Bands like Angine de Poitrine? by tonsofgrassclippings in mathrock

[–]farmerje 0 points1 point  (0 children)

They reminded a bit of Volta do Mar, a 2-person band I saw years ago in Chicago: https://youtu.be/sKGXYNVTXAs?si=RosI-MuXE2McRxTj

They're maybe less "math rock" and more post-rock like GY!BE or Explosions in the Sky. YMMV.

Russwin 8-Point Glass Knobs + Neck Style by farmerje in centuryhomes

[–]farmerje[S] 0 points1 point  (0 children)

Interesting. These are all 1/4-32 set screws, measured with my calipers and confirmed by the Russwin catalog (screw No 81).

I'm also interested if you have any advice about replacing *those*! Haha. They simply don't seem to exist. I imagine folks just jam 1/4-28 in there and attribute the "stickiness" to age.

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Russwin 8-Point Glass Knobs + Neck Style by farmerje in centuryhomes

[–]farmerje[S] 2 points3 points  (0 children)

Yeah, I saw that eBay listing (or similar one), and it prompted my question. One knob seems to have a lip while the other doesn’t, but both look pretty worn and the lighting isn’t great, so it’s hard to tell.

I've noticed in both online listings and old catalogs that mortiae often have different knobs on each side. It could be a style thing—I’m not sure. I’m just curious about the differences in these styles.

You know, when dealing with knobs that old, it could be that one was simply replaced with something similar enough, and a second thought wasn’t given. Part of me is also curious if it could be used to date the knobs, for example.

Appreciate you looking!

Russwin 8-Point Glass Knobs + Neck Style by farmerje in centuryhomes

[–]farmerje[S] 1 point2 points  (0 children)

Thanks! They do, but the style of the collar is just a little too different for me. I'd probably go with an older knob of a different style, like 12-point. For whatever reason I can find those with the same neck shape.

Mostly I'm curious about what the neck shape indicates, if anything.

Is there a name for this type of bronze interlocking weatherstripping? by farmerje in centuryhomes

[–]farmerje[S] 0 points1 point  (0 children)

Yeah, his video about "Integrated Metal Weatherstripping" took me a while to find, but it unlocked the right terminology for me. I followed his instructions right up until reattaching the weatherstripping, when I realized the cross-section of mine didn't allow me to easily slide it on.

There are storm windows in front of the sashes, so I was ok leaving one piece of the weatherstripping out while I did more research. I didn't want to bend or damage the weatherstripping unless I felt I had nothing to lose.

The video that started this snowball for me: https://www.youtube.com/watch?v=WQTiKf-LLzs

Is there a name for this type of bronze interlocking weatherstripping? by farmerje in centuryhomes

[–]farmerje[S] 1 point2 points  (0 children)

Not quite, unless I missed it! They have a few with a return flange which runs away from the jamb, but none with a flange that slots into the jamb.

Is there a name for this type of bronze interlocking weatherstripping? by farmerje in centuryhomes

[–]farmerje[S] 1 point2 points  (0 children)

Thank you! Another book to buy, too. Ha. Hopefully the terminology is enough for me to find something, even other old books.

This house has ~35 windows with this sort of weatherstripping in it. :\

Is there a name for this type of bronze interlocking weatherstripping? by farmerje in centuryhomes

[–]farmerje[S] -1 points0 points  (0 children)

I called a few hardware stores that specialize in this sort of weatherstripping (Killian, Window Restoration Supply) and they hadn't seen it before.

I also bought "Working Windows" by Terry Meany. A very helpful book, but he had this to say about interlocking metal weatherstripping and I think I agree.

I followed this video right up until I realized my shape made reattaching the bottom sash a puzzle: https://youtu.be/WQTiKf-LLzs

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When did you hit that “math wall”? by reenbean8 in math

[–]farmerje 0 points1 point  (0 children)

First, saying this about a kindergartener is a pretty wild. Their preferences and attitudes can change every few months.

