Post 40: October 7th, 2016

The first matter of business today was Game Design. The big thing that I did today was introduce type aliases, so that my code will run properly while still being up to the unreal engine’s standards. This including replacing int with int32, and replaced string with FText.

It also has the benefit, in the case of FText, with making things shorter. As I’m no longer automatically using spaces, I had to put std::string each time instead of just string. It’s a lot simpler now.

 

Next, Algebra. The big take away from today was the properties of equality. Lots of properties in algebra, from my experience. So, these properties are:

  • Reflexive: A = A, a number is equal to itself. 10 = 10, 14 = 14, 16 = 16. If the Reflexive property ever stops working, check to see if physics still functions properly. If it doesn’t, please get somebody to help.
  • Symmetric: It doesn’t matter what order you put the equals sign in. A + B = C is also equal to C = A + B.
  • Transitive: If something is equal to two other things, than those two things are also equal to each other. if A = B, and B = C, then A = C.
  • Substitution: If two things are equal, you can use them in place of the other. if A + B = C, you can also just say that C = C.

 

And now, on to Economics! The big lesson of the day was that of trade offs and opportunity costs.

Trade offs are the alternate choices for things we do. Instead of eating a sandwich for lunch, you could have a bowl of soup. Or, perhaps, a nice casserole. I’m kind of hungry, in case you couldn’t tell.

There are also opportunity costs. Opportunity costs are related to trade offs, in that they are the next best alternative. Say that you decide to eat a delightful plate of lasagna. But because you had that plate of lasagna, you don’t get to have a sandwich.

 

Well, I mean, you could, but that might give you a stomach ache.

Post 37: October 4th, 2016

First up, marine biology. I learned some interesting things today, like some more on the history of ocean studies, and the history of the oceans and earth. One thing that my current textbook stresses is that to properly understand the ocean, you need to stop thinking of it as something on a map, and instead a massive body of water that is not only very wide, but also very deep. Also, sonar is really important, for both people studying the ocean and creatures that need it to navigate.

 

Next up, Algebra II. Covered the order of operations, rational/irrational numbers, and properties of addition and multiplication. The order of operations is best explained with PEMDAS. The order goes like this: What’s in parenthesis, then exponents, multiplication/division (from left to right) and then addition/subtraction.

Now, Rational/Irrational numbers. Before that, we need to cover Real numbers. Real numbers are any number that you can put on a number line. They have only one value, and one point on the number line. They aren’t variable. Rational and Irrational numbers further divide things.

Irrational numbers are INSANE. They are kept far away from all other numbers, and there isn’t overlap between them and the rest of the real numbers. Irrational numbers have endless decimals, and never repeat like some rational numbers. The rational numbers can be expressed in fraction form. Even zero is rational. Because you can express zero as 0/1, which is a fraction.

Now, the properties of addition and multiplication.

Commutative: Order doesn’t matter. A + B = B + A. Same with multiplication.

Associative: Groups don’t matter. (A + B) + C = A + (B + C). same with multiplication.

Identity: Adding 0 or multiplying by one changes nothing. 5 + 0 is 5. 10 * 1 = 10.

Inverse: Adding the negative gets you zero. 5 + -5 = 0. multiplying by the inverse gets you one. 10 * 1/10 = 1.

Distributive: Multiplying stuff in parenthesis can be shown by multiplying everything inside the parenthesis. A(B + C) = AB + AC

All in all, not too complex. Yet.

 

Last, Don Quixote! Today’s chapters can be summarized as follows: Don Quixote decides to go back home in order to stock up on ointments and clean shirts to be a proper knight. On the way back, he sees a farmer beating his servant, and asks why that is. The farmer says the servant is a terrible sheepherder, while the servant says that the farmer is just calling him terrible so he doesn’t have to pay him. Don Quixote demands that the farmer pays, and he agrees. Don leaves, happy to have done a good deed, and the farmer resumes beating the kid while laughing his ass off.

Next, he meets a bunch of people and demands that they say that Dulcinea, his “princess”, I.E. the village girl he heard about, is the most beautiful woman in the world. They are confused, so he charges at them with his lance. But his trips, and one of the people beats the crap out of him, but his armor protects him for the most part.

A neighbor of his encounters him, takes him back home, puts him in his bed, and then Quixote’s niece, maid, and a curate (read: clergyman) decide to toss and burn his books on chivalry, but the curate finds that there are actually some really good books in his collection, as well as poetry, and has them set aside for protection. And so that bad passages can be removed.

Post 36: October 3rd, 2016

New week, new lesson plan, let’s do this!

First up, Don Quixote! What a crazy old guy. Delusional, violent, and very much a romantic. Here’s the gist of the first three chapters: Don Quixote wasn’t always known as that, and instead was a more or less normal old guy that was obsessed with stories of knights and knaves, dragons and princesses. So he assembled a suit of armor, a lance, and set out to go be a knight, considering a pretty girl in a nearby town his princess that he would fight evil in the name of.

