Direct link to ESA: https://esawebb.org/images/potm2308c/
2.7MB JPEG: https://cdn.esawebb.org/archives/images/publicationjpg/potm2...
NIRCam vs. MIRI Slider: https://esawebb.org/images/comparisons/potm2308/
204 karma · joined February 7, 2017
2.7MB JPEG: https://cdn.esawebb.org/archives/images/publicationjpg/potm2...
NIRCam vs. MIRI Slider: https://esawebb.org/images/comparisons/potm2308/
The ones in his book are far higher quality. Too bad I can't nail the book to my wall..
Every page is filled with these georgeous, highly detailed pictures, and a running commentary from the astronauts or author.
You won't be disappointed.
It has two operating modes.
1, it stays on as long as the button is depressed. This is good for quick looks.
2, you press it once and it stays on until either (a) 5 minutes pass, or (b) you press it again, or (c) you put the binoculars down (it knows when they are vertical, like hanging around your neck.)
Perfect for observing birds, planes, double stars, nebulae, satellites, and planets. I can't resolve Saturn's ring, but Jupiter and its moons and the Hercules cluster are not to be missed.
A tripod doesn't solve the same problem. You can walk around, pass these to other people, take it on a hike, use them in a car.
Some downsides: expensive, battery maintenance, and heavy (not as much a problem with smaller pairs.)
The typing experience on AppleTV is actively user hostile - the password is masked (you cannot reveal it) so if you even think you've made a mistake in one of your 25 characters, you need to start over.
The second doesn't work for me: we only have Android devices. It's unclear why our 3 MacBooks aren't sufficient for this purpose; I didn't have any suspicion that this would be the case.
I have to type 25 character random passwords into AppleTV with no mistakes 5-10 times from a remote.
On that note, it's 2022 and I cannot set up an AppleTV in the Home app on a Mac. It's apparently impossible.
At this point, I'm absolutely convinced I'm doing something wrong. Maybe this is painless in Chrome?
It is so incredibly slow and inept at finding anything, whereas the app Everything by voidtools has no problem and works instantaneously.
3/4 years of a B.S. at a large research university, with 1 or 2 grad courses thrown in.
> DS&A classes..at WGU look completely watered down from what is taught in a single semester at the nearby university of Utah.
I agree with that. They do look watered down.
> They are talking about learning about hashmaps (how, at this point in their education???)
I checked the link and don't see what you are describing. One comment is talking about how to use a hashmap. But, I wouldn't be suprised if they didn't know what a hashmap was at all, since I've encountered that in undergrad at brick-and-mortar too.
> More than half the classes in the CS BS degree at WGU look like filler too
That's exactly how I feel about most gen-eds at a brick-and-mortar :)
But, I am actually learning things from these filler courses that were never taught at my university, nor taught at the workplace, which honestly did surprise me in a good way.
This comment comes off really strongly to me in the direction of gatekeeping.
> These would not be acceptable in any CS department that I know.
Personally, some of the courses I'm taking now are just as hard as those I took during undergrad at a brick-and-mortar university.
I would say that the promised scope & depth of my undergrad courses at my brick-and-mortar university was greater, with interactive lessons, feedback, etc.
On the other hand, to learn that breadth of material takes two interested parties. Often I had professors who wanted to research, not teach. Sometimes the course was taught entirely by TAs after hours. Usually the pace was so fast that I never had time to learn one thing before we moved on to the next.
There were students who did the bare minimum, while others went beyond. That piece of paper symbolizing their "CS education" means much more to some than others.
> You did not get a CS education.
Hard to argue since you haven't defined "CS education", but I'll read it as "..the CS education that my university provides."
I believe it, and acknowledge that not all CS educations are equal.
> There are bootcamps that are much higher quality than this.
I think the goals are different. WGU allows me to study at a slow pace, go as deep or as shallow as I please (while passing a minimum bar) and will grant me a B.S. at the end of it. I already have a job; what I'm missing is the degree.