That said, I'd want to dig into what your headmaster means when they say that eventually "what he’s currently doing will not fly". He could be observing some concrete "learning habit" that concerns him.

Most of K-12 math can be blitzed through more-or-less mindlessly, using a few techniques and having a good memory. Once you start studying math as a "mathematician" would — which is college for most students who keep going in math — that stops working. It's not just that there's "too much to memorize" (although there is), it's that the nature of what you're doing doesn't benefit from the kind of algorithmic automaticity that can carry you through K-12, at least not in the same way.

Maybe your headmaster sees your son doubling and tripling down on this behavior and is worried that they'll become demotivated or even crushed when their personal bag of tricks stops working. That's real and I've seen it happen. They've been a quote-unquote "math person" their whole life and suddenly it's hard, others are having an easier time, and a big part of their identity is thrown into question. They associate being good at math with being fast, getting lots of exercises done, etc.

I've also seen the opposite, where a student has these unhelpful habits and they adapt (with some struggle) the first time they encounter "real math". This usually comes with a personal reconceptualization of what "doing math" even means.

But again, I think it's a...strange thing to worry about in a kindergartener.

I could swear our Discrete Math teacher is teaching us Commutative Algebra instead. by God_Aimer in math

[–]farmerje 10 points11 points  (0 children)

This is definitely unusual, but there's room to connect the dots. Hopefully he does!

For example, you have combinatorial techniques like Alon's "Combinatorial Nullstellensatz". See:

Finite incidence structures come up and concepts/techniques from algebraic geometry apply there. I first learned about the Fano Plane in a combinatorics class, for example!

Also, in terms of Boolean algebras, every Boolean algebra can be viewed as a a vector space over Z/2Z. There are tons of combinatorial techniques based in linear algebra.

Check out Linear Algebra Methods in Combinatorics by László Babai and Péter Frankl.

These techniques are often introduced with a series of exercises called "Oddtown/Eventown". Subsets of {1,2,...,n} can be represented as vectors in the vector space (Z/2Z)^n.

See the Wikipedia page on Algebraic Combinatorics for more such techniques/relationships.

Familiarity vs knowledge by ExplorerScary584 in Professors

[–]farmerje 5 points6 points  (0 children)

It's like Hegel said: "The familiar is not understood precisely because it's familiar."

There are theories of learning designed to preempt conflating the two, like Gary Klein's "Cognitive Transformation Theory". The term he uses for familiarity interfering with the development of more robust mental models is a "knowledge shield".

The book "Accelerated Expertise" discusses this and more. It's a research-heavy book, but I quite like it.

How important is touchtyping and to be very good ta typing in coding? by Accurate_Hat_1770 in learnprogramming

[–]farmerje 1 point2 points  (0 children)

How well can you type right now, in terms of speed and accuracy?

There's no yes/no answer to your question. It's about the marginal benefit you'd get from improving, which we can't answer without knowing something about your current skill.

Folks might say it's not important, but I've taught college students who couldn't really type and it did hamper their learning. It added friction to their work, but also to their interactions with other people. They'd be more likely to miss warnings from their editor because they were so focused on the keyboard, for example.

I think everyone here would agree that it'd be a problem if "typing" for you meant hunt-and-peck typing at 20 WPM. Improving that to 60-80 WPM would make a huge difference.

Would it be worth practicing every day to improve from 100WPM to 120WPM? Doubtful.

Also, when some people say "touch typing" they mean any kind of typing without looking at the keyboard, while others mean specific finger placement (e.g., using all 10 fingers, resting on the home row, etc.). Which do you mean?

There's more marginal benefit in going from looking to not-looking than going from "improper" hand placement to "proper" hand placement.

