You're too kind! I'm just using a Rode Procaster in an extremely cluttered room XD
However, I don't recommend the setup, I tested an SM58 and the damn thing sounds IDENTICAL, but 1/4 the price!
The trick is to speak very close to the microphone, off-center, have the microphone 2-3cm from the corner of your mouth, so breath doesn't hit it, but volume does.
It helps to first discuss what the purpose of the education system is before trying to reform it.
In my view, the purpose should be:
- enable each individual to function independently in society.
For poor individuals, a technical education that helps land you a good job is absolutely great and is an enabling factor for many things to come.
For individuals from richer families with a wide array of opportunities (e.g., middle class in the west), no doubt a traditional liberal arts education is fantastic.
You forgot to mention: take care of the children during the day so both parents can work the kinds of jobs which you can't do with children running around.
Which is a bit sad, pre-industrial revolution children could work and help with chores, both for sustenance farmers and for tradesmen. They were a net positive from a rather early age, and I'm pretty sure this had a (positive) impact on their psychological development as well.
French education is rigidly divided into liberal-arts/prep school ("baccalaureat") and vocational-only ("CFA/CAP") at the secondary level. If anything, the typical U.S. high school is a lot more flexible and "unified", though de-facto quality is of course extremely variable.
Of course the french system is flawed, but at least its founding principle is to give everyone the same chance. Starting your life with a different education depending on your wealth is shocking.
Is it? In practice that's what your education system leads to. It always did.
Not as a matter of politics or culture, but of necessity. People who have wealth to fall back on can take more risks. Get completely "worthless" degrees for example. Those without wealth have to aim for more certain outcomes, or put themselves in danger.
Hence the college debt crisis. If many of the same people went to vocational schools, they could have been dept free and better off. This problem is apparent even in more generous public funded school systems.
My country guarantees free tuition and housing stipend to all college aged for their bachelors and masters. But I have too many acquaintances that are now working in positions they are very much overqualified for.
Literature major working as a low level clerk for example.
> But I have too many acquaintances that are now working in positions they are very much overqualified for.
> Literature major working as a low level clerk for example.
What exactly is a literature major qualified to do though? I don't say this to be mean it is just there is this strange perception out there that the very act of getting a degree in something "qualifies" you for some job that will be high-paying etc.
I think of a counter-example where if someone got a degree in scuba-diving would they be "over-qualified" to be a clerk? Well it depends what we mean by "qualified" right? I only think someone is overqualified for their job if their skill set is:
1. In high demand
2. They are unable to practice it
For example, a doctor working unwillingly as a taxi driver is over-qualified because there is huge demand for doctors but for whatever reason this person can't get a job. Or a developer working as a street cleaner etc.
Having a qualification that you don't use isn't enough to be determined "over-qualified". It is only if there is demand for your skills but you can't use them for whatever reason that it makes sense.
Why do you immediately separate eduction by wealth?
I suspect you mean that the purpose of eduction is to ensure that an individual can be gainfully employed and not be a burden on the state. One of your aims would be heading off any poor students pursuing a less lucrative degree (liberal arts).
I mean to function without being babysat, not (only) from an economic perspective.
I'm not suggesting in any way a class-based education system, which are awful. I'm simply stating that if you are poor, your best bet is to pursue whatever education lands you the best possible job.
I think the real value goes beyond a single individual: without proper education a society cannot succeed. Even from a purely economic perspective: you need smart and educated people to start and run companies, you need more smart and educated people for companies to succeed.
I use it for small video processing. It is better than openshot in my experience in terms of stability. The interface is reasonably good, with the exception of cropping, where you have to turn to ffmpeg (to be fair, all visual video editors do cropping badly).
YouTube doesn't provide a way to search all of YouTube based on the spoken words in videos, unfortunately.
I could update VideoMentions Search to allow users to select multiple channels, and then perform the search across all of those. Like maybe maybe auto-importing all the channels they're subscribed to could be useful. One way or another though, it would still require selecting specific channels to search within. For this first iteration, I just kept things simple with a single channel URL input. Despite that limitation, I still think it's a useful tool, though; I plan to use it often myself.
This field was a blocker for me as well. If the channel field was an async select that helped autocomplete lookup channel urls by channel name, this would be way more convenient.
My use case would be for ham radio. Lots of ham radio YouTubers film their QSOs (conversations) and mention the callsigns that they make contact with. I want to find the channels that mention my callsign and I'm sure lots of other hams would want to know. Anywho cool project. GL 73
I agree! This is how the paid VideoMentions.com service works- users can search for channels by name, without the need to paste in URLs. This auto-complete lookup requires spending a finite number of API calls, though, which is why it’s restricted to customers and not available on this freely accessible VideoMentions Search page. Thanks for checking it out!
Hey @truly- this is a good thought, but I think it would be impossible to get buy-in from enough channels to make it useful. I could update the UI to support searching across multiple channels at once, though, or pull the channels from the user’s subscriptions or watches videos list. I’ll see if there’s enough demand for those features, then consider adding them.
