(Part 2) Best products from r/argentina

> For those who prefer video lectures, Skiena generously provides his online. We also really like Tim Roughgarden’s course, available from Stanford’s MOOC platform Lagunita, or on Coursera. Whether you prefer Skiena’s or Roughgarden’s lecture style will be a matter of personal preference.
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> For practice, our preferred approach is for students to solve problems on Leetcode. These tend to be interesting problems with decent accompanying solutions and discussions. They also help you test progress against questions that are commonly used in technical interviews at the more competitive software companies. We suggest solving around 100 random leetcode problems as part of your studies.
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> Finally, we strongly recommend How to Solve It as an excellent and unique guide to general problem solving; it’s as applicable to computer science as it is to mathematics.
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> [The Algorithm Design Manual](https://teachyourselfcs.com//skiena.jpg) [How to Solve It](https://teachyourselfcs.com//polya.jpg)> I have only one method that I recommend extensively—it’s called think before you write.
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> — Richard Hamming
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> ### Mathematics for Computer Science
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> In some ways, computer science is an overgrown branch of applied mathematics. While many software engineers try—and to varying degrees succeed—at ignoring this, we encourage you to embrace it with direct study. Doing so successfully will give you an enormous competitive advantage over those who don’t.
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> The most relevant area of math for CS is broadly called “discrete mathematics”, where “discrete” is the opposite of “continuous” and is loosely a collection of interesting applied math topics outside of calculus. Given the vague definition, it’s not meaningful to try to cover the entire breadth of “discrete mathematics”. A more realistic goal is to build a working understanding of logic, combinatorics and probability, set theory, graph theory, and a little of the number theory informing cryptography. Linear algebra is an additional worthwhile area of study, given its importance in computer graphics and machine learning.
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> Our suggested starting point for discrete mathematics is the set of lecture notes by László Lovász. Professor Lovász did a good job of making the content approachable and intuitive, so this serves as a better starting point than more formal texts.
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> For a more advanced treatment, we suggest Mathematics for Computer Science, the book-length lecture notes for the MIT course of the same name. That course’s video lectures are also freely available, and are our recommended video lectures for discrete math.
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> For linear algebra, we suggest starting with the Essence of linear algebra video series, followed by Gilbert Strang’s book and video lectures.
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> > If people do not believe that mathematics is simple, it is only because they do not realize how complicated life is.
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> — John von Neumann
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>
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> ### Operating Systems
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> Operating System Concepts (the “Dinosaur book”) and Modern Operating Systems are the “classic” books on operating systems. Both have attracted criticism for their writing styles, and for being the 1000-page-long type of textbook that gets bits bolted onto it every few years to encourage purchasing of the “latest edition”.
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> Operating Systems: Three Easy Pieces is a good alternative that’s freely available online. We particularly like the structure of the book and feel that the exercises are well worth doing.
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> After OSTEP, we encourage you to explore the design decisions of specific operating systems, through “{OS name} Internals” style books such as Lion's commentary on Unix, The Design and Implementation of the FreeBSD Operating System, and Mac OS X Internals.
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> A great way to consolidate your understanding of operating systems is to read the code of a small kernel and add features. A great choice is xv6, a port of Unix V6 to ANSI C and x86 maintained for a course at MIT. OSTEP has an appendix of potential xv6 labs full of great ideas for potential projects.
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> [Operating Systems: Three Easy Pieces](https://teachyourselfcs.com//ostep.jpeg)
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>
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> ### Computer Networking
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> Given that so much of software engineering is on web servers and clients, one of the most immediately valuable areas of computer science is computer networking. Our self-taught students who methodically study networking find that they finally understand terms, concepts and protocols they’d been surrounded by for years.
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> Our favorite book on the topic is Computer Networking: A Top-Down Approach. The small projects and exercises in the book are well worth doing, and we particularly like the “Wireshark labs”, which they have generously provided online.
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> For those who prefer video lectures, we suggest Stanford’s Introduction to Computer Networking course available on their MOOC platform Lagunita.
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> The study of networking benefits more from projects than it does from small exercises. Some possible projects are: an HTTP server, a UDP-based chat app, a mini TCP stack, a proxy or load balancer, and a distributed hash table.
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> > You can’t gaze in the crystal ball and see the future. What the Internet is going to be in the future is what society makes it.
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> — Bob Kahn
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> [Computer Networking: A Top-Down Approach](https://teachyourselfcs.com//top-down.jpg)
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>
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> ### Databases
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> It takes more work to self-learn about database systems than it does with most other topics. It’s a relatively new (i.e. post 1970s) field of study with strong commercial incentives for ideas to stay behind closed doors. Additionally, many potentially excellent textbook authors have preferred to join or start companies instead.
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> Given the circumstances, we encourage self-learners to generally avoid textbooks and start with the Spring 2015 recording of CS 186, Joe Hellerstein’s databases course at Berkeley, and to progress to reading papers after.
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> One paper particularly worth mentioning for new students is “Architecture of a Database System”, which uniquely provides a high-level view of how relational database management systems (RDBMS) work. This will serve as a useful skeleton for further study.
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> Readings in Database Systems, better known as the databases “Red Book”, is a collection of papers compiled and edited by Peter Bailis, Joe Hellerstein and Michael Stonebreaker. For those who have progressed beyond the level of the CS 186 content, the Red Book should be your next stop.
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> If you insist on using an introductory textbook, we suggest Database Management Systems by Ramakrishnan and Gehrke. For more advanced students, Jim Gray’s classic Transaction Processing: Concepts and Techniques is worthwhile, but we don’t encourage using this as a first resource.
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> (continues in next comment)

