Earlier quoted context omitted.
My writing was fine! It was effective! My first post on that topic was too short. My "rambling" -- actually it was well enough organized -- worked because you understood it just fine. As I mentioned, to solve some of the exercises I gave, will need the college material. That one about a convex polytope is an example. It turns out, that is not an easy exercise. In particular, surprisingly, it does not yield to the usu…
> My writing was fine! Your posts are too long. This is one of the reasons you're getting downvotes.
Selection bias is the most powerful force in education
171–180 of 185 posts
Re: Selection bias is the most powerful force in education
#172Earlier quoted context omitted.
My writing was fine! It was effective! My first post on that topic was too short. My "rambling" -- actually it was well enough organized -- worked because you understood it just fine. As I mentioned, to solve some of the exercises I gave, will need the college material. That one about a convex polytope is an example. It turns out, that is not an easy exercise. In particular, surprisingly, it does not yield to the usu…
> My writing was fine! Your posts are too long. This is one of the reasons you're getting downvotes.
Instead of anything wrong, I presented a very well informed, well documented, well reasoned, well explained, serious, practical solution to a really big problem in the OP -- how to get good educational results for disadvantaged kids. Maybe if I repeated that statement 5000 more times, 1000 different ways finally your bone headed reading comprehension and arrogance would finally begin to get it.
My original post at
https://news.ycombinator.com/item?id=15022458
actually WAS short. No one but no one here understood it. So, I gave a longer post, repeating over and over the simple, central point. Finally one reader began to understand but not very well. Then you come along, also don't understand, and piss on my leg and want me to think it's raining.
For what I posted, you don't get it. I just gave an innovative, powerful solution to part of the nasty problem in the OP, and you just flatly didn't get it. So, with your slow comprehension, I didn't write too much; I wrote too little. You needed much more.
In the future I suggest you avoid anything I post. My posts are way over your head, and I'm not often going to stoop and bend to repeat, explain over and over, different ways so that people like you can understand.
You can't understand what I wrote or most of what I write.
You CAN understand? Nope, I don't believe you. To see, let me see your solutions to any three of the exercises I listed in my first post at
https://news.ycombinator.com/item?id=15022458
I'll return in 24 hours and grade your results. Bet: From just your own work, you can't work even one of the exercises.
Uh, I'll make it easier: For the exercise in infinite differentiability, you are welcome to get all the help you can find in 24 hours. Use the Internet. Ask math profs. Go for it! Let's see your really good abilities!
You are not up to my level.
You should not to comment on my posts: You don't have the background or ability.
Just don't read my posts. Please don't. Read something else.
Re: Selection bias is the most powerful force in education
#173Earlier quoted context omitted.
No one said anything about possessions, you're projecting. We're talking about survival here, not consumerism.
That's probably a little over-dramatic. In the west, survival is a pretty low bar. That, and "human development" in terms of an actual broad education will probably get you further in the long run than circling up around the latest job credential. I remember reading somewhere about how learning certain instruments makes changes to the brain's surface that are large enough to see with the naked eye. From many accounts…
You've never been poor I see, or really truly known anyone who was. Poverty is a real problem, here, in the good old USA still. Survival is all many people worry about. I'm relaying a reality to you that you clearly have no concept of. I didn't have indoor plumbing until I was a teenager. We lived off government handouts and what we could kill and bathed outdoors in rainwater we had to strain the misquote larvae out of with a towel. Don't tell me I'm being overly dramatic, you don't know what you're talking about.
Yea, music is good, but when you're worried about how you're going to eat today you don't think about such things, you don't plan long term, you live day by day.
Re: Selection bias is the most powerful force in education
#174Earlier quoted context omitted.
> My writing was fine! Your posts are too long. This is one of the reasons you're getting downvotes.
You are really super slow on the uptake, reading comprehension. Again, once again, over again, yet again, one more time, this time just for you, my writing is fine. Just fine. Nothing wrong with it. Instead of anything wrong, I presented a very well informed, well documented, well reasoned, well explained, serious, practical solution to a really big problem in the OP -- how to get good educational results for disadva…
Re: Selection bias is the most powerful force in education
#175Earlier quoted context omitted.
That's probably a little over-dramatic. In the west, survival is a pretty low bar. That, and "human development" in terms of an actual broad education will probably get you further in the long run than circling up around the latest job credential. I remember reading somewhere about how learning certain instruments makes changes to the brain's surface that are large enough to see with the naked eye. From many accounts…
> In the west, survival is a pretty low bar. You've never been poor I see, or really truly known anyone who was. Poverty is a real problem, here, in the good old USA still . Survival is all many people worry about. I'm relaying a reality to you that you clearly have no concept of. I didn't have indoor plumbing until I was a teenager. We lived off government handouts and what we could kill and bathed outdoors in rainw…
Re: Selection bias is the most powerful force in education
#176Earlier quoted context omitted.
