@Daminark no you misunderstand. Teacher's aren't bothered. The institution itself has this weird idea in its head that they can only truly make sure teachers are doing their job well if every student is coming fresh into the material
@Typhon basically sending me to administration at the slightest (or even nonexistent) provocation, constantly writing me up, giving me detention for things that i didn't do
i was a freshman and it was the beginning of the year and i was kind of a nervous wreck cause i went to a huge school far from home so i didnt really say anything
but like eventually i found my backbone and didn't take this kind of nonsense without standing up for myself
i think i just had a few teachers who didn't like someone who did this (i was in this prestigious magnet program and teachers were generally used to very respectful students who didnt call them out when they were being unjust i think)
Lol in high school teachers liked me quite a lot, since most students there didn't care about anything and were badly behaved so the fact that I did alright and didn't talk in class was enough for most of them. The teachers who were bad there were less unfair and more ineffective
i also had a few who liked me for that who defended me a couple times so idk
@Daminark the thing that confuses me is that one of the dudes who was super out to get me was my senior year english teacher. But all i did was read books in his class. I never talked out of turn and i aced all his assignments. I honestly have no idea why he was so hostile to me
My English teacher in 11-12th grades would've likely been fine with it if you told him, like he'd plead that you do participate but in his class with the behavior problems, the statement "I don't think I gain much from our class discussion" would be a very fair case to make, and if you're not being disruptive he's basically happy
But say, my physics teacher would be really upset if someone was just reading, even if it was physics, she wanted you to be paying attention to her lecture and nothing else
@Semi i honestly don't know what got me through high school, i do not think i thrive in that kind of environment, I was never really a traditional kind of classroom person
Though even then she'd only likely go for it as far as, if the thing she's saying right now relied on a previous thing so you had to look it up for reference. Just reading the textbook and not focusing on the lecture didn't fly
@Daminark i had a bio teacher who HATED when i didnt do bio in his class (i never did) but eventually we had a bet where he said if i get anything less than a 5 he'd get to give me a month of detention
But anything which isn't train of thought just isn't my style. So I never really edited/revised much except locally, and often did in short bursts, so I often had 100+ word sentences at least once or twice per paper
a theology grad student once told me my writing was good, but like another theology grad student once said it was mediocre so idk what to believe mannnn
I did better on hum papers than sosc ones, I think in part because my procrastination on sosc papers was of an iffy sort and because my focus was just bad
I procrastinated hard in hum too, like I think I probably did a bit under a page the night before and then 3 pages in the 3-4 hours before it was due
i think my hum teachers were all nice, so i never really had a harsh grade in those classes, my history papers have all been really good too, but my ethnomusicology papers were just t r a s h
I took longer to do sosc papers but that was amidst distractions, and it was often because I developed my argument as I went, so at one point I'd say something and be like "Shit I can't counter that and it was supposed to be devil's advocate... But if I am to negate my thesis I'd need to rewrite this paper... Fugg!"
Or I mean, I'd write it such that each sentence corresponded to a given train of thought, so any given comma separated 2 things which chained well, but it would still be annoying to read on the whole
I'm hoping that this isn't a dumb question, but I encountered a Stack Overflow question in which the OP was testing for whether a triangle was right by whether or not it "met" the criteria of the Pythagorean Theorem (i.e. whether or not the square of the hypotenuse is equal to the square of the t...
i remember i wrote my final paper on my modernism class in like 2 hrs @Daminark. I was so tired from a long quarter that i basically just didnt write a conclusion and then i submitted it
a question asking if a triangle is a right triangle by confirming the pythagorean theorem directly implies and asks the question: "does the converse hold"
I mean, reading it, it might not necessarily be a duplicate. I actually get the vibe that this was more, hey in the process of doing some question, the OP used this method, now I'm asking if that method was valid
@Daminark yet they ask if one can use the pythagoren triangle to confirm a triangle is a right triangle in response to seeing a question use that "test"
In answering the first question, people often black box the fact that change of variables is true and just use it. The second is distinct in what it's requesting you to do
@Semiclassical I meant that it is the dumbest duplicate I've ever seen as someone actually managed to create one off of another question and not just due to lack of research.
@Semi I mean, I don't think anyone would lie about a question being duplicate when it really isn't, that would make no sense, but this person doesn't sound like he's claiming this at all
No. I'd ask for you to show me the question, and then ask what about that question's answers was not satisfactory. I'd then tell you how to modify your question to reflect that.
No. I'd ask for you to show me the question, and then ask what about that question's answers was not satisfactory. I'd then tell you how to modify your question to reflect that.
@Semiclassical "No. I'd ask for you to show me the question, and then ask what about that question's answers was not satisfactory. I'd then tell you how to modify your question to reflect that." isn't a fairly logical response to copied answer.
