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Nov_06_2008 To be memorized... VRP - View Reference Point VRN - View plane normal VUP - View up vector (cannot be parallel to VPN) VRC - View reference coordinates CW - Center of Window PRP - Projection Reference Point DoP - Direction of Projection [ DoP = CW - PRP ] NPC - Normalized Projection Coordinates World coordinates - VRP, VUP, VPN View Reference Coordinates - PRP, Window, Front/Rear cutting planes, Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#Acronyms06Nov08 |
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Oct_05_2008 Schools where I won't send my son... Columbia University (Hansen, Amedinijad) University of Chicago (William Ayers) UC Berkeley (general left-wing extremism) == Penn State isn't black-listed yet, but if they don't do something about Professor Mann and his fraudulent research, they will be. Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#Blacklistschools05Oct08 |
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Sep_26_2008 Bookmark for CS536, Computer Graphics, assignment 1.... http://www.cs.drexel.edu/~david/Classes/CS430/HWs/Assignment1.html Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#Assignment126Sep08 |
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Aug_29_2008 First pass at filtering things out. "?" means I might think about it. "n" means probably not.... One that caught my attention was "biological simulations". Maybe a good subject, given demographics, though not related to much that I know of at Verizon. I looked and that's on David Breen's list. Coincidentally, I'm taking a class of his starting in a couple weeks. [?] Cognitive modeling [n] Computer algebra [n] Computer vision [n] Engineering design [?] Geometric modeling [?] Operations research [n] Software Engineering [n] Symbolic computation [n] Symbolic mathematical computation [?] Theory of algorithms [n] algebraic algorithms [n] algorithms and systems for computer algebra [?] analysis and synthesis of visual appearance [?] applied artificial intelligence [?] artificial intelligence [n] automatic performance tuning [n] autonomic computing [?] biological simulation [?] combinatorial optimization [n] computational methods for Markov decision processes [n] computer graphics [n] computer science education [n] computer vision [n] driving and driver distraction [?] engineering informatics [n] formal design modeling and analysis [?] geometric modeling [n] governance of software development [?] graph theory [n] high performance computing [?] human and machine learning [n] human multitasking [n] human-computer interaction [?] intelligent tutoring systems [n] medical image analysis [n] mobile collaboration [?] parallel and distributed computation [n] problem-solving environments [?] program understanding [n] reverse engineering [n] scientific visualization [n] semantic web services [n] service-oriented platforms [?] software economics [n] software engineering education [n] software evolution [n] software security [n] software testing [n] software visualization [n] stochastic optimization [n] synthetic characters I guess I should go through and rank the "?" topics according to 1.) Personal interest and 2.) Relevance to Verizon. Not tonight though. Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#FirstScreenTopics29Aug08 |
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Aug_29_2008 Unique "Interests" from the Drexel faculty web-page... Not counting (Affiliated|Auxilliary|Adjunct) faculty. algebraic algorithms algorithms and systems for computer algebra analysis and synthesis of visual appearance applied artificial intelligence artificial intelligence automatic performance tuning autonomic computing biological simulation cognitive modeling combinatorial optimization computational methods for markov decision processes computer algebra computer graphics computer science education computer vision driving and driver distraction engineering design engineering informatics formal design modeling and analysis geometric modeling governance of software development graph theory high performance computing high-performance computing human and machine learning human multitasking human-computer interaction intelligent tutoring systems medical image analysis mobile collaboration operations research parallel and distributed computation problem-solving environments program understanding reverse engineering scientific visualization semantic web services service-oriented platforms software economics software engineering software engineering education software evolution software security software testing software visualization stochastic optimization symbolic computation symbolic mathematical computation synthetic characters theory of algorithms Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#DrexelResearch29Aug08 |
