Editing to give more context:

I'm on an ultrawide and didn't see the help at the top right corner.

But, now I'm thinking: "OK, I typed something... what do I do with it?" Is the intent to copy/paste it somewhere? Take a screenshot? Does it convert to a less-savory format (e.g., latex)? Just looking for some directions.

By the way... congrats on shipping a project!

There's multiple different approaches with both 4-shape and 7-shape systems being common. But the point is that your color system seems largely correlated to it, and there has been research done on the shape note system.

https://en.wikipedia.org/wiki/Shape_note

Does anyone know which fonts (or, probably more importantly, which modern-day equivalents) are used to get this feeling?

The stack doesn't matter. The problem itself doesn't really matter. The "sexiness" of the result doesn't matter. Just do it. Something... Anything! Working through the problem is the goal.

The result: You will learn things that you didn't know that you didn't know, and you will be able to transfer that to your next project.

Rinse and repeat. Then, all of the sudden you will have stories to tell and mistakes that you know you should avoid.

Your first project will be bad, and I mean UGLY! You will make all sorts of bad decisions. Don't use an AI agent to help you write it... you won't learn anything. Don't waste your "best" idea on your first project, either. You will forever be disappointed because you didn't do a good job on it.

If you want to bounce any ideas off us, then go ahead and post them. We could proffer ideas to you, but it really needs to be something that captures your attention. So what are you interested in? Low-level, web, graphics, games, tools, mobile, industry-specific, entertainment, edutainment... the possibilities are wide open!

Good luck and have fun!

I'm not doubting you, btw... I've seen others here on HN also saying that they burn through money with AI, I guess I'm just missing something.

In fact, the geek in me absolutely wants to know what's going on, because you have probably found something that I would love to know about! :)

Wouldn't science be under the umbrella of fair use, and publishing papers be under the umbrella of educational use?

It's undoubtedly a money-grab, and it reminds me of the people who extorted restaurants, etc., for singing "Happy Birthday", until the courts ruled that the song was in the Public Domain already (and had been for a very, very long time).

Is there any law that says that I can't just get one of those for use as my personal number and then give that # out as my contact info?

However, this is a website, based on code. And based on my most recent experiences with AI, I think it's more plausible that someone:

A.) Copied a file into an AI prompt (or use an AI agent).

B.) Asked the AI to do something to the file (like adjust the layout of the page, alter CSS, optimize something, or whatever.

C.) Eyeballed the response and thought it looked good.

D.) Copied the file back (or just saved it, depending on the IDE).

E.) Caused the Internet to melt down.

I've had AI chats and agents that randomly change things unrelated to what I asked it to do.

It seems that people are so quick to jump to a conclusion that supports their bias. To be clear, I did not (and never have) voted for Trump, but I'm not going to entertain conspiracy theories about orange man bad when it was probably some dev thinking, "this AI thing is cool... look at what it can do!"

Flashcards help. They aren't a substitute for learning the language, but flashcards definitely help.

Pictures help me remember many, many things!

There were quite a few odd things said in this article, and they all seem, for the most part, like a Ted talk: a lot of flash, but very little substance, especially when reality has to be taken into account.

I'm only a couple of weeks in. But it's giving me a break from my programming language that I was working on. (It's a template language, also written in C, also cross-platform, that has a jit compiler with a bytecode fallback.)

I appreciate the effort that Red Blob Games puts into their website.

I face the same dilemma on Bob Ross' The Joy Of Painting. I would love to download them, and they are on YouTube, but the compression makes them look really bad. Well, that, and I'm not sure how to download a huge number of vids from YouTube like that. :/

I love the `ia` tool, but it drives me crazy that it can't resume a failed download. Some files are fast (~30 meg/sec). Others are painfully slow (~100 kb/sec). The same collection can contain fast and slow downloads.

I had a file that kept failing when using ia, after about 6 hours of downloading at the slow speed. I switched to Chrome, which still downloaded at the slow speed, but Chrome would attempt to automatically resume the download, and if that failed, you can press a button to ask Chrome to try to resume it again. I have had to fall back to that clunky solution several times.

My only other concern is that ia does not download files in parallel.

Aside from my minor complaints, I'm thankful that it exists, and I have told other about it since discovering it myself in the last few months.

Internet Archive, Individual episodes. Unorganized except for seasons. Many different video versions. 965 Gigs: https://archive.org/details/Computer_Chronicles

Internet Archive, single zip file. Re-transcoded, better organized and documented as to Repeat, Missing, and foreign language versions. 83.5 gigs: https://archive.org/details/computer-chronicles-full-epidose...

