Jap2-0

That article seems to state the opposite?

> The real question is: Why should passing calculus be required to major in biology any more than passing biology should be required to major in math?

Interesting question, why should I be required to pass biology?

There are a lot of good points addressed thoroughly in other threads here, but (while calculus may fill a bit of a different role) education to a little bit of depth in a variety of areas does seem to be part of the role of a college (at least at present). I think requiring statistics to be taken more broadly would be great for our society, but calc (especially when taught well) definitely touches on areas of thinking that other subjects don't cover.

(Obviously slightly biased perspective from a math major.)

Yes, I think when I've heard about it in the past the different student age groups together were most frequently brought up as the primary cause of benefit.

Where I was wondering if there might be a connection is that a multi-grade classroom also (particularly in small schools) means that a student probably will have the same teacher for multiple years (2-4, in most of the cases I've heard of). I realize that's much less extreme than some of the cases mentioned in the article, but it may still be a secondary source of benefit.

Interesting, I've also heard of benefits from multi-grade classrooms; I wonder if there's a connection there.

(I don't have a source for that on hand, that's mostly from discussion with relatives who teach.)

That's because actual browser development doesn't happen there - that's at https://hg.mozilla.org/mozilla-central/.

Rereading your comment, you're referring more specifically to mobile; I suppose you might have a point there, but when almost everything is in mozilla-central, I'm not sure what you expect to see there (well, extensions, but beyond that) other than UI work.

It looks like GCC and MSVC don't either, but ICC does.

For clarity: this is one encoder, not the codec itself.

Rewritten for clarity (and because I now actually know what's happening):

If you look at the XML (change .docx to .zip) in styles.xml you see the declaration of the style "BodyText3":

  <w:style w:type="paragraph" w:styleId="BodyText3"><w:name w:val="Body Text 3"/><w:basedOn w:val="Normal"/><w:semiHidden/><w:rPr><w:rFonts w:ascii="Wingdings" w:hAnsi="Wingdings"/><w:i/><w:iCs/><w:strike/><w:color w:val="FF0000"/><w:sz w:val="52"/></w:rPr></w:style>

The first line ("paragraph") has its style set to "BodyText3", but also has formatting on that section of text itself, overriding it. Once the lines are joined into one paragraph, the paragraph formatting appears in the second part because that text does not have a style to override it.

I see "I flew backseat Mig-29. Will always remember pilot pointing at my ejection handle "please do not grab this, my government will be unhappy with both of us" [emoji]"

I don't know if it necessarily says much that their LLVM-based compiler is about as fast as LLVM.

This is clearly inferior to Salad Theory.[0]

[0] https://saladtheory.github.io/

Only about 5 MB compressed. Interesting to note is that even though the extension and MIME type claim it's a png, Firefox claims it's actually a jpeg. Throwing it at a couple different pieces of software, they all appear to open it with either file extension (so presumably they're going off the file header rather than the actual extension).

As someone studying teaching math, I found it interesting to compare her suggestions:

  - Calc I-IV
  - Intro to proofs
  - Linear algebra
  - (Abstract) algebra I-II
  - Real analysis
  - Complex analysis
  - Ordinary differential equations
  - Partial differential equations
  - (Others)

to my program plan:

  - A couple teaching courses (including one for roughly grades 5-8)
  - Calc I-IV
  - Statistics (one without calc, one with)
  - Linear algebra
  - Discrete
  - Geometry
  - Number theory
  - History of math (apparently not just a history class, I haven't taken it yet)
  - Abstract algebra and into to topology

I was wondering why this wasn't working for me. Looking through my settings in Firefox, I finally narrowed it down to Privacy and Security -> History. I have it set to "use custom settings" (clear history on exit, everything else unchecked), but presumably "never remember history" would also work.

Perhaps one of the worst parts, which I haven't seen mentioned here yet:

GamersNexus eventually managed to get the motherboard back, and took a look at it. Not only was it in terrible condition, there was an RMA sticker from Newegg to Gigabyte (the manufacturer). Gigabyte told Newegg it was broken and offered to repair it (for a price); Newegg refused, and then still sold it anyway.

(Actually, looking again, this is mentioned in the article, but it bears emphasis.)

Agreed, particularly at a secondary level at least a basic understanding of math concepts is important both in general and in social studies - graphs and statistics are what first come to mind.

And if they're not at the secondary level, they're probably supposed to be teaching math.

Does anyone know how common tornado sirens are in this area of the US?