http://www.amazon.com/Six-Pillars-Self-Esteem-Definitive-Leading/dp/0553374397

> Understanding Emotions
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> If a proper education has to include an understanding of thinking, it also has to include an understanding of feelings.
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> Unfortunately, many parents implicitly teach children to repress their feelings and emotions-or those which parents find disturbing. "Stop crying or I'll really give you something to cry about!" "Don't you dare get angry!" "Don't be afraid! Do you want people to think you're a sissy?" "No decent girl has such feelings!" "Don't be so excited! What's the matter with you?"
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> Emotionally remote and inhibited parents tend to produce emotionally remote and inhibited children. This is accomplished not only through their overt communications but also by their own behavior, which signals to a child what is "proper," "appropriate," "socially acceptable." Further, parents who accept certain teachings of religion are likely to convey the unfortunate notion that there are such things as "evil thoughts" or "evil emotions." "It's a sin to feel that!" The child may learn moral terror of his or her inner life.
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> An emotion is both a mental and a physical event. It is an automatic psychological response, involving both mental and physiological features, to our subconscious appraisal of what we perceive as beneficial or harmful to ourself.· Emotions reflect the perceiver's value response to different aspects of reality: "for me or against me," "good for me or harmful," "to be pursued or to be avoided," and so forth .·A discussion of the psychology of emotions may be found in The Disowned Self
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> (I omit here certain experiences of anxiety and depression whose roots may be biological and may not fully fit this definition.)
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> To cease to know what we feel is to cease to experience what things mean to us. This unconsciousnes~ is often actively encouraged in chil- dren. A child may be led to believe that emotions are potentially dan- gerous, that sometimes it is necessary to deny them, to make oneself unaware of them. The child can learn to disown certain emotions and cease to experience them consciously. On the psychological level, a child deflects awareness, thereby ceasing to recognize or acknowledge certain feelings. On the physical level, a child inhibits breathing, tenses his or her body, induces muscular tensions, and blocks the free flow of feelings , thereby inducing a partial state of numbness.
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> I do not wish to imply that parents are the only source of childhood repression. They are not. Children can learn on their own to protect their equilibrium by disowning certain of their feelings, as I discuss in Honor- ing the Self However, it is undeniable that too many parents encourage the practice of emotional repression by making it a tacit condition of their approval.
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> As the child grows, he or she may slash away more and more feelings, more and more parts of the self, in order to be accepted, loved, and not abandoned. ,!he child may practice self-repudiation as a survival strat- egy. He or she cannot be expected to understand the unfortunate long- range consequences.
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> A teacher is in a position to teach children a rational respect for feelings coupled with an awareness that one can accept a feeling without having to be ruled by it.
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> We can learn to own when we are afraid, and accept it, and (for instance) still go to the dentist when it is necessary to do so. We can learn to admit when we are angry, and talk about it, and not resort to fists. We can learn to recognize when we hurt, and own the feeling, and not put on a phony act of indifference. We can learn to witness our feelings of impatience and excitement, and breathe into them, and yet not go out to play until we have finished our homework. We can learn to recognize . our sexual feelings, and accept them, and not be controlled by them in self-destructive ways. We can learn to recognize and accept our emotions without losing our minds. We can learn to wonder: What might my feelings be trying to tell me? What might I need to consider or think about? We can ·learn that a pain or fear confronted is far less dangerous than a pain or fear denied.
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> We can learn that we are accountable for what we choose to do, but that feelings as such- are neither moral nor immoral-they simply are. Today, this is the kind of understanding some people gain only in psychotherapy. But in the schools of the future, no one will finish the twelfth grade without having been exposed to these ideas. They will be an integral part of everyone's education because of their clear impor- tance to the achievement of a decent life. We can learn to recognize and accept our emotions without losing our minds.
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> It need hardly be added that if a teacher is to succeed in teaching self- acceptance, he or she must be comfortable in accepting the feelings of students, must create an environment in which such acceptance is felt by everyone. Children who feel accepted find it easier to accept them- selves.
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> This point was made previously in our discussion of effective parent-ing and of necessity it is made again here. Indeed; virtually all of the principles identified in the preceding chapter have application in the classroom. For example, handling mistakes with benevolence rather than as if they were shameful; for reasons I trust are clear, how a teacher responds to a student's mistakes can have an impact on the rest of the student's life. Few schools today teach the art of thinking and fewer still teach the things I have been saying about emotions. But the schools of the future will have to.
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Hey there.

