I think the post gives an answer to this with "due to Zig's fairly minimalistic nature; it lacks a lot of features that one would otherwise use to solve problems. Of course, this is the appeal for many, but still". I have a lot of C/C++ experience, and they're what I reach for, but I often want C to be a little more like C++, and I often want both to have slightly better memory management, and I've never liked the different syntax for the main language, templates, and pre compiler macros. I also agree with Zig's dogmatic stance on no hidden control flow; I have been bitten by "magic" too many times.
I assume you thought the "hurricane west wind" line from the song was exaggerated. The winds down the middle of the lake, in certain seasons, are 80mph.
The captain of the Arthur M. Anderson later indicated that as it moved into the area where the Edmund Fitzgerald was lost (Fig. 2) waves were between 5.5 and 7.5 m and winds gusted between 70 kt (35 m s–1) and 75 kt (37.5 m s–1).
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Wave heights of individual waves generally follow a Rayleigh distribution (Lonquet-Higgins 1952) so that the maximum wave height in 7-m seas, although rare and unlikely, could be as high as 14 m. It is particularly noteworthy that the most severe conditions in the simulations occurred between 0000 and 0100 UTC, coincident in time and location with the loss of the Edmund Fitzgerald.
Yes, after the ship was already screwed, they moved the ship to the far side of a small island where the winds would be slowed and the waves would be smaller. Unfortunately, their depth maps were inaccurate and the water wasn't deep enough such that they bashed the hull. If it weren't for the extreme winds, they wouldn't have moved the ship to try to get out of them.
I've heard parents say they "got a 504 and then had to pay a lawyer to enforce it" so many times. I just hate the idea of being forced into such an adversarial relationship with the school. In my life, any time we start talking about needing a 504 I think "we might as well just say screw it, because what good will come of this?" Like, in your story, I assume that while they complied, the way they interacted with your kid was tainted in some other from that point forward because your kid got them in trouble. Hopefully I'm wrong, but it's that kind of thing that I worry about for my own situation.
If it weren't so detrimental to his learning, we probably would have not pushed so hard. The good news is that it was his last year of primary school when this was a problem. The next year was junior high and he had 6 different teachers.
5 of these teachers had zero issues keeping him off of the device (now an iPad). The sixth was (from what we could tell) just not particularly gifted at classroom management in general. Anyway missing out on some unknown fraction of 1/6th of his education was much less of an issue than missing out on 90% of the classroom time (thankfully there were no chromebooks in PE or Music class yet; surely they'll find a way to do that too at some point).
Nice, I got my upside down penis fish past the filter! Although, once it was swimming it did look very much like a fancy guppy. I don't think anyone would recognize it, but I still feel smug about "beating" the machine.
Agreeing with you, and connecting it to the link, my parents talk about their childhood as basically being feral. You had multiple kids in the house who entertained/babysat each other (possibly by beating each other up, but whatever) and you also had streets filled with kids doing whatever (baseball in a dirt field, playing in traffic). The rule was to be home by the time the streetlights came on. Organizing and transporting to playdates etc. was not a thing.
Look at the way our cities are built. I live in a grid based streetcar suburb and my kids can be let out feral. If you live in a modern subdivision ... Good luck. The roads are too big, and there is nowhere for kids to go. Meanwhile, my local city has free lunch at the park for kids every day during the summer and kids can go unaccompanied. I see tons of kids out riding bikes and walking by themselves.
Impossible in modern developments. You'd have to cross a six lane road with 50mph traffic to get anywhere not safe.
Agreed, the consequences of a car-dependent society are far reaching, and this is a very insidious one.
I'd also add that it may even be illegal in some places to let your kids outside by themselves at all. Even when it's not illegal, it just takes one busybody to call the police and you've got a potential charge waiting for you, all because you let your kid walk a couple blocks to school. And of course, this just exacerbates the problem further.
More specifically Dijkstra's is a priority queue. A* is a priority queue with an added estimate to the cost function to prioritize searching nodes closer to the destination.
Likewise, you can represent a queue as a priority queue with key = i, where i is an integer monotonically increasing at insertion time. And you can represent a stack as a priority queue where key = -i.
This is the insight behind the decorate-sort-undecorate pattern; it's just heapsort, with a different key function allowing you to represent several different algorithms.
In (theoretical) computer science, we write "#xs" to denote "number of xs".
My sentence was supposed to be read as "g(n) = number of edges", and implicitly, of course (since we're talking about BFS), that means number of edges seen up until now, from ns perspective. And yes, n usually denotes the size of the graph, however, in the context of A*, we usually write n to denote the current node (as per AI:MA).
I take full responsibility. (Disclaimer: I'm a CS professor teaching BFS and Dijkstra's algorithm every semester and A* every 2nd year.)
I think it is true, although "#edges" needs to be understood as "the number of the edges in the path from the starting point to the node", which was not one of my first three candidate interpretations.
