@UnrelatedString Essentially, regex_chain (which parses chains) is of the form (atom|atom|atom|...| )[separators](atom|atom|atom|...| ) (very simplified), so if the line starts with a seperator, it isn't matched by that as a chain of 2 or more links
It isn't quite the same as what I described above, but in that context, they're equivalent
CMC: Given a list of lists of natural numbers, e.g. [[1,2], [2,3], [1,2,3], [4,5]], output the "supersets" of the list i.e. [[1,2,3], [4,5]]. You can assume no number is in multiple superset
You may assume that each superset is in the input (so [[1,2], [2,3], [4,5]] wouldn't be an input)
ATE A LJA Z
FET FL L
A JTX L WF J FA
YFA V NJT L
NFA TEI W JTL
NL J MAF A EJ
TFM A LZJ ZFE
W Y ZXT
EA FTZ LEJ F HK
UTL IEF ATJ T ZJEF
YTA N WZ L
VEA ZIT M LEJ
TFX A LTA EZF
YTJ V NAZ L
E KU LFA J L
@Adám [1,2,3] is a superset to [1,2], [2,3] and [1,2,3] and [4,5] is a superset to [4,5], so the output would be [1,2,3] and [4,5]. Essentially, every element in the input is either a subset of some set X_i, or is one of the sets X_i. The CMC is to output the sets X_i
@Fmbalbuena I suggest passing the 9 explanation strings as an input. That'd makes for a more general-purpose solution without all the competition being on compressing the strings.
@Fmbalbuena APL, 1 byte: ⍎ (function) or ⎕ (full program)
@Adám Ah, I thought you meant ⍎⎕ together and thought either ⎕ didn't evaluate, meaning it and ⍞ did the same thing, or it did evaluate and you were evaluating twice
@user Correct me if I'm wrong Fmbalbuena, but I suspect their first language isn't English, and direct speech can come off slightly more confrontational when translated to English
APL, 42 bytes if taking the strings as additional argument: https://tio.run/##jZDNSgMxFIVf5e6izA8FXZZu6sIKIlh3wyzSaWYmmEmGTCpUcVOlYCVFF30BcdGF0IV247KPkhcZJ63VLqwK4Yacc76by8U587p9zERSlldmPDHDBzMafB89N/e3O/YaPhr9XDN6upjte0a/mrunSt51rTEaLKZGvweoUXc83w1CZAN6Hl6Xse2ox2Z0Y/SL0W@L2Z4lxpP2abOqZ4etdomOxQUBlRLIBeWKSFBi@ZQ0SRWCrT4jsbVbPJIkI1wtxYxkQvYhIowBVptYFT0g/46e9FTeW4lRiiWO7McFTTiNKelCp7@yfmRb3KJ4A8S8C4USkgBVQPkv7FEvyyHHxeeIWEUp5QmEQONtFNACamu0g6Pz9YK@6OAPmgt@SaSoejRFZveDIAbkOE7g@aHrN1y/7gMTDH0A
"Okay class, we're done learning derivatives" "Yay, so we're learning integration now?" "Almost, we need to do related rates first." Time passes... "So, we're doing integration now?" "Almost, we need to do minima and maxima first" Time passes... "So, we're doing integration now?" "Almost..."
I guess you could regard integration as a puzzle that may or may not be solvable, but I like my math straightforward, boring, and not requiring any creativity
Plus, if you do them correctly, they're difficult enough to be a proper challenge, but not so difficult as to need shit like Bessel functions and whatever
integration is simultaneously fun because it feels more satisfying than just sticking it through chain rule 4 times but also torture because you can't just stick it into a couple of standard rules like with differentiation
i needed a bit of integration for my recent stats assignment for getting continuous variable expected value but it was literally just like integral of (a+1)x^a so barely even real integration
But sometimes it's just seeing some pattern that's almost impossible to see and applying u-substitution and trig subs and integration by parts and other horrid stuff a bunch of times
On the one hand: I hate practical application and prefer math problems to be entirely brain teasers (but very difficult ones) On the other hand: I don't want to do a PhD, and everything else in the real world requires practical application
Implement Brainfuck explainer brainfuckcode-golf
All lines of STDOUT Must have four leading spaces.
