jimhefferon

Everything is easy once you know how.

For those of us who don't walk on cliff edges, though, it is a concern.

Hard to see, though, how to do that with hundreds of students in a room, and be reasonably uniform and fair about it.

An argument perhaps that there should not be hundreds in a room.

Can you say more about the startups stuff?

> My major point of friction with LaTeX is that using unicode is not straightforward.

Possibly you are describing how it used to be before the input encoding standard for LaTeX switched to UTF-8?

At this moment, the error rate seems to be that of a beginning graduate student. Or at least, that's what Terry Tao thinks. That's pretty good.

Isn't Gambier the admiral who would not support Cochrane's fireship attack at Basque Roads?

Sure, you are welcome.

I'm not sure who is the audience for this, but if it is students then it is not going to be very helpful, IMHO. For students to get it the authors must give concrete examples.

Let me pick on B, on spaced learning and interleaving. In those two paragraphs there are no concrete examples. If a student asks, "OK, I'm at the library and I have my book open. What do I do?" then the answer is not there.

I'll talk about college math because that's what I teach.

If you want students to learn what to do, you have to tell them. Maybe, "Set your timer to a half hour, pick out five problems, three from the current section and two from sections you did last week, and do them. If you get stuck take a peek at the answer, but don't peek until you are stuck. If you get really stuck, mark the question in your notebook and ask about it at the start of the next class. But under no circumstances just read the book." Then you have told them how to practice recall and to interleave in a way that they can actually do it.

Four half hours remembering how to do both current problems and also some from before for every hour spent in class is a good whack at learning the class's material, at least in the first two years.

Just using the two words recall and interleave is not enough.

In its impact on teaching, I'll say that based on teaching since 1979, students take feeling stupid as convincing evidence that their instructor is doing a bad job. No amount of assuring them that it is the gateway to enlightenment or however you put it will save you.

I assume the poster meant how much progress the models have made. Roughly late high school capability to late college-ish. Project forward five years.

In the article he says that DBs are now much faster.

This post is not about real numbers, though. It's about floating point numbers.

I'm concerned about the effects of the staggering amounts of gambling money on the sports themselves. It all quickly gets to where you ask yourself if what you are watching is real, or is it professional wrestling?

I have a thing that I do. I would like to be better at it. Insight into how worldwide-recognized experts achieved their expertise is of interest to me.