stablemap

Does this page have an advantage over Google’s?

https://careers.google.com/jobs#!t=jo&jid=/google/mba-intern...

Forgive their title, if you can.

Maybe this helps too:

https://developers.google.com/web/fundamentals/discovery-and...

Note that these are attached to beta 1, so this is not yet finished. I'd be curious to hear from people who work with the package directly and not through scikit-learn as I do.

I think you should introduce yourself through a Show HN, focused on features, instead of a press release.

This will be in Safari 11 too: https://webkit.org/blog/7734/auto-play-policy-changes-for-ma...

Some earlier discussion on an article in the Times:

https://news.ycombinator.com/item?id=15206796

It's a third year course! If you want a more leisurely treatment I hear good things about Cox's book "Primes of the Form x²+ny²". Even if you don't reach the CM part you will have gained a lot of motivation for it, all the way back to Disquisitiones.

Most of these texts were originally intended for graduate courses at Michigan. In any event, I think it's helpful to note that algebraic groups are to algebraic geometry as Lie groups are to differential geometry; it's not a primary subject, even if the name does not emphasize this.

His book on linear algebraic groups finally comes out via CUP in a couple of weeks. I haven't read recent drafts but it should address a real need:

http://www.jmilne.org/math/Books/iag.html

I've found his notes most useful when, because of the medium, he is able to provide more background, detail and examples compared to the standard texts.

Discussion from a month ago https://news.ycombinator.com/item?id=14715405

Many weeks end with an interview that might be interesting independent of the course -- the first is a long one with Hinton.

https://www.coursera.org/learn/neural-networks-deep-learning...

They put up recordings later, hosted on Vimeo; for example:

https://resources.github.com/webcasts/GitHub-communicating-w...

With some digging you can get an MP4.

Hi, just saw this. I'm loathe to go against the submission guidelines. I didn't expect this to do "well" but thought it was a significant enough move.

But I think if I reply to him then he can't delete and the whole thing recurses.

I am sorry for this derailing.

@GordonS It's an HN convention for the title. If you would delete your comment then I think I would be allowed delete mine and would gladly do so now that the submission has been "fixed".

Of course an algorithm like this is evergreen.

From 2007 (now fixed).

These are some of the hardest papers to write and make visible; I was disabused of a few beliefs and the treatment of number theory didn't upset me so this was great, particularly the Fourier bit at the end.

The first book, for example, is about $21 in paperback from Amazon and I'm having trouble finding a printer around here who would give me those 416 pages for less. Maybe it starts to make sense if you print several at once.

The story is on what I consider the boundary but I thought it interesting to academics. I don't disagree with flagging it, really -- the Post has already sent my checks.

The original word has a plurality to it; I think it is we who did violence to "maths".

I think the NYT's writing is good here but there's no need for two topics -- mods deleting mine seems a good idea.

The original piece in ChinaFile has more pictures from Liu and a similar amount of context.

http://www.chinafile.com/multimedia/photo-gallery/inside-wor...

I've seen keyboard cameras.

It's a five page article in the Monthly, but I'd hesitate to include either topic even in a book.

Some authors would write the following: σ is a permutation of the numbers 1, ..., n and

(σf)(x_1, ..., x_n) = f(x_{σ(1)}, ..., x_{σ(n)});

nothing truly different, but possibly more comfortable. Another thing to say is that a field automorphism can't move the base field Q: all we can do and all we have done is move around these formal variables. So with the rest of your notation,

(σf)(x_1, x_2) = f(x_{σ(1)}, x_{σ(2)}) = f(x_2, x_1) = x_2 - x_1

There is, in my experience, a difference between the courses required of mathematics majors and the courses that students who might want to be mathematicians are expected to take.

It doesn't look to be one. The Archive is an important resource but I wonder how they're able to host, for example, large ROM collections without running into trouble.

I should have described the differences, but I would have wanted to perform some interpretation and did not feel comfortable doing so.

For example, one item [1] there that interests me is a set of student-taken notes that has been on the lecturer's website [2] for seven years. My prediction is that it will never be changed or fed to a publisher. I think that in trying to avoid conflict with publishers and blame for unstable and error-filled texts the sentence you quote saps the enthusiasm of the visitor.

[1] https://www.ams.org/open-math-notes/omn-view-listing?listing...

[2] http://math.stanford.edu/~conrad/252Page/index.html

I think the HN title is misleading: one professor was collecting links and encouraging change, and I wouldn't infer much more.

The AMS is trying its hand at curation as well. The project shifts some of the work onto authors and seems most useful for undergraduate subjects at the moment, but the names behind it should help.

https://www.ams.org/open-math-notes