@EricSilva they ask "is it true, yes or no". Therefore any answer to the other post must at least claim the test was either true or false when answering.
@Typhon 1) This still isn't what the original question was necessarily asking, the original question wanted to use the test. It's possible that someone decided to take it at face value that this worked and just apply it, or assumed that the OP knew. 2) This interpretation of the wording as just asking for yes or no, and not verification, is literal to the point of being complete and utter nonsense 3) Why would you punish even if they falsely claimed to copy?
if i ask someone "is this true" in math i usually want them to justify, and i think it's fair to assume that this question is more than a yes or no question given that this is a pretty normal thing to do in math
1) Why? You punish people for plagiarizing, not for saying they plagiraized 2) No one in their right mind would do that anyway, and the wording of this question is in no way explicit
@Leaky Nun, sure, but i'd say it's not the norm, and idt the post that Typhon linked has language that suggests this is the case, i think it actually is suggestive of the opposite
like this person seems like they want more than a yes or no answer, they don't say it explicitly but again it's like, not an unreasonable assumption.
"Hey, this question referenced another so I'm interested in seeing the source" vs "Oh wow what a lame duplicate question even though you have to be interpreting it in a very specific and likely wrong way to arrive at that conclusion"
The fact that the OP was curious about this suggested that he didn't want to take it on faith that this was true just because you wouldn't have answered it/asked it like that if it were false
But then you won't want to take it on faith if someone's like "Yeah dw"
So even if the word-by-word interpretation doesn't tecHNICAlly 0_0 ask for a proof, if the person wasn't doing that it'd make no sense, while there is an option to interpret this such that things do make sense.
There is nothing wrong with Akiva Weinberger's post. However, since this post was made in the context of a somewhat more rigorous and formal setting, I'm posting a formal proof that I believe would most likely be considered acceptable in that setting.
Let $z$ and $y$ be extended integers such...
oops
XD
(i was in the process of asking for verification for my answer in chat)
There was potential for it being a duplicate but the most viable possibility was that it was not. And you were jumping toward being judgmental about it, so you got flak for being condescending when it was in no way called for
You had to be trying to interpret it like so. And it wasn't obvious that it wasn't malicious at all, in fact it seems unlikely even now, since you were literally searching for a way to get him closed and being condescending about it.
This is just a sample code for the proble.
int a,b,c;
system.out.println("Enter sideA");
system.out.println("Enter sideB);
if ( c == a * a + b *b)
system.out.println("This is a right triangle");
else
system.out.println("This is not a right triangle");
[formula](https://i.sstatic.net/1NqAP.p...
Hello all, Let $P$ be an $n\times n$ doubly stochastic matrix and $S$ be an $n \times k$ orthogonal matrix. Is $S P S^T$ also a doubly stochastic matrix? Can someone comment on this please?
A stochastic matrix is one where columns or rows sum to 1. That sounds like for a right stochastic matrix, the column vector (1,1,1,1,1) is an eigenvector with eigenvalue 1 whle for the left stochastic matrix, the row vector (1,1,1,1,1) is an eigenvector with eigenvalue 1. So a doubly stochastic matric will have both of theses vectors as eigenvectors with eigenvalue 1
This is because for any matrices that multiplies to the vector of all 1s, it is effectively the same as summing up each rows and columns, and the summand is given by the entry of the resulting vector
@AkivaW Well, for one, you can still define linking numbers for maps $f : S^m \to S^n$ by taking two generic regular values $x$ and $y$, and looking at linking number of the submanifolds $f^{-1}(x)$ and $f^{-1}(y)$ in $S^m$. Check this question out for the definition and the meaning of this.
In any case, if you do this, the linking number of the quaternionic and the octonionic Hopf maps turn out to be $1$ too; in fact these are the only maps with linking number 1 - this is the famous Hopf invariant one problem I think.
So there's that genericness theorem; if you find a map $f : S^7 \to S^4$ with linking number 1, it's the Hopf map. I think that answers our question by similar logic as before?
im trying to find the volume of the set $T$ where $T$ is the set of points that satisfy $x \ ^ 2 + y \ ^ 2 + (z - 1) \ ^ 2 \lt 1$ but not in $z = \sqrt{x \ ^ 2 + y \ ^ 2 }$, someone can help ?
@AkivaW Actually that question does not give the definition in full generality so let me say it; if $M$ and $N$ are two closed submanifolds of $\Bbb R^{n+1}$ such that $\dim(M) + \dim(N) = n$ the linking number $\ell(M, N)$ is defined to be the degree of $f : M \times N \to S^n$ given by $f(x, y) = (x - y)/\|x - y\|$.