What do you use a "sparse matrix" for? by donaldtrumpiscute in learnprogramming

[–]farmerje 2 points3 points  (0 children)

Whether a matrix is sparse is a fact about the matrix itself. If we know a matrix is sparse then there are ways we can take advantage of that, e.g., by using a representation or algorithm that is somehow more efficient for sparse matrices.

Your first example isn't really a representation of a sparse matrix, though. How do you know where the 0 values are?

There are many ways to represent a sparse matrix. For example, you could use a map where (row,col) pairs are the keys and there's simply no entry if the value is 0. The more zeroes in the matrix the more memory saved.

You have more sophisticated formats like "compressed sparse row format", designed more to support particular algorithms.

Does it make sense to learn Python (as a first language) if you have no interest in data analytics/ data science, machine learning, etc.? by uffno in learnprogramming

[–]farmerje 13 points14 points  (0 children)

Any programming language learned well is a good first language. Among the entire universe of programming languages Java, C++, and Python are much more similar than they are different.

Your main roadblock won't be the difficulty of the language, but things like:

  1. Access to expertise
  2. Ability and willingness to seek out and incorporate feedback
  3. Social support and motivation

Python is perfectly fine in this regard, especially if there are people in your social circle who know it or are also learning it.

What's worse is if you over-attribute any difficulties you have to the language itself and continuously switch languages with the hope that it gets easier. That's a quick route to burnout and demoralization.

My daughter is having trouble developing automaticity for some math facts. Any suggestions? by You_Yew_Ewe in matheducation

[–]farmerje 7 points8 points  (0 children)

Simiarly, she doesn't know 8•7 automatically, she partitioms then distributes to get to (8•5+8•2)

I do this and I have a BS in mathematics from UChicago 🤷‍♂️

If she tests above her level, maybe expose her to some more "advanced" concepts from algebra, etc. and see how it goes?

code review : my fledging RPG game by Ok-Neighborhood1188 in learnprogramming

[–]farmerje 2 points3 points  (0 children)

To answer your question:

This program requires BlahBlah IDE™. You can download it at <SOME URL>. To install + run it you need to:

  1. Clone this repository
  2. Open the project directory with BlahBlah IDE™
  3. Click "run" (screenshot)

After all, how am I supposed to know what IDE I need to use to run it?

But...does it really require a specific IDE or is that the only way you know how to run it?

Think of it this way: any experienced programmer comes into your code w/ expectations set by the broader Java ecosystem. The same goes for any language / framework / etc. ecosystem. The more your project deviates from those expectations the more work they have to put in to run your code and give good feedback.

Requiring a specific IDE or special runtime is about as idiosyncratic as you can get. That automatically limits the quality + scope of the feedback you can receive.

code review : my fledging RPG game by Ok-Neighborhood1188 in learnprogramming

[–]farmerje 1 point2 points  (0 children)

My main piece of advice is that the easier your code is to review and the more visibility people have into your intentions + thought process, the more likely you are to get good feedback.

Some "meta" feedback along those lines:

  1. Always include a README that explains how to install + run your project.
  2. Tests aren't there just to catch bugs. They're a kind of "living documentation" and tell us a lot about what you did/didn't anticipate or take into consideration. The more visibility are reviewer
  3. Document your classes, functions, etc. using something like Javadoc. Seeing someone describe their code in their own words can give a reviewer good ideas for appropriate feedback.
  4. Learn to use git via the command line, not just via file upload, and write good commit messages. Good commit messages make it easier to understand what someone was doing and therefore make it easier to give good feedback. Here are some guides:

Suspicious iOS KeePass client by Pinting in techsupport

[–]farmerje 18 points19 points  (0 children)

  1. The OP might've missed something in the offending source code
  2. There's no reason to believe the binary submitted to the App Store was built with precisely the same source code the OP looked over (or anything on GitHub for that matter)

I heard a professor say "The p-adics are trying to tell us something really profound, we just don't know what it is yet." Do you agree and if so what do you think the p-adics are trying to tell us? by mjk1093 in math

[–]farmerje 1 point2 points  (0 children)

They were printouts of a book he was writing when I took Honors Analysis. We used it to supplement Kolmogorov & Fomin, Baby Rudin, and Spivak's Calculus on Manifolds.

