>Seems like a typical mythos of most political movements these days, doesn't it? E.g., "the far-right is our greatest threat".
>Though I'm sure right-wing groups believe themselves to be tolerant of one-another and their allies and others with similar aims, and that groups that oppose them are intolerant and therefore must be met with intolerance.
>Other side will call them intolerant racists too, it is also pretty clear to them.
These would be the statements where they were creating a false equivalence. The things being compared are not equivalent but they are given rhetorical treatment to make them seem equivalent.
From what I can tell, they simply made an observation. You're the one applying a value judgment to their statements. Pointing out that different tribes use rhetoric to "other" outsiders isn't creating a false equivalence.
Denouncing and accusing people as fascists who must not be tolerated for the transgression of discussing social and political issues in a manner deemed verboten seems like something a fascist might do.
I've had a MathAcademy subscription for some time and it's quite good. I'd say it's best at generating problems and using spaced repetition to reinforce learning, but I think it falls short in explaining why something is useful or applicable. I don't know, most math education seems to be "here's an equation and this is how you solve it" and MathAcademy is undoubtedly the best at that, but I wish there were resources that were more like "here's how we discovered this, what we used to do before, why it's useful, and here's some scenarios where you'd use it."
I have so wanted such resources for years. I have found some and should make a list.
The first time the difference between understanding some math, and understanding what the math meant, was after high school Trig. The moment I started manually programming graphics from scratch, the circle as a series of dots, trigonometry transformed in my mind. I can't even say what the difference was - the math was exactly the same - but some larger area of my brain suddenly connected with all the concepts I had already learned.
While ordering the "Mathematica: A Secret World of Intuition and Curiosity" I came across these books, which looked very promising in the "learning formal math by expanding intuition" theme, so I bought them too:
Field Theory For The Non-Physicist, by Ville Hirvonen [0]
Lagrangian Mechanics For The Non-Physicist, by Ville Hirvonen [1]
The Gravity of Math: How Geometry Rules the Universe, by Steve Nadis, Shing-Tung Yau [2]
Vector: A Surprising Story of Space, Time, and Mathematical Transformation, by Robyn Arianrhod [3]
If you're interested in how vector calculus developed, and who was instrumental, all the way from Newton/Leibnitz to Dirac or so, by way of Hamilton, Maxwell, Einstein and others, then Robyn Arianrhod's 'Vector' is brilliant.
But be warned, it gets progressively harder, along with the concepts, so unless you're conversant with tensors, at some point you will have to put on your thinking cap.
I pay people globally through HSBC all the time. Works instantly.
I never understand this argument anyway. If you can't send funds instantly that isn't because the currently itself can't be transferred instantly - it's because for whatever reason you don't have access to a provider that will provide that service. That's a separate problem and can be solved without having to build an entirely new currency / financial system.
That's actually quite worrisome. I don't really think twice about downloading the top result for things like PayPal or local banking apps if I get a new phone, for example.
Takes like these are so moronic it hurts. I just paid an artist across the globe for some icons; the transaction took seconds to resolve and cost me cents to send via SOL. The closest I've come to that is Canada's eTransfer system, but it only works in Canada.
You are ignoring the possibility he got paid in SOL for some other work. Or the possibility the recipient of his SOL can buy dinner using SOL. This is all possible, even if unlikely.
