I disagree. I think the video clearly described the challenge, somewhere in the middle of the video, as sending TV signals that both BW and color TV sets could decode, and went on to explain how that challenge was solved by "inventing" separate Luma and Chroma signals. Did I miss something?
Commies bringing misery to people unfortunate enough to be subject to their governance: hardly shocking.
Commie apologists complaining about US sanctions: pathetic.
I may be biased, but I cannot see how one can fully comprehend concepts in Dynamics, Solid Mechanics, and other core courses in an undergrad civil/mechanical engineering curriculum without ~six credits in calculus. Yes, you would never face those tricky limits they expect you to solve in high school, but I tend to see those as games that shape the students' frame of mind. Once you pass core engineering courses, you hardly ever have to calculate the forces, torques, and moments by analytical integration either, but having gone through the concepts is what prepares you for their application in practice.
The article advocates for teaching statistics in place of calculus. Surely any stat course has to go further than teaching the sample mean and standard deviation. I cannot see how the students would calculate CDF out of PDF without background in calculus.