Liberal Thought in Argentina, 1837-1940 edited by Natalio R. Botana and Ezequiel Gallo. It's a compilation of primary sources, check out "Message on the Electoral Reform (Buenos Aires, February 29, 1912)". It's on Project MUSE, here (your school most likely has access to it): http://muse.jhu.edu/books/9781614879060 . This is a good compilation of sources on that period, so it'll be useful.

A Short History of the Argentinians by Félix Luna. Haven't read this personally yet, but Félix Luna is very respected and I know it's a good summary of Argentine history. If you haven't gone too deep in your readings, this might be a good starting point and you can probably jump to other bibliography based on the sources. Amazon link: http://www.amazon.com/Short-History-Argentinians-Felix-Luna/dp/9504904033 . Not period-specific though, sorry I couldn't help you with that.

Let me know if this helped. Good luck!

> Son innumerable (porque la evidencia de lo contrario jamás fue producida). Pero por poner un ejemplo, el propio Fondo Monetario lo reconoce, si quieres leer más, acá hay más detalles también.

Por favor decime exactamente la pagina o parrafo, es medio embole sino.

> La idea de que esto constituye contra ejemplos es risible

¿Por qué?

> No creo que estés familiarizado con la política económica de Alemania en esa época, ni mucho menos con las políticas públicas de los países que aparecen más altos en esa lista.

La mayoría son economías de mercado.

> Singapur el estado es básicamente omnipresente, dueño del 70% de la tierra (en HK es del 100), y en ambos países el estado tiene múltiples monopolios y es dueño parcial de las empresas privadas vía los fondos soberanos que controlan.

Singapur tiene bastantes problemas sociales, pero no tiene nada que ver con lo que estamos hablando. Estamos hablando de las políticas económicas que llevan a los países a ser desarrollados.

> Si tuvieras alguna idea del tipo de reformas agrarias que se hicieron en Japón y Corea del Sur te da un infarto, y el grado de redistribución que implicaron. Ni hablar del día que te enteres del comunismo de la codeterminación alemana.

Te pedí fuentes, no una vaga mención de "reformas agrarias"

Y no sé a qué te referís con "comunismo", nunca existió un país comunista, porque el comunismo require que no haya estado ni moneda.

> Que la distribución de ingresos es necesaria ni siquiera es controversial entre los economistas

Yo nunca dije que no sea necesaria ahora, dije que los países adquirieron riquezas abriendo su mercado y sacando restricciones, y después intervinieron en la economía.

> La evidencia de que la desigualdad es mala para el crecimiento económico es amplia, he aquí un ejemplo por la OECD, es decir, las políticas que atacan la desigualdad de manera efectiva incrementan el crecimiento económico en el futuro.

There is mixed evidence in the literature regarding the relationship between income inequality and economic growth. Some studies have found a positive relationship, others a negative relationship while some found no correlation between the two variable

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Del mismo estudio eh..

https://www.researchgate.net/publication/320410820_The_Impact_of_Income_Inequality_On_Economic_Growth_A_Case_Study_On_Nigeria

> Ambos son falsos. En el segundo ejemplo, la evidencia es que ni siquiera tienden a ser más eficientes.

Depende a qué te referís con "eficiencia". Las empresas son más eficientes en cuanto a hacer la misma cantidad por menor costo. En ese sentido quizas el Estado es más "eficaz" en tanto y cuanto es más probable que "ayude" a una mayor cantidad de personas.

Realmente es trivial que las empresas privadas son más eficientes, de lo contrario los países con economías centralizadas hubieran sido un éxito.

> Los datos empíricos en contra de la austeridad expansiva son completamente overwhelming, y es básicamente el laughing stock de la economía contemporánea

Repetir lo mismo muchas veces no lo hace verdad.

> Por lo menos desde la credibility revolution. Lo demás requiere demasiados detalles, la cantidad de cosas que los economistas están a favor que le harían explotar la cabeza a la gente de derecha son incontables, desde impuestos sobre el valor de la tierra, a impuestos pigouvianos, a antitrust enforcement, a mil millones de cosas.

La pluralidad de economistas son de centro-derecha, así que es bastante cuestionable esa oración.