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Jul_20_2008 It's the AP, so it's suspect, but this article caught my attention anyway. http://ap.google.com/article/ALeqM5jIknLQBhUVOj_QjvWRCm2sxwA4JQD91UHBDG0 > NEW YORK (AP) . On an occasional evening at the kitchen table in Brooklyn, > N.Y., Victoria Morey has been known to sit down with her 9-year-old son and > do something she's not supposed to. > > "I am a rebel," confesses this mother of two. And just what is this > subversive act in which Morey engages . with a child, yet? > > Long division. So I did a search and found this - http://www.csun.edu/%7Evcmth00m/longdivision.pdf, with this disturbing opening in the abstract. > We discuss the role of long division in the K - 12 mathematics curriculum. We > begin by reviewing the reasons that most math educators today depreciate the > topic and other topics in the curriculum that derive from it, such as > polynomial long division or polynomial factorization. So apparently, there is some truth to the article. Long division apparently is really being deprecated in today's K-12 math curricula. The AP article quotes someone named Pat Cooney as saying, "Thus, when a parent is asked to multiply 88 by 5, we'll do it with pen and paper, multiplying 8 by 5 and carrying over the 4, etc. But a child today might reason that 5 is half of 10, and 88 times 10 is 880, so 88 times 5 is half of that, 440 poof, no pen, no paper." Well, no. I would have done [(90 * 5) - (2 * 5)], but that's a contrived example. Let's see one of those kids do 88 * 17... "poof, no pen, no paper"? OK, [(90 * 17) - (2 * 17) = 1530 - 34 = 1496] works, but you're starting to need some effort to keep the numbers straight in your head. Go past 3 digits and you really start running out of steam (or at least, I do). Cooney goes on to say that "the traditional way is really a shortcut". They did a little sleight of hand there. They opened the article talking about long-division, but Cooney gave his simple example using multiplication (conveniently containing the number 5, which just happens to be a factor of the base in base 10), so I'm not even sure what they're actually teaching as an alternative to long division. Assuming they're teaching similar techniques to Cooney's multiplication example in replacement for long division, I'm not buying the description that one is a short-cut for the other. What we have are two distinct algorithms. The traditional algorithm is a computational algorithm. Cooney's algorithm is a search algorithm (10 was chosen by searching for a convenient number to simplify the equation.) I'm not going to do the analysis, but my intuition is that the computational algorithm is much more consistent than the search algorithm. In some cases, like Cooney's example, the search algorithm would be faster. In other cases (I'd guess most), the computational algorithm would be faster. The number of steps in the computational algorithm for long division is always proportional with the number of digits. On the other hand, there may be a large upper boundary on the number of steps in the search algorithm. Sometimes you're lucky, sometimes you're not. Bad guesses lead to lots of steps. If I were going to choose between the two for implementation by computer, I would choose long division. It's disturbing to me that we're apparently now teaching our children to do multiplication and division *only* by search. The article also claims that this is "theory"? That's absurd. Search is keep guessing til you guess right. That's brute force, not theory. You can use theory to inform your guesses, but I think that would require knowledge of long-division. Their reasoning is circular. In my opinion, it is valuable to teach search techniques for use when appropriate. My teachers did. But trying to use search to replace computation is a really bad idea. No f'ing wonder our math and science scores are taking a hit if this is what they're teaching now. I will be raising h-e-double-hockeysticks if they try to gloss over long division in my son's future math classes. Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#LongDivision20July08 |
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Jul_18_2008 Strang lecture on eigenvalues and eigenvectors... (Lecture 21) http://www.youtube.com/watch?v=X9ikPqqp5fU&feature=PlayList&p=E7DDD91010BC51F8&index=20 Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#Eigs18July08 |
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Jul_08_2008 Next lecture... http://www.youtube.com/watch?v=jOX4T0Kb5Lw&feature=PlayList&p=E7DDD91010BC51F8&index=10 Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#Lecture11-08July08 |
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Jun_29_2008 MIT Linear Algebra lectures on youtube... REAL not required... http://www.youtube.com/view_play_list?p=E7DDD91010BC51F8 Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#VideoLectures29June08 |
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Jun_21_2008 Linear Algebra http://ocw.mit.edu/OcwWeb/Mathematics/18-06Spring-2005/CourseHome/index.htm Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#LinearAlgebraMIT21June08 |
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May_19_2008 Same document: http://www.w3.org/TR/wsdl prefix namespace_URI wsdl http://schemas.xmlsoap.org soap http://schemas.xmlsoap.org/wsdl/soap http http://schemas.xmlsoap.org/wsdl/http mime http://schemas.xmlsoap.org/wsdl/mime soapenc http://schemas.xmlsoap.org/soap/encoding soapenv http://schemas.xmlsoap.org/soap/envelope xsi http://www.w3.org/2000/10/XMLSchema-instance xsd http://www.w3.org/2000/10/XMLSchema tns (various) *this namespace* (other) (various) Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#NamespaceURI19May08 |
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May_19_2008 but wait... those 7 elements were from section 1 (Introduction). Section 2.1 says: Services are defined using six major elements...