Perhaps I wouldn't feel such a strong need to get the degree, if it wasn't a prerequisite to even higher education!
I spent months trying to get my brick-and-mortar to allow me to complete my B.S. remotely; I had dropped out after junior year for startup reasons.
Long story short, the idea that an adult working full time might want to complete their degree without dropping $65k wasn't acceptable (of course COVID forced the university remote.)
Then my partner began a WGU Master's program and told me about it.
Although I wasn't able to transfer in most of my courses (older than 5 years), I was able to transfer a chunk of gen-eds. Now I'm slowly but surely working through the degree, diving much deeper into math topics than I ever did before.
I have the time to actually understand things instead of passing by the skin of my teeth. I also have the choice to skip a topic entirely if I know its contents.
It can be a slog, and there are times where it appears a gargantuan task. But I'm learning, and the challenge of doing it while working full time gives me great confidence.
Make sure you match with an excellent mentor to cheer you on while holding you accountable.
Now, some things to consider:
* I value the friends and shared experience I made @ brick-and-mortar university. This doesn't replicate that at all.
* Prices, although relatively low, have risen.
* Self-motivation is critical.
* No detailed feedback on projects.
I appreciate it for what it is: a self-motivated, self-paced escape hatch for those who want to earn a degree, where your experience is valued, and your bank account is respected.
There are plenty of websites with countdown timers, but I couldn't find one solely dedicated to watching the year increment.
It's also super useful if you wake up from a long cryosleep, have access to a time machine, or otherwise need confirmation of your place in history.
Hope you find this a useful addition to your celebrations!
When I bought my cube, I used it as an exercise to fight back against my frugality.
But it wasn't meant to be: it was delivered to the wrong address and I received a full refund.
Then my neighbor delivered it to me.
Or, consider how an update with multiple payloads could be delivered, if each payload comes from a different vendor.
Or, consider how a device can trust that an update has been signed by both someone authorized to make a release, and by someone who actually wrote the code in the release.
These are all problems that cannot easily be solved through one library or service because they fundamentally involve the humans at your company taking responsibility.
Additionally, the article hints at Secure Boot, but a device must also be able to reject old patches, invalid combinations of patches, and untrusted patches - failing to boot _after_ an unsigned update is not a good user experience.
[1]: https://uptane.github.io [2]: https://datatracker.ietf.org/wg/suit/documents/
if ctx.Err() != nil {
//then the context has expired or been cancelled
}At least one body camera on the market now is fully capable of running FR software and has full networking built in - essentially a smartphone.
In middleschool, when the laptop program first rolled out, we were so excited to try the sleek new machines. I have distinct memories of asking a relative for an AppleScript book as a present. We would make simple "MadLibs" scripts with text-to-speech, scripts to animate windows and draw ASCII art in accordance with user commands, and even fake "viruses". We also attempted to use Xcode, but only got as far as making toy web browsers with the default UI toolkit.
Keynote was an amazing program because it allowed us to create full games using tens to hundreds of slides. These were mostly point-and-click, but we did attempt some fast moving action games. By fast moving, I mean a few frames per second. I also remember using Keynote to make a presentation about the Fukushima Daiichi disaster; it had an animated reactor, and interactive buttons to show what would happen with certain water levels, and so on.
When we switched to Windows in highschool, the computers temporarily lost some of their magic and we ended up playing Halo during lunch. Very soon we discovered Scratch[0] and Phun[1], and we were back at it again creating even better games, or sketching and dreaming up physics simulations on the bus ride home. One of the greatest benefits of these programs - I'm not sure if this is still the case - is that we could take the laptops home over summer break. This lead to many late nights of programming while putting off those summer essays.
Sometimes we could use online textbooks for a class, but most classes forced us to carry around heavy textbooks, so we ended up painfully lugging bags containing a laptop and 2+ textbooks between classes. I haven't mentioned class much, but we used them for news, for studying language, for creating music, and for math. Above all, we used them as an outlet for our curiosity, and that was their greatest strength at the time.
Now I understand many students receive iPads.