MESSAGE
| DATE | 2014-09-05 |
| FROM | Elfen Magix
|
| SUBJECT | Re: [NYLXS - HANGOUT] Math and Computer Sciences
|
My career decision has always been Computers and Education though I have always wanted a Medical career.
But right now that I have my BA? Nothing, but I got hurt on the job and the stupid state dept put me on a disability list that I should not be on! So employers looking at my records will see that I am unhirable... UGH!!! Stupid Shit!
But I got a few leads. I'm trying to follow. And lets see on how it goes.
~Fernando
--------------------------------------------
On Mon, 9/1/14, Ruben Safir wrote:
Subject: Re: [NYLXS - HANGOUT] Math and Computer Sciences
To: hangout-at-mrbrklyn.com
Date: Monday, September 1, 2014, 11:32 PM
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
> >
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> > nylug-talk-at-nylug.org
> > http://mail.nylug.org/cgi-bin/mailman/listinfo/nylug-talk
> >
>
>
>
>
>
>
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