Te dejo un lindo artículo que basicamente contradice todo lo que decís, hecho por economistas de los dos lados.

https://www.nytimes.com/2015/04/26/upshot/economists-actually-agree-on-this-point-the-wisdom-of-free-trade.html?mcubz=0



>If economists are so sure about the benefits of free trade, why are the public and their elected representatives often skeptical? One answer comes from a 2007 book by Bryan Caplan, a George Mason University professor, called “The Myth of the Rational Voter: Why Democracies Choose Bad Policies.”
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>Mr. Caplan argues that voters are worse than ignorant about the principles of good policy. Ignorance would be random and might average out in a large population. Instead of being merely ignorant, voters hold on to mistaken beliefs.
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>Politicians, whose main goal is to get elected, mold those mistaken beliefs into bad policy. Mr. Caplan writes: “What happens if fully rational politicians compete for the support of irrational voters — specifically, voters with irrational beliefs about the effects of various policies? It is a recipe for mendacity.”
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>In the case of international trade, three biases that he identifies are most salient.
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>The first is an anti-foreign bias. People tend to view their own country in competition with other nations and underestimate the benefits of dealing with foreigners. Yet economics teaches that international trade is not like war but can be win-win.
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>The second is an anti-market bias. People tend to underestimate the benefits of the market mechanism as a guide to allocating resources. Yet history has taught repeatedly that the alternative — a planned economy — works poorly.
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>The third is a make-work bias. People tend to underestimate the benefit from conserving on labor and thus worry that imports will destroy jobs in import-competing industries. Yet long-run economic progress comes from finding ways to reduce labor input and redeploying workers to new, growing industries.
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>The Princeton economist Alan Blinder once proposed Murphy’s Law of economic policy: “Economists have the least influence on policy where they know the most and are most agreed; they have the most influence on policy where they know the least and disagree most vehemently.”
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>The debate about international trade is a case in point. In the coming weeks, members of Congress will have an opportunity to prove Mr. Blinder wrong. Let’s hope they take it.

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http://www.igmchicago.org/surveys/free-trade

Freer trade improves productive efficiency and offers consumers better choices, and in the long run these gains are much larger than any effects on employment.

56% agree

29% Strongly agree

Sacado del libro The Dictator's Handbook: Why Bad Behavior is Almost Always Good Politics

> Autocrats aim for the rate that maximizes revenue. They want as much money as possible for themselves and their cronies. In contrast, good governance dictates that taxes should only be taken to pay for things that the market is poor at providing, such as national defense and large infrastructure projects. Taking relatively little in taxes therefore encourages the people to lead more productive lives, creating a bigger pie. Democrats are closer to this good governance ideal than autocrats, but they too overtax. The centerpiece of Reaganomics, the economic plan of US president Ronald Reagan (1981–1989), was that US taxes were actually higher than this revenue maximizing level. By reducing taxes, he argued, people would do so much extra work that government revenue would actually go up. That is, a smaller share of a bigger pie would be larger than the bigger share of a smaller pie. Such a win-win policy proved popular, which is why similar appeals are again in vogue. Of course, it did not quite work out this way in fact.

> To a certain extent, Reagan was right: lower taxes encouraged people to work and so the pie grew. However, crucially, in democracies it is the coalition’s willingness to bear taxes that is the true constraint on the tax level. Since taxes had not been so high as to squash entrepreneurial zeal in the first place, there wasn’t much appreciable change as a result of Reagan’s tax cuts. The pie grew a little, but not by so much that revenues went up.

Hello there!

By far, the very best book I have read on Argentina history is The Invention of Argentina by Nicholas Shumway which is, remarkably, written by an american bloke who spent quite a bit of time here getting his PhD.
It's brief, and its insight on the foundations of our country is truly brilliant.

http://www.amazon.co.uk/The-Invention-Argentina-Nicolas-Shumway/dp/0520082842/ref=sr_1_1?ie=UTF8&qid=1346976124&sr=8-1

EDIT: Added URL

> ipc promedio

Tampoco, repito, medir el IPC como medida de rendimiento de un CPU es como medir el PBI total como medida de éxito de un país.

> Teniendo en cuenta que un r5 2600 tiene un boost de 3,9ghz y el i3 8100 tiene un boost de 3,6ghz, el 2600 va a rendir mas en apliaciones singlecore, y ni hablar de multicore.

https://lifehacker.com/5796846/why-clock-speed-doesnt-matter-much-when-comparing-two-computer-processors

> Deja de intentar justificar la compra un i3

Un i3 8100 es practicamente un i5, que se llame i3 no le cambia el rendimiento.

> sino por practicamente cualquier reviewer que encontrés.

https://www.amazon.com/Intel-8th-Core-i3-8100-Processor/dp/B0759FTRZL

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> El 8100 es un toque mas barato, pero perdes muchisimo rendimiento.

Probame, con testeos reales, que la diferencia es muchísima.

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Prefiero gastar 3 lucas menos y tener 10 fps menos.

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