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Here this is, formatted so it is more readable. p = " "; for (y in n = "zw24l6k\ 4e3t4jn`t4qj24xh2 x42kty24wrt413n243n\ 9h243pdxt41csb yz43iyb6k43pk7243nm\ r24".split(4)) { for (a in t = parseInt(n[y], 36) + (e = x = r = [])) for (r = !r, i = 0; t[a] > i; i += .05) with(Math) x -= .05, 0 > cos(o = new Date / 1e3 + x / PI) && (e[~~(32 * sin(o) * sin(.5 + y / 7)) + 60] = -~r); for (x = 0; 122 > x;) p += " *#" [e[x++] +…
Excellent piece of code though!
Inspired by "The Qlobe", written in Ruby http://mamememo.blogspot.de/2010/09/qlobe.html
Hmm, that one says, "Copyright(C).Yusuke Endoh, 2010" The author of this one apparently forgot to give credit.
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Why do we keep calling it "typical negative nitpicking"? How about calling it "feedback"? Or maybe even "the most useful type of feedback"? We're encouraged here to post things that add value. But that pretty much implies either criticism or going off-topic ("hey, I've seen something similar here:", etc.). There is no practical value in "positive" comments, no matter how elaborately you can write "I liked it". Yes, i…
I agree with much of what you said - there is significant value in negative feedback. But here is where I disagree: >... but it hardly contributes anything of value to anyone... >... every valuable feedback is a kind of criticism... Valuable feedback includes positive as well as negative. Negative is actionable feedback, but positive has just as much value in a different way. Most people are aware that their own perc…
I guess "actionable feedback" was the phrase I was looking for.
> I'm not suggesting that we should all post meaningless words of encouragement to everything that comes along. But if you're impressed by something you see, saying so only helps.
Agree 100%. It's always nice and reassuring to get some positive feedback :).
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Found it here http://www.cise.ufl.edu/~manuel/obfuscate/pi.c That's awesome.
There's a lot of talk about scalable code floating around, but it's rare to see anything as scalable as this code. Do you want more precision in your pi approximation? Then you literally scale the code up. There's few people who can truly claim to have written scalable code like that.
The neat thing is that the program itself is ASCII art, and downscaling the program source code will generate valid programs for 3 iterations![2]
[1] http://www.ioccc.org/2011/akari/akari.c [2] http://www.ioccc.org/2011/akari/hint.html
It's spinning in the wrong direction!
This is one of the most beautiful pieces of art I've ever seen! ... and the top comment is typical negative nitpicking! Why HN? Why?! There must be a better way!
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This is one of the most beautiful pieces of art I've ever seen! ... and the top comment is typical negative nitpicking! Why HN? Why?! There must be a better way!
and why do you call this art. I think that's misusing the term. it's a data visualization.
It's an astonishingly clever piece of self-reproducing code. Did you miss the code and think it was just a crappy animation of the earth?
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European school, if that matters. Heh. Yeah, that matters. In my experience, US highschools are very much "Okay class, today we're going to memorize these formulas."
I don't think its that easy, it depends more on the specific school and most of all on the teacher. For the record: I also had to memorize it and i went to an "european" school, or rather to an austrian one. Europe still has a wide variety of education systems.
We went through the unit circle derivation in the 8th grade and were thus showed why cos is conventionally x and sin conventionally y.
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I'd also note that in a point on the unit circle, cosine is the x coordinate and sine is the y coordinate. A good reason to try flipping a cosine first. See this: http://en.wikipedia.org/wiki/File:Unit_circle.svg (I still remember how people would describe trig in high school, it is a wonder more teachers didn't explain the cos = x, sin = y thing. Probably because my teachers did not understand math.)
My teachers did explain it that way. European school, if that matters.
Can someone explain this?