expecting)

@nyanpasu64@donotsta.re ah, that would make sense! this stackexchange user claims that the US *used to* actually have this: https://matheducators.stackexchange.com/a/28454 but apparently got rid of it in the usual "oh shit we need to Do Something" way the US tends to

@nyanpasu64@donotsta.re all of the "but trigonometry has so many practical applications!" scenarios would be covered so much better if the US actually did a principled "analytic geometry" rather than spreading these ideas into all sorts of random places

@nyanpasu64@donotsta.re gods, just imagine if it were actually structurally _possible_ to offer a "analytic geometry, drafting, CAD, gamedev, 3d-printing, textile arts" class in a school

@MaddieM4@raphus.social @ireneista@adhd.irenes.space @amarioguy@social.treehouse.systems @mcc@mastodon.social this one: https://aria.dog/barks/gnu-imp-manipulation-program/

@ireneista@adhd.irenes.space @amarioguy@social.treehouse.systems @mcc@mastodon.social @MaddieM4@raphus.social there's also "that" fedi post making the rounds recently-ish pointing how GIMP fits into this type of space in an "interesting" way

@piku@blahaj.zone I see you've also been noticing this problem (this is a good thing)

@kirakira@furry.engineer Kira cease!! *shoves you into the null space*

@cr1901@mastodon.social 0xdefaced is/was used by some debug C runtime somewhere

@kirakira@furry.engineer there is definitely value in understanding this unfortunately, if the standard exposition doesn't work well for you, you're kinda stuck :/ there's some very-newschool attempts at fixing this (think e.g. youtubers like 3b1b) but but nothing too widespread/systematic yet

@niconiconi@mk.absturztau.be @gsuberland@chaos.social @matildalove@wetdry.world @valpackett@social.treehouse.systems ports which support USB PD (supplies "extra" power in addition to having a USB C connector) are also supposed to discharge any excess voltage when it detects a device unplug, as well as not even try to supply voltage if something "new" gets plugged in but there is too much voltage already getting this wrong (it's often controlled by software!) is probably the cause of a number of "i unplugged and plugged in some cables rapidly and then suddenly device started emitting smoke"

@foone@digipres.club i think obfuscation is the default in the android build pipeline nowadays

@whitequark@social.treehouse.systems I am genuinely very very impressed how much you're committing to multilingual support, especially for a language that I'm assuming you're not (yet?) fluent in

@skinnylatte@hachyderm.io every single time i learn something new about "asia and the west" in the 20th century, it's _wild_

@skinnylatte@hachyderm.io i can still easily break machine translation using written colloquial cantonese, and this language has 80+ million speakers

@nyanpasu64@donotsta.re ehhhh not really? i'm not sure why trigonometry gets _such_ a strong emphasis in the US either? or why it's done in such a toil-filled way (protip, instead of doing so many exercises with totally *useless* identities, just do them all in euler complex-exponential form?)

@lianna@micro.webgarden.click how would you make use of this without a block placer/breaker?

@ireneista@adhd.irenes.space @amarioguy@social.treehouse.systems @mcc@mastodon.social @MaddieM4@raphus.social there are *so many* random missing pieces that you might not even have thought about yet that are possible "in principle", but we're struggling to remain optimistic that herding the cats is actually possible there's "flagship-ish" missing tooling for things like "optical proximity correction" that people at least know about, but did you know that we basically don't even have a f/oss general-purpose optics simulator yet?

i always forget just how much of a *slog* java always seems to become

@Andrev@types.pl i like this argument, thank you! this fits much better into the worldview of the "not very online" people i happen to know

@nyanpasu64@donotsta.re fucking everything old is new again

@nyanpasu64@donotsta.re it is, except that the US split of "algebra 1" and "algebra 2" is itself a weird americanism and arguably not that well-motivated either

*sigh*, just ran into a bug where one of the minecraft modding frameworks blows up if you try to run from an "external" filesystem that requires AppleDouble files

@scarlet@chaos.social replaced with minecraft JSON commands

@nyanpasu64@donotsta.re i mean, i'm not a policymaker, so i can just make up whatever i want, right?

• push basic single-variable equations throughout the integrated pre-middle-school curriculum. use empty boxes or something if "x" looks too scary (e.g. the UK does this)

• put all of elementary algebra involving polynomials, up to the fundamental theorem of algebra into just a single "algebra"

• make sure "euclidean geometry" is actually doing proofs and formalisms and the "real math" way of thinking. maybe throw some more discrete math ideas into here too, and spend less time on specific well-known euclidean geometry theorems (i certainly don't remember many of them)

• make trigonometry and all the haphazardly scattered bits of analytic geometry be its own actual thing. maybe even combine it with drafting (very oldschool), CAD, and/or gamedev

• "just" shove pre-calculus into either algebra or calculus

• do Something™️ more coherent with statistics (i'm not very experienced here, "probability and random processes" is somehow totally-different-yet-the-same in a way that doesn't actually transfer over)

• maybe offer linear algebra for the tryhards

• Somehow™️ fit in a "how to actually use computers (mostly for math)" thing? (spreadsheets, computer algebra systems, UI automation?, the rest of the "the difference in gen Z computer literacy is whether they had to install minecraft mods before the modern launchers" computer skills)