1,681 karma · joined March 8, 2008
This report was highly biased since I'm sure no one built a road where people didn't need one and looked if demand were the same. Instead this is only about building roads where they were deemed to be critical enough to warrant a ton of spending and where the built out supply probably lags demand.
For example- Least squares regression. Totally use this. Even took a semester in college on just regression. The linear algebra underpinnings though haven't never been shown except for a quick blurb in my linear algebra text book. I still understand the concepts of fitting a model and when it's a bad fit (such as non-normal distribution of residuals, co-linearity) but the theoretical underpinnings are more fuzzy to me.
Representing features as vectors, sure. But that's also a pretty superficial use of linear algebra since from that point forward I'm using something on the trig side to compute results (at least in clustering).
I also tend to lean rather heavily on probability and bayesian approaches to many areas. So Naive Bayes classification is a love of mine, finding ideal parameter values given data coming in becomes an online updating multi-armed bandit problem to me (which also doesn't require explicit linear algebra). A lot of my work is also in experiment design and analysis and for this I use a mixture of Bayseian and frequentist statistical testing.
Canned packages out of the box with parameters to tweak that I can cross validate to evaluate how well my model is working. If I happen to venture out to other models I'm probably reading up on common pitfalls and how to test for them.
To me, it's entirely possible that the gap between you and I is due to experience and even just differences in training/learning (including but not limited to the quantity of it). These discussions are important for me since they help to inform my future learning aspirations.
I ask because I do this kind of work as my J.O.B. and every skill he refers to I totally see the necessity of except this one.
I've always wanted to believe, and given its second hand nature and the credibility of the source I count it as weak evidence at best. Obviously nothing even close to proof, but I've always found these stories intriguing since then.
The idea struck me yesterday that there's no real reason one couldn't teach this in elementary school or Jr. High and maybe that would be amazing for students? These kind of courses shape the way you reason.
Some people reply to this by saying "Well then we'll just ship it and measure results without testing." That is a test... but it's poorly designed. If you can't see the improvement in a controlled experiment, it's rare you'd be able to see noticeable improvement in before/after.
FTA: Bayesian experiment design: With Bayesian experiment design you can stop your experiment at any time and make perfectly valid inferences.
If the differences are drastic enough you can still get value from split testing. Incremental changes are just probably not going to bring you much luck.
I wrote something about it here: http://www.databozo.com/2013/10/12/Finding_a_sample_size_for...
EDIT: typo
Ruby and Python are also similar enough that while there are a ton of differences they won't be difficult to digest.
Focus more on: * Identifying and leveraging their strengths * Position your self as a Silvers type leader. Be a first follower to any of their ideas that you think can be tweaked to hold water.
That last one may be non-obvious. Learning to be a first follower promotes humility in yourself, supporting others, and showing others how to lead and follow. When others lead their 'laziness' (I hate that word) begins to dissipitate.