The first line is first input.
And add the diagonal line of chars like
++[]
Must be:
++[]
+
+
+
+
And add every char corresponding to
Command
Explained
>
M...
@user I've maintained for a while that the point of math in school isn't the math itself, it's the problem solving and math-related literacy you get from learning it
@cairdcoinheringaahing Well I didn't mean that guy specifically, but I've seen a couple of movies (shows?) so far that involved some nerd who's really into history and pyramids and stuff getting pulled into the world of treasure hunting and stuff
@Fmbalbuena I know why you've included it, but that still doesn't really add anything 'significant' to the challenge. It does however force answers to add trivial bytes to comply with the spec
if you force them to be hardcoded that will be really boring
and also to not force output to be to STDOUT; we have standards for that
I like fencing because it saves me marginal amounts of time writing up jelly explanations because I don't have to deal with the extra spaces on each of the lines for each built-in
@RedwolfPrograms Sure, but a lot of the math they teach in school doesn't teach those skills. My geometry class involved drawing bisecting angles using protractors and other useless stuff, and my precalc class involved memorizing certain trig function outputs for certain angles like pi/5 and solving a bunch of those problems in a minute. I don't even remember any of that anymore, and I'll likely never need it again
@hyper-neutrino The triple backticks look more like fences, but you could say the inline versions are like small fences. I'm on the fence about that :P
Implement Brainfuck explainer brainfuck code-golf
All lines of STDOUT Must have four leading spaces.
The first line is first input.
And add the diagonal line of chars like
++[]
Must be:
++[]A
+
+
+
+
A
And add every char corresponding to
Command
E...
"All lines of the output" would make more sense than "All lines of STDOUT", but if people choose fences of <pre>, do you want them to still have 4 leading spaces?
I have no problem with learning what the trig functions are (and their expansions and stuff are pretty cool), but memorizing cos(pi/3) or the double angle identity is probably not too useful
@cairdcoinheringaahing That might work for younger students, but high schoolers (and probably middle schoolers too) deserve to know why they're learning something
@Fmbalbuena I've left two comments on the post that you've not addressed. Furthermore, there are some typos that should be corrected, you should reconsider the string hardcoding, and in general leave your post in the sandbox for several days (I prefer a week).
Kids (as a whole, not any one specific kid) will use "why are we learning this" as an excuse to not learn it. Regardless of the answer the teacher gives, there's always some smartass response "refuting" it. Just, shut up, pay attention to stuff you don't know, and (hopefully) realise, on your own, later in life why you took that class
^^^^ To clarify @caird, I didn't mean that a kid should get to decide that they don't want to learn multiplication because they don't understand that it's important, I mean that if you're taking a required class with seemingly useless stuff, you should be told why so you can look at it the right way and not hate it
If you don't tell someone why what they're learning is important, you either don't know why you're teaching it in the first place (so it is likely worthless to them), or they won't understand why it's important
@cairdcoinheringaahing Your first sentence is exactly why we should be told why we're learning, then people won't have an excuse and will have less of a reason to hate the class for being useless
It's a little extreme to go from "explaining why you're learning something" to "six times a day people are interrupting your lesson to bug you about whether something's useful, and you just allow that and derail the whole thing with an argument"
@cairdcoinheringaahing "Just, shut up, [and do thing]" is not a good thing to be teaching people in schools imo
No offense caird, but I think you're being a little too negative in your opinion of students. You think all kids are like that, but in reality, all kids except me are like that, because I am the bestest student that ever was :P
@RedwolfPrograms Depends if the person you're teaching it to is a very small, barely sapient child
But yeah, there's a lot less motivation to do something if you don't know why you're doing it
If you don't explain the reason for teaching something, sure, you might prevent a few pointless arguments, but you're quite possibly harming people who actually should care
@cairdcoinheringaahing The students who "refute" it will be the ones who don't care in the first place. Explaining why something's being taught isn't for them, it's for the students who care and would benefit from the motivation of knowing why you're doing something that seems stupid or useless
@cairdcoinheringaahing For most of my classes, no.
