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Kenneth John Odle 2021-08-29 14:51:24 -04:00
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\BOOKMARK [0][-]{chapter.2}{What's to Like About Linux}{}% 3
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\documentclass[9pt,twoside,letterpaper]{report}
\documentclass[twoside,letterpaper]{report}
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\usepackage{graphicx}
\usepackage{kpfonts}
% Where are our images?
\graphicspath{{images/}}
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% https://tex.stackexchange.com/questions/338789/how-to-set-paper-size-to-half-letter-5-5-x-8-5-in-in-amsbook
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\section*{Impressum}
All contents \copyright2021 Kenneth John Odle
Although this is now in your hands, and it's also on the web, so if you really wanted to steal this, I've made it pretty darn easy. I can't imagine why anyone would want to, though.
Although this is now in your hands, and it's also on the web, so if you really wanted to steal this, I've made it pretty darn easy. I can't imagine why anyone would want to, though. You don't need to, however, since this is licenced under a CC BY-NA-SA 4.0 Creative Commons license. More information is at \href{https://creativecommons.org/licenses/by-nc-sa/4.0/}{https://creativecommons.org/licenses/by-nc-sa/4.0/}. \includegraphics[scale=0.35]{ncsa4-0}
FYI, this is made in \LaTeX using the report document class. It then gets exported to a letterhalf (5.5 in x 8.5 in) pdf, which then gets made into a booklet using Boomaga (\href{https://www.boomaga.org/}{\texttt{https://www.boomaga.org/}}).
I'm pushing this to my own git server as I write this. You can find it \href{https://git.kjodle.net/kjodle/the-codex}{here}: \texttt{https://git.kjodle.net/kjodle/the-codex}. New issues will be pushed after they are complete.
The image on the front cover is courtesy JericoDelayah from the WikiMedia Commons. The image is \href{https://commons.wikimedia.org/wiki/File:4_RETAT_04_Linus_Torvalds.jpg}{over here}: \verb|https://commons.wikimedia.org/wik| \verb|i/File:4_RETAT_04_Linus_Torvalds.jpg|. You can also find a link to the Creative Commons CC BY-SA 3.0 license there, as well.
The image on the back cover is one that I highly agree with. We built it, it's ours, and we shouldn't be charged for using it.
You can just skip over all the diversions in you want. It's just how my mind works. (And yes, there will be politics in this. \textit{You have been warned.}
\chapter{The Early Salad Days}
Boring, early life stuff when my world smelled like sweat and warm bologna. Feel free to skip this. I wish I could.
Boring, early life stuff when my world smelled like sweat and disinfectant and warm bologna. Feel free to skip this. I wish I could.
\section{Calculators}
Before computers were in my life, there were calculators.
These days, every kid has to have an expensive graphing calculator for middle school math. Specifically, it has to be a Texas Instruments graphing calculator, because the examples in the textbook are all described in terms of a Texas Instruments calculator.
I mean, \textit{sure} you can get your kid that Casio, which has all the same features and all the same buttons and is an order of magnitude cheaper, but you spent all that money on an expensive pre-school, and all that money on expensive tutors, and do you really (he asked snottily) want to risk little Jimmy's chances of getting into Harvard because you were temporarily too cheap to buy the right calculator?
\hrulefill
\textbf{Oh my, a diversion already.}
\begin{multicols}{2}
(A little off track here, but this begs two questions: 1) Why is it always a TI calculator that's required, and 2) Are we teaching kids to learn math or to learn how to operate a calculator? The answer to the first one is that Texas Instruments and the Major Textbook Publishers\texttrademark \, have colluded to produce expensive books that need to be replaced every two to three years [thereby costing the school district money] and that require expensive calculator [thereby costing you as a parent money]. It's a racket, but that's capitalism for you. The answer to the second question is that we are teaching kids how to use calculators. Teaching them how to do actual math would require thought on both the parts of the teachers and the parts of the students. Again, education in the United States has become a racket, but that's capitalism for you.)
(A little off track here, but this begs two questions: 1) Why is it always a TI calculator that's required, and 2) Are we teaching kids to learn math or to learn how to operate a calculator? The answer to the first question is that Texas Instruments and the Major Textbook Publishers\texttrademark \, have colluded to produce expensive books that need to be replaced every two to three years [thereby costing the school district money] and that require expensive calculator [thereby costing you as a parent money]. It's a racket, but that's capitalism for you. The answer to the second question is that we are teaching kids how to use calculators. Teaching them how to do actual math would require thought on both the parts of the teachers and the parts of the students, not to mention on the parts of parents and especially administrators, who would also be required to grow a spine. Again, education in the United States has become a racket, but that's capitalism for you.)
