Programmers, does this make sense?

http://steve-yegge.blogspot.com/2007/12/codes-worst-enemy.html

The general argument is that the mere size of a big program is a problem in itself, and considerable efforts, in particular choosing a low-bloat language, are definitely worth the trouble.

I'm not qualified to judge it--it sounds plausible, but I'm guessing at what a lot of the words mean.

Here's a cute quote:

Java is like a variant of the game of Tetris in which none of the pieces can fill gaps created by the other pieces, so all you can do is pile them up endlessly.

Programmers, does this make sense?

http://steve-yegge.blogspot.com/2007/12/codes-worst-enemy.html

The general argument is that the mere size of a big program is a problem in itself, and considerable efforts, in particular choosing a low-bloat language, are definitely worth the trouble.

I'm not qualified to judge it--it sounds plausible, but I'm guessing at what a lot of the words mean.

Here's a cute quote:

Java is like a variant of the game of Tetris in which none of the pieces can fill gaps created by the other pieces, so all you can do is pile them up endlessly.

Random question

How sure are you that all the copies of those CIA tapes were destroyed?

Not very, in my case.

Random question

How sure are you that all the copies of those CIA tapes were destroyed?

Not very, in my case.

Only a coincidence

Gillian, the smaller cat here, has finally, at the age of about 8, decided that she's willing to be picked up and held (ok, not just willing-- frequently insistent) rather than politely preferring to be put back on the ground as soon as possible. I don't know if I've gotten better at holding her or she simply changed her mind.

She'd rather have some support from below, but will spend some time bonelessly draped over my arm.

And I have naturally curly hair.

Only a coincidence

Gillian, the smaller cat here, has finally, at the age of about 8, decided that she's willing to be picked up and held (ok, not just willing-- frequently insistent) rather than politely preferring to be put back on the ground as soon as possible. I don't know if I've gotten better at holding her or she simply changed her mind.

She'd rather have some support from below, but will spend some time bonelessly draped over my arm.

And I have naturally curly hair.

On teaching INTJs

http://community.livejournal.com/intj/145702.html?view=3803942#t3803942

By siderea

A couple of funny bits--if you want the actual point, follow the link:

And I have a deal with the Devil that every time someone says, "Uh, hmm, gee, that's a good question", I get to live two years longer. (If you want to be on my invite list for my Y10k party, just ask; I'm tentatively planning on booking a hall near Tranquility Base if I'm in-system.)

#####

Still others [teachers] don't have those issues, but feel that if they tell us too much about what the assignment actually is, we "won't think outside the box".

Speaking for myself -- and perhaps for you guys too, I dunno -- I'm pretty sure you, the instructor, need to be far, far more concerned with bringing my attention to where the box is than worrying whether I will be thinking outside it. I'm a pretty amazingly divergent thinker. I have a lot of trouble keeping track of just where I left the box. In fact, if you want what I do to have any relationship, whatsoever with the box? You had better present me with a treasure map to the box. In writing.

On teaching INTJs

http://community.livejournal.com/intj/145702.html?view=3803942#t3803942

By siderea

A couple of funny bits--if you want the actual point, follow the link:

And I have a deal with the Devil that every time someone says, "Uh, hmm, gee, that's a good question", I get to live two years longer. (If you want to be on my invite list for my Y10k party, just ask; I'm tentatively planning on booking a hall near Tranquility Base if I'm in-system.)

#####

Still others [teachers] don't have those issues, but feel that if they tell us too much about what the assignment actually is, we "won't think outside the box".

Speaking for myself -- and perhaps for you guys too, I dunno -- I'm pretty sure you, the instructor, need to be far, far more concerned with bringing my attention to where the box is than worrying whether I will be thinking outside it. I'm a pretty amazingly divergent thinker. I have a lot of trouble keeping track of just where I left the box. In fact, if you want what I do to have any relationship, whatsoever with the box? You had better present me with a treasure map to the box. In writing.