Yea, I use Type II cassettes to record on my Tascam 246. I did an experiment where I recorded a track I made digitally to tape and then back into the DAW. I A/B'd them and struggled to differentiate. That being said, I have used some really poor quality Type II tapes, where the difference was obvious.
There is a conceptual difference between a blob of text drafted by a person and a dynamically generated blob of text initiated by a human, generated through multiple LLM calls that pull in information from targeted resources. Perhaps "dynamically generated prompts" is more fitting than "context", but nevertheless, there is a difference to be teased out, whatever the jargon we decide to use.
I wonder if you can use an existing svg as a starting point. I would love to use the sketch approach and generate frame-by-frame animations to plot with my pen plotter.
Additionally, I would say more historical emphasis within STEM itself would be beneficial. Motivate through context. Show students that the concepts arose from people solving problems.
Similar camp. Two reasons I enjoy Python, both related to documentation:
1. docstrings
2. keyword arguments
Docstrings mean I can do REPL experiments without the additional friction of opening a browser to RTFM. Keyword arguments reduce how much I have to lookup the semantics of a function's signature.
Yea, I use Type II cassettes to record on my Tascam 246. I did an experiment where I recorded a track I made digitally to tape and then back into the DAW. I A/B'd them and struggled to differentiate. That being said, I have used some really poor quality Type II tapes, where the difference was obvious.