I've never programmed as a job; it's a hobby at most. But I could make simple VB6 programs when I was in upper elementary school. In high school I mostly used HTML/JS (partly because of portability, partly because I lost easy access to VB6).

I've looked at other things a bit (admittedly not a ton), but I've never found anything I could easily make a native UI with since VB6. About the closest I've been able to get is hardcoding whatever I want into a python file and tweaking as needed for personal use.

How?

> considering they only work 9/12 months

I think many teachers (almost all that I know, and all of the good ones) would disagree with you on that. Lesson planning, training/continuing education, scheduling, etc.

> many of them find side jobs

..why?

That is to say, I'm sure most people on here could get a side job if they wanted to. Is there a reason why teachers get side jobs and, say, programmers don't? (Yes, that's a rhetorical question.)

Huh, that's an interesting thing to think about, and considering that I probably would've worded my comment differently. Thanks.

Just looking through the comments: a lot of people seem to be (knowingly or not) describing the Sieve of Eratosthenes.[0]

[0] https://en.wikipedia.org/wiki/Sieve_of_Eratosthenes

In my experience, about half of the benefit of learning a new language is in better understanding of grammatical structures (eg. cases - English has them too; and tangentially, (foreign) language classes taught me more about English from a grammatical perspective than public school English classes), and about half of it is seeing how languages relate to one another (eg. how so many words and phrases in English - and other languages - are derived from Latin). You could get the former, but I doubt you could get (the same level of) the latter from another language.

Now of course that's vastly simplified and I'm sure there are other mental affects (and numerous benefits to learning live languages), but those are the ones I've noticed, and the effects would definitely be different.

> Something that occurs to me is that most of us have a poor grasp of why we even teach school math

One of my favorite math courses was a college class that focused on concepts - technically not an education class but intended for those in education majors. It covered 5th-8th grade math and showed me the why of so many things I had just taken for granted previously, and I'm sure if math was taught that way it would be much better remembered.

Of course, it could still be argued over whether math should be intended for practical use or not, but I think it's important that math be taught from (at least one of) a conceptual basis, or a historical basis (eg. [0] on the creation/discovery of imaginary numbers - it explains why they were needed, as well as interesting historical background).

(This was typed in a hurry, sorry if it's not entirely cohesive.)

[0] https://www.youtube.com/watch?v=cUzklzVXJwo

This reminds me of Lockhart's Lament[0], an essay about if art or music were taught how we teach math now.

[0] https://www.maa.org/external_archive/devlin/LockhartsLament....

Tempo points to Mouser Electronics for "less than minimum order quantities," and they in turn list 980 for $4.43 ea. as the largest quantity without a quote (2500 for $4.29 ea. on a reel instead of a tray, whatever that means), so... probably less than that?

I have no idea how expensive the Realtek chip is or anything else to put that in context, though.

Disclosure: I don't have any relation to Mozilla (so some of this could be wrong), and about half of it I discovered after reading this comment. I do run Firefox Nightly, and follow Firefox development somewhat.

I don't see the same screen you do (perhaps something to do with telemetry being force-enabled in nightly?) so this is based off of what you wrote:

> Is this a study...

Studies are generally minor tweaks in user configuration sent to a subset of users (often nightly), and then telemetry between control and experiment groups is compared. You can see what studies you have been in at about:studies. For example, some of mine include setting the user-agent to Firefox 100 (to test a 3-digit number), enabling fission (and a number of things with process counts and whatnot), enabling HTTP/3, and (I kid not) "Changing a pref that does nothing - to check enrollment and unenrollment reliability." A lot of the time if you inspect element the source has a bug number you can look at (which really ought to be a built-in feature).

> The result of crash logging

You can see this in about:crashes; this is when the browser or a process (eg. GPU) crashes.

> Data about your interactions with Firefox

Probably, this seems like the most broad and undefined one

> Number and type of installed addons

Seems self-explanatory

> Firefox features offered by Mozilla or our partners

Not really sure about this one, presumably it relates more to things that have to do with third-parties or them making money

> Overview of tracking

See about:telemetry. That has links to a number of other pages I didn't realize existed before today, but which seem to have a pretty comprehensive public overview.

x^-1 crashes as well.

Fair enough, that wasn't really something I was thinking of. Of course, at that point you're really just changing from having to carry around a bag of dongles to a bag of ports. Not having to remember to have to put in/bring my HDMI port to a presentation is a little bit convenient.

That would work if I got an external display (which I should at some point), although I think it harms the portability a little bit.