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DATE 2014-09-01

HANGOUT

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Key: Value:

MESSAGE

DATE	2014-09-01
FROM	Ruben Safir
SUBJECT	Re: [NYLXS - HANGOUT] Math and Computer Sciences
On 09/01/2014 08:38 PM, Elfen Magix wrote: > What it is that you need, Ruben? Going back to college? Though I have not been paying attention to my emails these past weeks, I need to catch up on it. But I might be able to help. I did pass Calc and both Linear Algebra and Matrixes were my thing; I did statistics (and other subjects) tutoring when I was in college and graduated with a BA in communications and multi media arts in 5/11. Could have been a BS but I decided to rush graduation for I did not want to wait until 2012 to graduate. > > What subjects you need? > > Fernando. Did this help you find a new career? I need a computer job. Ruben > > -------------------------------------------- > On Sat, 8/30/14, Ruben Safir wrote: > > Subject: [NYLXS - HANGOUT] Math and Computer Sciences > To: "Hangout" > Date: Saturday, August 30, 2014, 9:55 PM > > > > On 08/27/2014 04:09 AM, Bryan J Smith wrote: > >>> I remember being confused by the amount of > calculus involved, and to > >>> this day, I still haven't used any of it. > I think there's a danger of > >>> wanting to give people a "well-rounded" > education when it really doesn't > >>> help you in employment situations. > >> > > > > ?Huh? This is the second time this has been > mentioned, and I don't > > understand it. > > > > All I used in college was calculus ... for > everything. Not just physics, > > analysis, environmental impact, mechanics, > discrete/linear/?DSP (CS/EE/CpE > > flavors), signals/fields, etc... but also statistics, > microeconomics, > > management/risk even resource geography (actually came > in very handy in two > > jobs). In addition to the 12 semester hours of > calculus (4 classes) itself > > and 12+4 semester class+labs hours of > chemistry+physics, I had 96 hours of > > pre-core+core/option+specialty (general/EE+CpE) > engineering that was all > > calculus. I think I had a whole 5 classes, 15 > semester hours, of "general > > ed" (2x compsition, 2x history and philosophy) that did > not use it. > > > > I'm with you Bryan but right now I feel like a small child > at a buffy. > I want big helpings of everything, and the BS would give > that to me more > than the MS, but I just can't see passing the MS up for a BS > at this > point, and I REALLY don't want to be treated like a 19 year > old kid, > chasing my tail all the time and driving me to burn > out. At least for > now, I think I'm going to try the MS because lower risk and > higher reward. > > > That being said, I can't go without this math. Not > just the Calc, but > the matrix Math and linear algebra. I need to study > these as well, and > as soon as I get settled in, I'm going to be exploring this, > even if I > have to do this on my own. > > I KNOW that knowing good math skills can get one hired when > others are > not. It means you can solve problems that others can > not. > > > > Ruben > > > Now ... there might be an explanation for that. > If you attend a college > > that is an "Technology," but PhD-level research > institution, you tend to > > get calculus-based everything -- economics, statistics, > management/risk, > > etc... Some schools require it for just > engineering, while others require > > it for any science-based degree. My Alma Mater > (UCF, originally founded as > > FTU, an engineering college under a NASA space grant > during Apollo) only > > requires 100% calculus-based "pre-core" classes for > engineers. As I > > understand it, Georgia Tech and other "Institute of > Technologies" are > > notorious for requiring a number of math, statistics > and even CS majors to > > take engineering pre-core with 100% calculus-based > classes which are shared > > with an engineering "pre-core" track. > > > > ?It really depends on the institution, but even > today, I cannot imagine > > life without knowing calculus. > > > > E.g., rate of change in the US deficit is a 2nd order > differential from > > overall debt -- and that's very elementary > calculus. But I can ?understand > > how most Americans don't get that, and why 2000 -- > despite having a net, > > although small, surplus -- was a very, very bad time > for the economy, which > > led to some of the biggest layoffs in US history during > Q1 of 2001 (jobs > > are the last to lose and last to come back). > > > >> The question is probably along the lines of "what > do you want to be when > >>> you grow up?" Theoretical and practical > computing are still two wildly > >>> different things, maybe even more so now. > What's the goal here? > >>> Education because that's fun, or to get a job > at the end of it? Is it > >>> programmer or CTO? Tech advocate? > Circuit designer? There are so many > >>> specialities now; unless you're working for > yourself, an employer will > >>> probably be most interested in how you can help > them, and that's often > >>> in one specific area. Having a great > breadth of knowledge is cool, but > >>> being an expert at something tends to get you > paid. > >> > > > > ?That's interesting because most of my colleagues > that majored in > > Industrial Engineering are all upper-level > administrators in major > > corporations, and one is a C-level in a moderately > sized company. I cannot > > imagine microeconomics, much more risk management, > without calculus. > > > > E.g., "Linear Feedback" isn't just an Electrical > Engineering (EE) concept, > > but applies to not just risk, but CS' concepts of > "discrete systems" as > > well as elementary digital signals.** You cannot > build a system of > > equations for that interaction without calculus. > > > > This "theory v. practical" argument really falls flat > on its face with me. > > That "Generation D" Sprint commercial they used > to push used to make me > > laugh, because the world is very much analog. I > had an advisor in college > > tell me I shouldn't switch away from Electrical > Engineering to avoid > > signals and fields because analog is still > everything. And he was right. > > > > I only wished I would have went after jobs in Fields > because that > > experience is extremely and heavily sought after in > today's wireless world. > > Even though I only worked in aerospace and > semiconductor a small part of > > my career (6 years total), I do like being at a client > and not only knowing > > what the heck they are talking about. I can even > relate IT-centric closet > > and risk to them as well, instead of just talking with > words. > > > > Even just my elementary statistical courses + past > engineering work alone > > allowed me to garner great respect at several clients > with researchers > > doing a lot of heavy analysis. E.g., it's much > easier to understand SAS > > and R if you have such a background, and they are in > heavy use in many > > divisions of many corporations and government. > > > > Which brings me to the Asimov and Sagan worries that if > we don't keep > > teaching our future workers and leaders how to do basic > -- not theoretical, > > but "basic" -- math and science, they will quickly > forget how to build > > things. In fact we're pretty much reached that > point with nuclear power > > plants, and only the US Navy (military) and French > (commercial) being the > > sole authorities on the matter these days. > > > > -- bjs > > _______________________________________________ > > nylug-talk mailing list > > nylug-talk-at-nylug.org > > http://mail.nylug.org/cgi-bin/mailman/listinfo/nylug-talk > > > > > > > >