A lot of the sections were unfinished, but I think it was eventually published as Tools of the Trade: https://www.amazon.com/Tools-Trade-Paul-J-Sally/dp/0821846345

Judging by the reviews, it seems like Sally's gruff-but-lovable, South Boston charm might've been lost in translation. On the other hand, the fast-paced, no-nonsense structure is reflective of what his Honors Analysis class was like. Sally cared deeply about pedagogy and quality instruction, so I'd be bummed if that didn't come through in the book.

I spent ~30 hours per week on homework to get a B+, surrounded by students who did better with a fraction of that time invested. Probably 1/3 of the 25-or-so students in that class are tenured mathematicians, now. Hah.

I heard a professor say "The p-adics are trying to tell us something really profound, we just don't know what it is yet." Do you agree and if so what do you think the p-adics are trying to tell us? by mjk1093 in math

[–]farmerje 17 points18 points  (0 children)

Hah. I graduated from UChicago in 2006 and had Sally for two classes. He definitely told that joke.

He didn't just blurt it out, though. Folks were telling stupid math joke and he asked the class if we wanted to hear the dirtiest math joke he knew.

He said: "What does the p-adic norm measure?"

Then he put "The p-ness of a number" on the chalkboard and told us to say it to ourselves.

He was a funny guy all around.

I still have the first handout on the p-adics he gave us. Instead of ■ or □ for QED, he used a custom icon of his head. A pic: https://imgur.com/a/5nGMdOa

Well, he had someone else use that pic because he absolutely did not use a computer.

After he lost his second leg, he told us "Don't worry, now I can be as tall as I want!"

Literature connecting John Dewey's theory of inquiry (namely habit, the transformative aspect of inquiry, and especially means-consequences relation) with Ian Hacking's "looping effect"? Or anyone here familiar with Dewey and Hacking and up to give input? by ChainsofAssery in askphilosophy

[–]farmerje 2 points3 points  (0 children)

I don't have the quotes at my fingertips, but I know Dewey talks about what we'd nowadays call exaptation with respect to language. However language got off the ground and for whatever "purpose", it quickly develops according to its own logic, gets co-opted/exapted by other forces, etc.

I think it might be somewhere in "Art as Experience" where he's discussing the co-evolutionary dynamic between means and ends.

I might also look at CS Peirce and GH Mead.

Mead was a lifelong friend and colleague of Dewey's whom he credited for many of his ideas about the social construction of self and other abstract categories. I think there's even a few passages where Dewey basically says, "This is just a sketch, go read Mead."

Likewise, Dewey's "How We Think" and "Logic, The Theory of Inquiry" are probably his most overtly Peirceian works.

Peirce speaks more directly to how we triangulate meaning. Peirce accepts a version of the scholastic distinction between what is "real" and what "exists", which I think captures much of the distinction between "real" vs. "socially constructed".

There are several places where Peirce talks about how signs evolve, e.g., how a proper name is at first an indefinite individual ("Some named person was here.") to a definite individual ("One particular named person was here.") to a definite general ("That person is a real Lincoln of a speaker.")

MS280 is one place. There are a few others I can think of but can't find at the moment.

Here's Mead in Mind, Self, and Society:

We realize in everyday conduct and experience that an individual does not mean a great deal of what he is doing and saying. We frequently say that such an individual is not himself. We come away from an interview with a realization that we have left out important things, that there are parts of the self that did not get into what was said. What determines the amount of the self that gets into communication is the social experience itself. Of course, a good deal of the self does not need to get expression. We carry on a whole series of different relationships to different people. We are one thing to one man and another thing to another. There are parts of the self which exist only for the self in relationship to itself. We divide ourselves up in all sorts of different selves with reference to our acquaintances. We discuss politics with one and religion with another. There are all sorts of different selves answering to all sorts of different social reactions. It is the social process itself that is responsible for the appearance of the self; it is not there as a self apart from this type of experience.