Six elements or seven elements? Which is it? Hmmm... Section 2.1 doesn't like "Operation" although "operation" is included in the binding section of the previous grammar. I'm confused. Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#MoreService19May08 |
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May_19_2008 http://www.w3.org/TR/2001/NOTE-wsdl-20010315 Web Services Description Language (WSDL: version 1.1) Elements in the definition of network services:
Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#WSDL19May08 |
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May_17_2008 http://www.cs.drexel.edu/~yfcai/CS575/Lectures/SOABlueprints/SOA_Blueprints_Concepts_v0_5.pdf A service-oriented architecture provides the implementation patterns required to construct applications from loosely coupled services. In order to build such applications, an implementation environment should provide the following capabilities: . Definition of services independent of their implementation, location or use . Implementation and hosting of services as a provider . Location and usage of services as a consumer . Assembly of services from other services and business rules . Support for synchronous, asynchronous and conversational services . Orchestration of application presentation built on services and rules . Support for multiple forms of human interaction (such as portal, email, wireless, etc.) . Automated data transformation between disparate data structures . Provisioning of local and remote services . Support for simulating, testing and debugging of services Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#ServiceDesign17May08 |
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Apr_06_2008 Here's our presentation from the PACISE 2008 conference. http://members.aol.com/remlaps/docs/PACISE08/RADIX_REPRESENTATIONS_AND_STORAGE_UTILIZATION.pps The conference page is here (for as long as it lasts) http://cs.kutztown.edu/pacise/ I understand the Proceedings will be published on CD sometime in the fall. Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#PACISE08-06Apr08 |
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Feb_10_2008 So I can finally delete some June, 2007 e-mails from mom, here's the complete list of math educational links for kids, which I still haven't taken the time to look over. numberskills.com.au www.mathletics.com.au http://www.aaamath.com/ http://www.bbc.co.uk/schools/ http://math247.jot.com/WikiHome/Library http://www.counton.org/ http://www.firstinmath.com/ http://www.shodor.org/ http://www.nrich.maths.org/ http://www.waldomaths.com/ http://www.wizzkidz.com/maths.htm http://www.cut-the-knot.org/index.shtml http://www.mathsinternetguide.com/ http://www.blackdouglas.com.au/taskcentre/ http://www.funbrain.com/co/index.html http://www.lmpc.edu.au/Resources/Mathematics/coordinates/coordinates.swf http://www.shodor.org/interactivate/activities/SimpleMazeGame/ http://www.shodor.org/interactivate/activities/GeneralCoordinates/ http://www.shodor.org/interactivate/activities/MazeGame/ http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=241 http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=114 http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=78 Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#KidsSites10Feb08 |
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Jan_27_2008 Got this in e-mail a couple months ago. I still haven't had time to watch the whole thing, but I like this concept... "Brick walls are there for a reason". == Supposedly, around campuses in America there is a theme to some lectures: "A hypothetical last lecture you would ever give." The thinking is to challenge professors to pull together a lecture as if it where the last one they would ever give. Well, there's a young Comp-Sci professor, Randy Pousch, from Carnegie Mellon who is about to die from pancreatic cancer and literally gave the last lecture of his life. I thought this was pretty amazing. Read the story then when you have time, check out the lecture video. http://cmu.edu/uls/journeys/ Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#LastLecture27Jan08 |
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Jan_21_2008 "Admission Application Checklist" for Drexel University http://www.drexel.edu/em/apply/coe/checklist.html Link for this entry: http://home.ccil.org/~remlaps/weblog_2008/education_index.html#DrexelApp21Jan08 |