I'm assuming it's using the API to download captions and scanning them, which is why it'd need the Channel. It would be so hard to know where to begin without it!
Potentially future updates could search a logged in user's history?
Yep, you're exactly right. The tool works by getting the channel's videos, then fetching the voice-to-text transcripts for them, then searching within the spoken words (along with the title and description) for any keyword matches. So there isn't a feasible way to do that across all of YouTube.
I like your idea of searching the logged-in user's history! That could be handy. Another thing I've thought about is auto-importing all the channels they're subscribed to so they can search within those.
For the first version of VideoMentions Search, I kept things simple with a single "Channel URL" input field, but using their history/subscriptions is totally doable. I'll see if there's enough demand for that.
In any event, I still think that this simple first version has utility. I like being able to quickly pinpoint all the moments when a certain topic was mentioned across all of a channel's videos.
Thanks so much for taking a look, and for your feedback!
Do you keep the transcripts around on the server? It shouldn't matter much in terms of storage unless the site becomes crazy popular, so you could offer a "best effort search" or something along the lines, that just searches everything you got so far, so the site would get better and better over time.
YouTube kills your API key if you do this and make the data available (eg via API).
You're allowed to cache responses for a bit but not store them long term. "How would they know", etc of course, but if you're distributing the data they'll figure it out. Some smart cookies over there at Google.
My small website managed to get on their radar and I didn't even post it to HN!
As an amateur YouTuber myself, this is disconcerting. A real video takes quite a lot of effort to do properly, especially if you try to aim for depth.
The guy is obviously smart, but not doing the world a favour. It is similar to what happened to text-based sites when AdSense showed up. I expect that at some point he will be banned, but still...
It is unfortunate when a talented teacher, as the OP seems to be, turn to industry for (significantly) more money, but this seems to be the way the market works pretty much everywhere around the world.
There are however some advantages to an academic job: somewhat more flexible schedule (not when you're teaching), relative freedom to engage in whatever research you wish, no need to sit in front of a computer screen all day, job security.
(Author here) The aspect of flexibility is really interesting. On the one hand, the lecturer role is way more flexible in that I can get my prep work done whenever I want, and if I did find myself all done with prep, I could garden all day instead with no guilt. (That happened once in my 1.5 years!)
On the other hand, there's a lot that's more inflexible than in a SWE job: lecture times, university-dictated exam times (at night! I had to sleeptrain my toddler to make them), staff meeting times (hard to find a time that works for a staff of 50-100).
So yeah- more flexible in some ways, less flexible in others, it depends what sort of flexibility you're looking for.
As a (tenured) academic myself, I fully understand the flexibility (and the lack thereof). A staff of 50-100 sounds like a true nightmare. I've experienced classes of ~500 students myself, but 2000 seems quite excessive.
Congratulations for trying out lecturing and for the eloquent writeup.
P.S. Btw, I've stumbled upon your website https://www.recursionvisualizer.com/, which even works with memoized functions (in what seems to be a left-to-right call-by-value order), so I will be using this the next time I'm teaching dynamic programming or backtracking, in order to save time on drawing calls by hand on the board.
Oo, nice! I was actually thinking of adding specific support for a @memoize decorator that would visualize what gets added to the memo, like the visualization I made more manually for this article (scroll down): https://www.khanacademy.org/computing/computer-science/algor...
Don't know when I'll ever get around to it, pull requests welcome!
Yeah, the thing is, as someone in the same position as the OP, I feel stupid for always sticking around.
Pamela already addressed the inflexibility part. And I'll just echo that I find it worse than how she described. But I've probably over-committed myself, too. Engaging in research-like stuff is very fun, but it is often unpaid for someone who is a lecturer.
As for job security: Non-Tenured folks (like the OP) get relatively short term contracts. And it's easy for the University to not renew them, especially when there are budget constraints. Sure, I never had a contract like this as SWE and I could have been fired before my 1-2 years were up, but my job there felt much more secure. I knew my manager and how the company was doing.
In contrast, while I'm friends with everyone - I don't yet have security that I'll be returning in the Fall, even though my name is on the schedule.
There are other unary operators (!, ~), although I'm almost sure FORTRAN didn't support those, but 1 - -13 => 1 - 0 - 13 = -12 would fail, wouldn't it?
Combinatory logic is a way to express logic without using variables and quantifiers (e.g., no "x", no "forall x").
In combinatory logic, formulae are strings of combinators: (e.g., "SKK").
To help introduce readers to combinatory logic, some people think it is helpful to have analogies where a combinator (like S) is explained as a type of bird.
1) using colored shapes instead of variable names.
2) (initially) presenting combinators as having 3 arguments, where they only need 1 or 2. So instead of the usual M x = x x, you see M x y z = x x y z.
One (improper) bird I find very interesting is the Starling's cousin S* x y z = x z (y (K z)), from which all other birds can be reconstructed.
Being a (part-time) youtuber myself, can I ask what you are using for audio?
It is indeed great!