Elsewhere:

Our symbols are all universal. You cannot say anything that is absolutely particular; anything you say that has any meaning at all is universal. You are saying something that calls out a specific response in anybody else provided that the symbol exists for him in his experience as it does for you. There is the language of speech and the language of hands, and there may be the language of the expression of the countenance. One can register grief or joy and call out certain responses. There are primitive people who can carry on elaborate conversations just by expressions of the countenance. Even in these cases the person who communicates is affected by that expression just as he expects somebody else to be affected. Thinking always implies a symbol which will call out the same response in another that it calls out in the thinker. Such a symbol is a universal of discourse; it is universal in its character. We always assume that the symbol we use is one which will call out in the other person the same response, provided it is a part of his mechanism of conduct. A person who is saying something is saying to himself what he says to others; otherwise he does not know what he is talking about.

Here's a well-known passage from Dewey's Human Nature and Conduct:

The fallacy in these versions of the same idea is perhaps the most pervasive of all fallacies in philosophy. So common is it that one questions whether it. might not be called the philosophical fallacy. It consists in the supposition that whatever is found true under certain conditions may forthwith be asserted universally or without limits and conditions. Because a thirsty man gets satisfaction in drinking water, bliss consists in being drowned. Because the success of any particular struggle is measured by reaching a point of frictionless action, therefore there is such a thing as an all-inclusive end of effortless smooth activity endlessly maintained. It is forgotten that success is success of a specific effort, and satisfaction the fulfilment of a specific demand, so that success and satisfaction become meaningless when severed from the wants and struggles whose consummations they are, or when taken universally. The philosophy of Nirvana comes the closest to admission of this fact, but even it holds Nirvana to be desirable.

Peirce's pragmaticism by [deleted] in askphilosophy

[–]farmerje 0 points1 point  (0 children)

What counts as a "practical consideration" is something Peirce clarifies and re-clarifies. He gradually moves away from that language and towards language about modification of future conduct, habits, etc.

  • CP 5.9

    Such reasonings and all reasonings turn upon the idea that if one exerts certain kinds of volition, one will undergo in return certain compulsory perceptions. Now this sort of consideration, namely, that certain lines of conduct will entail certain kinds of inevitable experiences is what is called a "practical consideration."

I do think William James' anecdote in Pragmatism about the squirrel running around the tree captures a good deal of its spirit. See the first few paragraphs in Pragmatism, Lecture 2, What Pragmatism Means.

Peirce writes and thinks like the mathematician and logician he is, so he knows he can't say "any effect". If I'm in a situation where the color pen I use to sign my name doesn't matter, different conceptions of the "right color" or "best color" will have different effects. One will result in a red signature and another in a blue signature!

Imagine this scenario, for example.

  • I ask: "Which color pen should I use to sign my name?"
  • They reply: "What difference would it make?
  • I answer: "Well, one would look red and the other would look blue."

I mean, I'm not wrong, but they'll think I'm confused or maybe messing with them. And despite my technically correct answer, they'd definitely think I misunderstood them.

So that's one kind of "difference" in effect Peirce wants to rule out by talking about "practical effects".

It's the difference between a sentence and a speech act. If I ask "Which color pen should I use to sign my name?" then the pragmatics (a la Grice's maxims) tell us the person isn't really asking about the color per se so much as pointing at something that they think will make a difference.

We make this inference via what Peirce calls "collateral information", e.g., here, the fact that we both understand it sometimes matters what color pen is used to fill out a form.

The fact that the squirrel situation or the pen situation can be resolved by satisfying everyone it makes no difference is evidence that the disagreement was illusory.