\end{multicols}
\hrulefill
@ -82,12 +94,33 @@ These days, every kid has to have an expensive graphing calculator for middle sc
I have noticed that even little kids are required to bring little kid calculators to school with them in most of the local school districts. As I write this, the school supply buying season is coming to an end, but for the past six weeks every store was filled with school supply lists and yeah, you have to have a calculator to get into the second grade.
Ironically, the earliest calculators I can remember seeing (not getting my hands on, because they didn't belong to me) were Texas Instruments. I don't remember a lot about them, but an uncle had given a pair to two of my cousins. They took a \textit{ton} of batteries, had red LEDs for outputs (meaning they glowed in the dark—you could use them in the dark if you memorized the keypad), and they were designed for students because they had a go-back-through-all-your-steps-function-to-see-where-you-done-screwed-up-boy function, which would be a useful feature on modern calculators to learn math, but again, we're not interested in kids actually learning how to think and do something as radical as math.
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\includegraphics[scale=0.15]{casio}
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The other early calculator I remember was a Casio calculator and it was on a watch. A kid I knew for a short time had one, and even let me wear it for a while. (I wish I could remember his name, because this was a tremendous kindness on his part.) I swore that when I grew up, I would own one of these watches.
Well, I grew up and I didn't buy one of them, even though they are still available. I could just never justify spending the money on what is—let's face it, just a bit of full-frontal nerdity—when there were bills to pay. Nope, just could never bring myself to do it.
It's just me now, and my expenses are numerous but small, and a couple of years ago my local all-in-one-store had all their watches on sale for 40\% off, including the name brand watches. I checked—it was in stock. At \$25 bucks it was a lot, but on sale it was only \$15. I could do this! So I picked it up and looked at it lovingly, thinking about all the good times we would have together as we went forth and explored the world one simple calculation at a time.
But there was a problem, a rather large problem, actually. The print on those buttons is tiny. and my eyes are bad. I couldn't actually read any of buttons. I use reading glasses when I'm reading or working on the computer, but I don't need them out in the wild. I could wear the watch with me everywhere, but unless I was at my desk, I wouldn't be able to actually use it.
Back on the shelf it went.
At this point, my only hope is that maybe my eyes will get so bad that I'll need bifocals all day, every day. When that happens, will this watch be on sale for so little money ever again? I highly doubt it.
\chapter{What's to Like About Linux}
I could go on and on here.
I could go on and on here, but I'll try to keep it short. I can always come back to this.
But really, what I like—not love (that's about aesthetics for me)—is that I'm in control.
\section{Control…and an Opportunity}
What I like—not love (that's about aesthetics for me)—is that I'm in control.
Partly, that's the nature of open-source computing. If you want to know how something works, you can look at the source code. If you don't understand the source code, you can research how the source code works. You can ask questions. (Thank you, StackExchange!) You can do some more research and then learn how to ask \textit{better} questions. There is always something to learn, and once you've learned everything there is to learn about a particular piece of software \footnote{Which is never really true. What I really mean is that when you've learned everything \textit{you} want to know about it.} you can fork it and start contributing to the project yourself.
@ -105,6 +138,14 @@ I'll probably write about this some more later, but my experience with computers
There is no ``undo'' on the command line.
I need to get that on a t-shirt.
Why? Because the command line is like real life. There is no undo button in real life. GUIs have made us lazy—lazy at thinking, lazy at figuring things out. Just do it, if you don't like it, just Ctrl-Z. Just throw that document away and leave it in the recycle bin. If you decide you want it later, you can just drag it on out of there.
\section{The Unix Philosophy}
The Unix Philosophy was originated by Ken Thompson (one of the creators of Unix, upon which Linux is based) and basically says that each program should do one thing and do it well. (There is more to it than this; if you are interested, you can always google it.\footnote{Searching for something on the internet is \textit{always} an option these days, and so many people seem to be unable to do just that. Question: ``Where can I find \textit{X}?'' Answer: The same place I would find it: At the other end of a google search.}
\chapter{Coda}
\section{What I Learned About \LaTeX\, While Creating This Issue}

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