He comes across an Inn that he sees as a palace, sees the women outside as lovely maidens, and the owner, humoring Don Quixote and wanting him to go away after he attacks 2 townspeople, makes him a knight and sends him away.

It’s interesting to read, if a little difficult in parts due to the flowery language and the translation. Admittedly, some of it is meant to be hard to understand, like our heroes speeches about… anything really, as he’s attempting to imitate what he’s read in books. Which is really hard to understand.

 

I also figured out what I’ll need to be doing to better fit college requirements, so as of right now, sociology and art history are on the back burner. The line up is now: Marine Biology, Language Arts, Programming/Game Design, and Algebra.

 

Anyways, Game design! I made a header file, and I’m using another file that my program is accessing as well. The point of those files is to make everything a little more neat and tidy, and all in all easier to read, understand, and make adjustments too. I also replaced instances in the code without “std::” before certain commands, and I made it so that the program no longer uses the standard (std) category automatically.

I also made it so that it’s in the beginning stages of counting how many times you’ve guessed, and the plan is to have it so that it only increases guesses based on if you made a valid guess. If you’re trying to guess a 4 letter word, and you guess “bridge” it shouldn’t count.

Post 35: September 30th, 2016

Today, I did something very important. Planning. Since I am pretty keen on going to Georgia College, I’ve taken the first steps towards getting the required classes that I need. So, I’ll be starting on economics, another programming class, and getting some textbooks for marine biology and algebra.

So, on to what I did in terms of lessons. Art history, before I put it on the back burner. Greek architecture, and the Olympics.

First, architecture. 3 styles of architecture, or more specifically columns, were prevalent. First was the Doric, a rather simple, plain, and bulky style, but it had room for carving or painting. It was, however, very effective in the main purpose of a column. Said purpose being making sure stuff doesn’t fall on your head.

Next, the Ionic style. It was thinner and fancier than the Doric style, and including a base at the bottom of the pillar. They also had a single frieze along the buildings for carvings.

Lastly, the Corinthian style. Out of the 3 styles, it was by far the fanciest, and most distinctive by way of it’s capital. In other words, the top part of the pillar where it stopped being cylindrical but wasn’t the roof yet. A Corinthian capital is highly decorated and stylized, far more than the Doric style.

The Corinthian style was also very popular with the Romans, so, there’s that.

Next, the Olympics. Similar in some ways to the modern day Olympics, but also very different. For one, records weren’t a thing. All that mattered was what had happened that day in the Olympics, and people didn’t care about money either. For them, it was all about the fame and respect. And the ability to put up a statue of yourself if you did exceptionally well. There’s a lot of art of the Olympics, and the artists had to present the motion of horse racing, sprinting, long jumping, boxing wrestling, all that fun stuff.

 

Next, Don Quixote. Yes, we’re properly back to English! Anyways, what happens in Don Quixote… well, I don’t know yet, because the book’s translation notes, poems inspired by the book, and the author’s foreword take up a lot of space. But some of it is pretty interesting, like how a lot of the early translations tried to inject and change some of the humor and wit of the book towards English sensibilities, instead of remaining faithful to the original.

The author also had some interesting thoughts on his own book at first, feeling that it was very much generic and unintelligent, and feared what the public’s reaction might be. Especially considering that he had been out of the limelight for a couple years at that point. Everything worked out in the end though, considering how well known the book is these days.

Post 4: August 12th, 2016

Today’s first thing was art history. Continuing with the khan academy course and briefly looking over the glossary section. Mostly because it is a glossary of terms discussed, and I’d probably forget the terms by the time I reach what they’re talking about. I continue onto the next section, however, and learned about Egyptian art, as well as Greek and Roman art.

 

The second thing was oceanography, and I finished the first part of that course. The final assessment wasn’t too difficult, although I did spend a while studying and reviewing for it. Old habits die hard, I guess.

 

Third was monkey, and I have reached the end of the prologue. Pretty good so far, and can be summed up as follows:

Basically everybody: “Have monkey executed!”

Monkey then proceeds to not die. A lot. Stabbing, fire, lightning, nothing.

Lao Tzu then proceeds to stick monkey in a crucible to melt him to death.

It doesn’t work, needless to say. Although it would have been an impressive way to go out, like a terminator.

Monkey gets out of the crucible after a very, very long time, and causes another ruckus in heaven. And then the Buddha shows up, makes a bet with monkey, and the Buddha wins. Monkey is a sore loser, however, so the Buddha traps him under a mountain. That he makes out of his fingers. And then further seals it so that he can breathe, eat, and drink, but can’t stick head or hand out of it.┬áThe end.

 

 

 

Of part 1.

 

And, I read through a little bit of two math books. Trying to figure out what I’m going to do for math this year, although one of them seems to be asking to be kicked out. Test on the first page, I swear…