Envy I'd guess? There are probably a lot of reasons that some people resent Ivy League grads, probably the whole "legacy" model. I get that, but I know plenty that were just talented and worked very hard to be there. Haters gonna hate!
Just an odd take to me. HN was started by a Harvard alum based on experiences in the Harvard Computer Society, so this should be the last place that's an issue...
Re: Selection bias is the most powerful force in education
#177Earlier quoted context omitted.
> My writing was fine! Your posts are too long. This is one of the reasons you're getting downvotes.
You are really super slow on the uptake, reading comprehension. Again, once again, over again, yet again, one more time, this time just for you, my writing is fine. Just fine. Nothing wrong with it. Instead of anything wrong, I presented a very well informed, well documented, well reasoned, well explained, serious, practical solution to a really big problem in the OP -- how to get good educational results for disadva…
That your first post didn't mention any of the factors that could make your solution unworkable probably contributes to the downvotes, because you come across as somewhat naive, and not in a cute way. I don't think it deserved to be flagged, but it wasn't a good post either.
Your second post is much too repetitive. Repetition is very memorable (you got "Get the book. Read the book. Do the exercises." stuck in my head quite well), but if you don't enrich it with convincing arguments, it just becomes tiresome to read.
Your third post is actually quite reasonable (but still really long, not sure if you could have made it shorter). You clarify that your solution is only for talented students and you mention a bunch of things that would be good for such students to know.
Your fourth post is really bad. You directly attack someone who was trying to help you with stylistic advice and tell them that they didn't understand your post, deny that there is any problem and proceed to repeat yourself. That you got called out by a moderator should give you a hint how far off the mark your writing is.
That said, consider me nerd-sniped! I quite enjoyed doing your exercises, although I had to look up some definitions here and there. Unfortunately, they don't fit in a single comment, so I have to see how many self-replies I am allowed.
Re: Selection bias is the most powerful force in education
#178Earlier quoted context omitted.
You are really super slow on the uptake, reading comprehension. Again, once again, over again, yet again, one more time, this time just for you, my writing is fine. Just fine. Nothing wrong with it. Instead of anything wrong, I presented a very well informed, well documented, well reasoned, well explained, serious, practical solution to a really big problem in the OP -- how to get good educational results for disadva…
The problem with your posts is not that they are hard to understand, it's that they are not nice to read. For one, you come off as arrogant, as if you were the only one who has any idea what they are talking about. You present a solution to help disadvantaged students learn better, and I agree that your solution is fine. But it will only work for students that have the will, time and ability to help themselves, and I…
If C is empty (i.e. the closed half spaces do not overlap), the claim is false, since every real number is an upper bound of every function on C, therefore the least upper bound does not exist.
However, for non-empty C and a linear function f bounded above on C, any x in C induces a lower bound l for the upper bounds, which guarantees the existence of a least upper bound u.
The point where u is achieved can be determined by an iterative procedure involving a set of half-spaces H (initially H_0 is empty), a point x in C (initially x_0 is chosen arbitrarily) and a search direction d (initially d_0 is the gradient of f).
The following invariant is maintained: for any boundary of a half-space in H holds that x is on the boundary and d is parallel to it, and for any x' in C, f(x') > f(x) implies that the dot product d (x' - x) is positive.
This holds for the inital conditions, since H_0 is empty and d_0 is the gradient of f, which means that d_0 x' = f(x') > f(x) = d_0 x is equivalent to d_0 (x' - x) > 0.
If d ever becomes zero, the invariant implies that there are no points x' in C with f(x') > f(x), which means that f(x) = u.
Otherwise, the value of x_{n+1} is chosen from the linear subspace x_n + t d_n, where t in [0, infinity). As this is a closed, convex set, its intersection with C (which is an intersection of closed, convex sets) is itself closed and convex. Since f keeps increasing linearly with t, the upper bound u on f immediately induces an upper bound on t. Summarily, this constrains t to an interval [0, s]. Then x_{n+1} = x_n + s d_n.
This step maintains the invariants, since x moves parallel to all boundaries of sub-spaces in H_n and x_n was contained therein, thus x_{n+1} is also contained in all these boundaries. Because the search direction doesn't change, its invariant is maintained as well.