If downloading from the Internet Archive, there is a CLI tool called "ia".

Yes, it is sad that people of my "kind" "exist as professor." I helped students start a business. I started a makerspace for them so they could explore the world of 3d printing, arduinos, etc. I guided them build projects that were worthy of showing off on their resume (which resulted in some getting jobs). I was proud of the cool things that they did, and I worked with those who had difficulty. I was just so horrible!

Actually, my students quite liked me, and I was often forgiving if a student came and talked to me... after all, that's part of their learning process. Either the student cared or they didn't. I made it clear from the beginning that I cared about them, even when I had a class of 165 in the middle of Covid.

Do you actually understand what a diploma represents? It is a certification of knowledge (binary in nature... you either have one or you don't, so it is by definition a very coarse measure). A grade (or GPA) is a one-dimensional measurement of that certification. That is what your tuition is paying for. It is paying for someone who is qualified to teach you something and then evaluate you on the standard to which everyone else from that institution is also held. It is also a ranking against their peers (which is a reason that I had no patience for cheaters, which I found some every semester). As an aside, this is why a course transferred from one institution to another will often not be included in the GPA of the later institution, because it is not the same standard.

In education, you need both structure as well as innovation. I taught both. You seem stuck on the "rule follower" and "rule breaker" mentality, but that is completely orthogonal to what I am saying. I taught mastery. Whether you follow or don't follow the rules (however you define "rules") you must still master your craft, and the university exists to certify that mastery. That is the point of the university. Certification of mastery.

If you don't want certification, then don't go to a university. You aren't required to get a degree. You can learn everything that you need to from books and other places. But if you want certification of your knowledge, then you have to actually go through the steps that verifies your knowledge and ability, as determined by other people from a variety of backgrounds who have each had their knowledge and ability certified by even more people from a variety.... you get the idea. That is what a university is.

Consider the similarity with the martial arts world. You can buy a black belt online, but do you have mastery? Someone would ask how you got it. Who considered you worthy of posessing the black belt? You might say "it doesn't matter... I can fight and win!" You might be right. But the black belt isn't about fighting. It's about self-discipline, philosophy, experience, and yes, mastery, as learned from and evaluated by someone else who has an applicable certification.

I have a Ph.D. in Computer Science from the University of Notre Dame, an R1 research university, as conferred by a panel of experts from a variety of universities (meaning faculty from other universities, not just Notre Dame itself) based on my academic achievement in the field of Computer Science, peer-reviewed conference and journal publications in the field of Computer Science, as well as my creation of a peer-reviewed, published, and publicly-defended dissertation over graph grammars (blending formal language grammars and graph theory). That is my certification. Every grade that I gave derived its credibility from that certification, and was my communication to the world of my assessment of the mastery of that student to the expectations of the university, me, and their relation to their peer group (you've heard of a grade curve, right?). That's the way it works.

You are not requrired to take part in it, but just don't treat it like sour grapes (from Aesop's Fables, it might be an obscure reference).

From the instructor's perspective, it sounds like you didn't even try to do the intentional assignment (which the fault/crashdump/find info in the crashdump was the most important part), and either did your own thing or sent in someone else's assignment because you didn't look closely enough at what it was. Yes, this is a big accusation, but it happens every semester.

The professor just wanted you to learn what you were supposed to from the assignment, so that you could build off it.

Your cynical take on it now shows that you still don't understand how to teach or the importance of that fundamental skill.

Is there a place for fun, exploratory projects? Of course, and I always incorporated them into my syllabus. But there's also a place for structure. If you want to explore along the way, then that is even better! But you still have to meet the incremental checkpoints along the way, otherwise you have not demonstrated that you have met the core competencies of the subject, as reflected by your grade.

There's a lot of shortcomings in modern university education, but I loved teaching, and would still be doing it today if it paid reasonably. My biggest headaches were the cheaters and the know-it-alls, mostly because neither of them knew enough to respect the subject matter and its importance. The students that made me the most proud, though, were those that trusted the roadmap, and in the end were able to do bigger and better things than they thought that they were capable of.

It's not about extra work. We did plenty of it, btw. We just didn't always tell you about it. The University system referrs to it as "service", and you, the student, are the beneficiary of it, either directly or indirectly.

"Teachers don't want extra work." I'm sorry, but this sounds like a toddler stomping their foot and saying "Mommy and Daddy don't love me because they went to work today instead of staying home to play with me."

I'm glad that you wrote the RPN calculator. That's cool! I'm disappointed that you use this as an opportunity to bash the educator who agreed to take a low salary so that they could help you learn important things that are fundamental to your craft and chosen field of study.