as for the grade-entry. yick, of course.
but not *nearly* as bad when the problems
are presented in their natural order as when
they’re *randomly* ordered.

this i consider an insult to me:
it’s *very* frustrating paging around looking
for scores and checking for completeness
because some student wouldn’t take the time
to organize their own work (as if their time
were somehow much more valuable than mine).

some instructors require very rigid standards
in formatting (name and date in upper right,
staple in upper left, etcetera etcetera).
it’s good for me as a grader when they do
but i never ran my own lectures that way
and sure wouldn’t ask anyone to.

properly-ordered copy is another story.
i’ll penalize Out Of Order starting with HW3.

but the real issue is always:
how “rigorous”… how “correct”, really…
should the *writing* be.
answer: much *more* than what i’m seeing.

there’s some amazing good work in these stacks.
and some embarrassingly careless stuff too.
i need to see *full sentences*
with all the articles (a, an the)
ENGLISH HAS ARTICLES
and having *subjects*
SENTENCES HAVE SUBJECTS
(that are clearly named: “it” is seen everywhere
but “it” is often unidentified by any language
on its page)
and with its *words spelled out*
(the sign of equality, =, for example,
must *not* be used as if it were
shorthand for “is”):
CODE IS NOT SHORTHAND ENGLISH.
(one special case deserves mention here:
$\Rightarrow$ (the logical “implies” symbol)
appears essentially at random on many pages.
faculty do this, too. no use trying to penalize it.
still. yick.)

but much the hardest issues in reading
sketchy telegraph-style hide-the-weakness
student work comes out in the little words like
“for” and “and” and “so”. the logic gets
pretty twisted.
WORDS HAVE MEANINGS
.

i end up spending a *lot* of time trying to resolve
things that the student darn well *ought* to have
tried to make clearer.

some of them know this and write badly *on purpose*.

so let me ask you to urge them to take
COMMENTS LIKE THESE
seriously.

and to code carefully.
f \not= f(x)
and stuff like that.

i’ve gotta get back to marking.
sorry for the blown deadline.
i’ll try to see you when i drop off papers
later today.
OT

evidently felix klein nailed it long ago
(i’ve been working on it on and off for years).
scroll past the annoying animation:
john baez on klein’s quartic.
also: the eightfold way.

Photo on 8-30-14 at 9.10 AM

recall that the primaries R, Y, & B,
together with the secondaries P, O, & G,
and the ideal M (“mud”) can be put in
the “mister big pie, oh” (don’t quit ohio)
order (and looped around pacman style endlessly):
MRBGPYOMRBGPYOM…;
the result, very pleasingly to me, is that the
“lines” of the 7-color-fano-plane can be computed
using “two steps forward, one step back” (so that
by selecting, say, “B” as our “starting point” we
get “P” by stepping forward twice and “R” by stepping
back once;
one confirms on the drawing… or verifies by computation…
that {P, R, B} do indeed form a “line” (the point is that
*all seven* “lines” can be found this way [start at any of
the seven colors and "do" 2-up-1-down as above]).

the lines (dropping scarequotes) are
the “blends” {R, O, Y}, {Y, G, B}, and {B, P, R},
the “blurs” {M, R, G}, {M, O, B}, and {M, P, Y},
and the Ideal {P, O, G}.

i’m pointing at some lines on
the MRBGPYO nested-circles diagram.

our medium is color on canvas.

mond’y’s USA labor day
& campus is closed. so
i *won’t* be visiting.
stephen “the phlatt rascal”?
might be doing the usual
monday night variety show
or not; you won’t learn it
from me. here. now.

i’m planning on a campus trip monday
so look for me at bernie’s afterwards.
i might even stay for the monday medley.
anyhow, *i’ll* plan on banging around
a bit out on the smoker’s deck or what-
not.

cool cartoons found on th’ Book.
the mirror post

stop making sense

Photo on 8-22-14 at 4.40 PM

nothing is better than this… issit?

Photo on 8-19-14 at 11.55 AM

our medium is handwriting. but
*don’t* trust even this little
bit of score; i can’t keep a beat
*even in real life*… not like a
drummer, say… with my rhythmic
body and *darn well* haven’t learned
how to put the *numbers* in.
syllable counts and beat counts just
blur up fast when i try to get a handle
on suchlike matters so i always give up
right away.

but scribbling out this display here
*was* helpful in learning to play the
damn thing out note-by-note. (i’ve been
wandering around the house singing this
for a few weeks now).

230px-Hamilton-appealing2

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