Not to disregard high schoolers, but if you can't reflect on your own classes and understand why you're being taught them, how can you expect your teachers , who are way more overworked than you are, to take time out of their teaching schedule to tell you why?
E.g., I've learned matrix multiplication twice. Once in a precal classroom where we were just told what to do, and once with a really great set of videos on YT. I forgot matrix multiplication the day after the precal test, but I still remember it from the videos to this day, because I learned why it was done that way, and why that's important to know.
@cairdcoinheringaahing I hadn't the slightest clue why I learned matrix multiplication in precal. How was I supposed to figure that out?
There was no magical intrinsic love of multiplying matrices that made me keep going. I hated it, because I saw absolutely no reason to learn it. I had no clue why it worked like that, and why that was useful, so I just forgot about it as soon as I got the chance.
See, I need to give my laptop to my A-level Further Maths teacher who, very eloquently, spent ~45 minutes angrily explaining to my class why we should (in harsh terms) "shut up, pay attention and think about why later" when someone asked why we were learning something. I'm no where near as good as he was about getting us to understand exactly why that was really best for all of us, including him
Unfortunately, he's a couple of hundred miles away, and likely asleep, and I doubt he'd be too happy about me waking him up to explain it to you guys :P
When I looked at the chapter on increments and differentials in my textbook, I went "wtf is this for?" But when my teacher told us that, among other things, you could use differentials for approximations, I actually bothered trying to learn how that stuff worked, and it took only a minute for my teacher to say that
If I have no idea when or for what, then why would I? How will I know if matrix multiplication is the "terminal goal", or just another stepping stone to a subject I'll learn next week?
@user Not really :P A-levels are much more relaxed than the rest of school, and we'd already more or less finished the content for the specific unit. This particular lesson, he was giving us a "prep" for the content for the next week
All I'm saying, any time I've been told why I'm learning something, I'll remember it much better, and I'll like it a lot more. This is something I've experienced over and over again.
"Next week, we're going to be starting some basic group theory. Remember binary operations from earlier? This is where we're going to use them" "But when are we ever going to use this?" Cue 45 minutes of angry explanation
@user Yes
In fact, I know what all of my current classes are leading to
@RedwolfPrograms I will agree with you that the way people teach, especially subjects such as math, need improvement. But I don't agree with you that "Explain why" is the most important way to improve them
@cairdcoinheringaahing Sounds like a perfectly reasonable question to ask at the beginning of a unit imo. It's not like answering it would've wasted any time anyway, if, as you say, A-levels are more relaxed
Granted, one of my units next year is "can you do Python?" abd another one is multivariate calculus which I may or may not have already done, but still
ah, ok. tbh i don't even remember how the unit/credit point/whatever thing works i just follow my department's recommended course selections so i've always just had 5 courses per term
ATE A LJA Z
FET FL L
A JTX L WF J FA
YFA V NJT L
NFA TEI W JTL
NL J MAF A EJ
TFM A LZJ ZFE
W Y ZXT
EA FTZ LEJ F HK
UTL IEF ATJ T ZJEF
YTA N WZ L
VEA ZIT M LEJ
TFX A LTA EZF
YTJ V NAZ L
E KU LFA J L
Implement Brainfuck explainer brainfuckcode-golf
All lines of STDOUT Must have four leading spaces.
The first line is first input.
And add the diagonal line of chars like
++[]
Must be:
++[]
+
+
+
+
And add every char corresponding to
Command
Explained
>
M...
