Wow, it seems like this might beat out flite for very-low-memory TTS? I ended up abandoning a project of mine because I couldn't get high enough quality or low enough memory usage out of flite, so I'm very excited to try this out.
The nearest thing that I've heard of is Wolfram Alpha's step-by-step solution solvers, but the worry with those is always that it's too easy for the student to just keep clicking next step and not learn anything.
I appreciate how this frames algebra as a puzzle instead of a problem :)
It's a question of "value created" vs "value captured". They captured about as much value as the risk-free rate of return.
Value that is created but not captured (e.g. the value of consumers enjoying games and consoles above and beyond the price that those consumers paid) is typically not considered when making business decisions.
This is the first that I'm hearing about this, but I don't think that your telling is quite right. The Dallas school district is "Dallas ISD", not Dallas County Schools.
Dallas County Schools was apparently a school bus service provider that served many different school districts in the area. I don't know why they named it that...
That situation looks pretty bad, but what happened was that a public school bus services provider went bankrupt, the school districts that it served became responsible for finding private replacement service providers, and residents of the service area had their property taxes raised to pay off the debt.
No school districts went bankrupt or were split up, just school bus service providers.
Done. That was quite interesting, although I see what you mean. I did skip over some of the sections about how to teach concept maps to elementary school students and some of the examples given.
I think my conclusion is that he's probably right that producing and discussing concept maps is the fastest way to share and validate conceptual understanding, so I'll add them to my toolkit.
I'd never heard of the Gowin's Vee chart before (the other main topic of the book) and it seems useful although I can't realistically see a situation where I'd personally use it. There are quite a few similar "planning process" or "research process" systems that cover similar ground. I do like how this one is relatively "zoomed out" to make sure first-and-foremost that your investigation is actually answering some meaningful question within your wider cognitive context.
That is cool, although it took me awhile to understand it because the posterior probability is on the left and the prior probability is on the right, and because it uses D=Disease and T=Test when I am used to seeing D=Data.
This made me smile because I did exactly the same thing (i.e. I also read Anna Karenina in 7th grade, and was very pretentious). I mostly read during lunch periods when it probably would have been a better idea to be developing my social skills.
I remember being most interested in Konstantin Levin's efforts to modernize his farm estate.
I think that at the time I thought that I understood the difficult books that I was reading fully, but looking back on it I must have missed so much. I'll need to have a re-read one of these days.
I just skimmed the summary but in the results section it reports three significant results and two after “multiple-test correction”. I’m not sure how they did that correction; I would expect that measures of cognitive performance are correlated for each child and so the standard Bonferroni correction might be too harsh to apply here.
> Covariate-adjusted analyses of standardized scores (mean [SD], 0 [1]; higher values indicating better performance) showed positive associations of high-dose vitamin D3 with verbal memory (β = 0.17 SD; 95% CI, 0.03-0.32 SD; P = .02), visual memory (β = 0.24 SD; 95% CI, 0.06-0.42 SD; P = .01), and flexibility or set shift (β = 0.19 SD; 95% CI, 0.01-0.37 SD; P = .04); however, high-dose vitamin D3 was no longer associated with flexibility or set shift after multiple test correction.
It seems to be a real definition, see definition 6 under etymology 2:
> (transitive, law, especially New Zealand)[1] To subject [someone] to a trespass notice, formally notifying them that they are prohibited from entry to a property, such that any current or future presence there will constitute trespass, (especially) criminal trespass
I typically do the same algorithm for each solution, but I do try to write it in an idiomatic way to each language.
I usually look at the editorial after the first solve to see if I missed any tricks or other approaches, and sometimes I’ll write the second solution differently if there was something interesting that I missed.
It's a feature of the leetcode.com website. I actually can't find a URL that will directly link to the current day's problem, but you can open https://leetcode.com/problemset/ and select the current date in the calendar widget (at the top right on desktop, or by clicking the green calendar floating action button at the bottom right on mobile).
You can view the daily problem without logging in or creating an account.
Fair warning: today's daily problem is a "hard" difficulty and it is often worth skipping those or peeking at the solution. They can take a while to solve (often at least an hour) and/or rely on unusual tricks or data structures. I haven't solved this one yet so idk exactly what its deal is.
Good question. I chose them because they are the languages that I use professionally and would choose for technical interviews. I expect to be asked to solve problems in either language in any given interview.
Technical interviews are different enough from day-to-day work that I still find it valuable to practice in them.
I feel like a Google Maps-style system would discover this automatically by noting via phone location data that there is heavy traffic in Chinatown.
(I do get the author’s point, but I think that factually this example would not be a problem)