At this point, there must be a half-space h that "cut off" the line at x_{n+1}, which means that x was not moving in parallel to it. Setting adding h to H_n keeps x_{n+1} contained within all the boundaries, but makes d_n no longer parallel to them. By also setting d_{n+1} to the component of d_n that is parallel to the boundary of h, this can be reinstated.
However, now it must be shown that f(x') > f(x) implies d_{n+1} (x' - x) > 0. From the previous step, it holds that f(x') > f(x) implies 0 The above algorithm must terminate in a finite number of steps, since there is only a finite number of half-spaces that can be added to H. Because the algorithm can only terminate by finding an x in C where f(x) = u, this proves that the least upper bound is achieved.
Re: Selection bias is the most powerful force in education
#179Earlier quoted context omitted.
You are really super slow on the uptake, reading comprehension. Again, once again, over again, yet again, one more time, this time just for you, my writing is fine. Just fine. Nothing wrong with it. Instead of anything wrong, I presented a very well informed, well documented, well reasoned, well explained, serious, practical solution to a really big problem in the OP -- how to get good educational results for disadva…
The problem with your posts is not that they are hard to understand, it's that they are not nice to read. For one, you come off as arrogant, as if you were the only one who has any idea what they are talking about. You present a solution to help disadvantaged students learn better, and I agree that your solution is fine. But it will only work for students that have the will, time and ability to help themselves, and I…
Definition of separability [1]: a topological space is called separable if it contains a countable, dense subset; that is, there exists a sequence of elements of the space such that every nonempty open subset of the space contains at least one element of the sequence.
Defintion of perfect set [2]: a subset of a topological space is perfect if it is closed and has no isolated points.
Let C be a closed set in a separable metric space. Choose the perfect P as C minus the set of C's isolated points I. Since they are isolated, we can assign to each point p in I an open neighborhood N_p without any of the neighborhoods overlapping. Because each neighborhood contains at least one distinct element of the separating set S (is that what you call it?), the cardinality of I is at most that of S, i.e. countable. Thus C is the union of a perfect (P) and set that is at most countable (I).
[1] https://en.wikipedia.org/wiki/Separable_space [2] https://en.wikipedia.org/wiki/Perfect_set
Re: Selection bias is the most powerful force in education
#180Earlier quoted context omitted.
You are really super slow on the uptake, reading comprehension. Again, once again, over again, yet again, one more time, this time just for you, my writing is fine. Just fine. Nothing wrong with it. Instead of anything wrong, I presented a very well informed, well documented, well reasoned, well explained, serious, practical solution to a really big problem in the OP -- how to get good educational results for disadva…
The problem with your posts is not that they are hard to understand, it's that they are not nice to read. For one, you come off as arrogant, as if you were the only one who has any idea what they are talking about. You present a solution to help disadvantaged students learn better, and I agree that your solution is fine. But it will only work for students that have the will, time and ability to help themselves, and I…
Definition of sigma algebra [3]: a σ-algebra (also σ-field) on a set X is a collection Σ of subsets of X that includes the empty subset, is closed under complement, and is closed under countable unions and countable intersections.
Assume a countably infinite sigma algebra does exist. Consider the sets in the algebra that do not have non-empty proper subsets in the algebra. In particular, their intersections with other sets are always empty. If there is a countable infinity of them, they can be mapped to the one-element sets of natural numbers, and their closure under the operations of the sigma algebra is isomorphic to its powerset, which is uncountable.
Therefore there can be only finitely many such sets. Now consider the collection S of sets that remains after removing their (finite) closure under the operations of the sigma algebra. Obviously S is still countably infinite. Since each set A in S has a proper non-empty subset B in the sigma algebra, it also has another: the intersection of the complement of B with A. If those subsets are also in S, they in turn can be split into two non-empty proper subsets.
If this process of binary splitting stops at a finite depth, it creates a binary tree whose leaves are not in S (since they can't be split) and whose inner nodes are the unions of their two children. By induction, this represents each node in the tree as the union of finitely many sets not in S, including the root node A. However, this contradicts the choice of A, which means that the process never stops and there is an infinite path of the tree.
Now consider those nodes that are split off this infinite path, i.e. those that are children of a node on the path, but are not on the path themselves. Since each of them is by construction disjoint from their siblings on the path and their descendants, they form a countably infinite collection of disjoint sets. By the same construction as above, they can be mapped to the one-element sets of natural numbers, which means that their closure is uncountably infinite.
Therefore, the assumption that countably infinite sigma algebras exist is false.