rawatson
Have you tried running at 2560 x 1700 on the most up-to-date version of ChromeOS? Some of the issues you had may have been fixed in more recent Chrome releases.
>We have made no mistakes about your admission.
and
>You all deserve to be here!
The first statement is the more important part. Incoming freshmen meet an extremely talented group of people when they arrive on campus. It's easy to be intimidated by what others have accomplished before even getting to college. The point of this speech isn't to comment on the service undertaken by students, but rather to reassure them that they are capable of performing at the level of the peers they're so impressed by.
I continue to be impressed by the uses Google has found for Chrome. Building new features into Chrome gives Google the capabilities of a full desktop application without the need to convince users to install new software. Google can just issue an update to Chrome to instantly ship new projects to ~20% of web users.
However, the goal of 106X isn't to teach all of the complexities and nuances of algorithms (take CS161), fundamental principles of computing (take 103), or OS/low level understanding (take 107/140/143). Sure, we'd like students to think about these things, but we really want to make sure that students know how to program with
* Proper decomposition
* Sensible commenting/documentation
* Use of appropriate data structures/knowing when to employ recursion
If you want to get more "huh, that's cool", try taking 107 in the winter (Jerry is teaching that course as well).
Unlike MSVC though, these compilers have included the extremely visible features -- things like inline variable declarations, designated initializers, and variable length arrays. I don't think Microsoft should implement C99 in full, but partial support would help students trying to learn C on Windows.
* Why use average income? Why not median family income?
* Why use median $/square foot, and then assume a 2000 square foot house? Why not just rely on median sale price?
I looked up the data for San Francisco, where median family income is $81,136 and median home sale price is $705,000.
Using the same methodology but with these income/price numbers, saving up for the down payment on a home in San Francisco takes ~14.5 years instead of 20.6. I'm not sure how this compares to other cities, but I think it's a bit more reasonable of an estimate of how long it takes to "save up for a house" in San Francisco.
(4.2::Fractional a=> a) + (4::Float)
Float is an instance of the type class Fractional. That is: methods which are defined for all fractional types must be defined for floats.
The compiler infers that (4.2::Fractional a=>a) must have type float, as it is being added to a float. This is compatible with the original type of the expression, as Float is an instance of fractional, so it is valid to read 4.2 as a Float.
This diagram might help: http://www.haskell.org/onlinereport/basic.html#sect6.3
Then the compiler will infer that you mean (4::Fractional a=>a) + (4.2::Fractional a => a)
However, you cannot add an integer and a float: (4::Int) + (4.2::Float)
Couldn't match expected type `Int' with actual type `Float'
In the second argument of `(+)', namely `(4.2 :: Float)'
In the expression: (4 :: Int) + (4.2 :: Float)
In an equation for `it': it = (4 :: Int) + (4.2 :: Float)
When z is increased, that is the developers way of saying that "this is the least dramatic update we will make available to end users". Alternatively, an increment of a is a sign that "this is the most dramatic alteration in functionality we will make".
I think that part of the trend toward higher version numbers isn't just about having nice big numbers, but rather a reflection of changes in development methodology. Whether you attribute it to DVCSs or simple changes in developer culture, it seems clear that the "biggest possible" update has significantly shrunk in size lately.
That said, I'm sure this will be one of the most clicked ads, as it's noticeable while not overly large.
That said, I do feel that some of the reason they're seeing these numbers is because these classes are all exceptionally well taught and administered. The introductory classes they offer are designed to cater to those who might be undecided as to their major. Within a few weeks of learning what "Java" is, students are playing around with GUI apps, and do things like write breakout (with sound!). All the while, the course manages to introduce the key concepts of computer programming.
The value of this rule comes in the fact that it can be computed mentally. I certainly can't tell you what ln(2)/ln(1.06) is, but I can easily compute 72/6 = 12.