很多時候一時win or lose沒那麼重要
重要的是像C語言的 i++ 一樣
下個clock cycle的 i 超越現在的 i
剛從New Orleans參加SIGGRAPH 2009回來。 今年六月到紐約，八月到紐奧良，各看了一場世界聞名的現場表演，在紐約Majestic Theatre的The Phantom of the Opera和紐奧良Preservation Hall的Jazz。
這兩個表演存在著很微妙的對比。先從客觀數字講起好了，在紐約的Phantom票價將近一百美元，台上的演出者大概有將近百位吧，從我座位到舞台的距離也大概是數十公尺。在紐奧良Preservation Hall的Jazz就大概是把上面的數字都除以十。 是的沒錯，在Preservation Hall我和演出者距離就是那麼近，如果可以跨過前面比我更近的兩三排觀眾，只要走兩三步我就可以和演出者(有些應該是國寶級的)握到手了。
在Preservation Hall的經歷很特別，在這邊名氣不會轉變成演出者和觀眾之間的距離，包括有形和無形的距離，一切都保留在那個遙遠年代的氣氛中。在美國南方燥熱的夏夜裡，即使小小十坪左右的空間裏擠了幾十個人，演出者也不停的擦著汗，Preservation Hall裏依然只開著電風扇，沒有冷氣，像是清清楚楚的傳達這個訊息，要吹冷氣就買CD回去家裡聽，要聽現場就和大家一起流汗。
According to the SCI (Symphony Composer Index), Beethoven has 9 published SCI-indexed works while Mozart has more than 50 SCI-indexed works.
OK, just kidding, I made those up.
Still, similar arguments and fallacy often pop up in Taiwan’s academia.
It may be a father’s dream to catch his baby’s first step, that definitive moment, on a video. But if you’ve ever tried, you know how hard it is. The lone success I have ever seen is in the “Truman’s Show” movie.
Yet, the opportunity presented itself again on July 20, 2008, when I realized that Nathalie was close to riding a bike completely on her own. This time, I caught it on the DV tape. Check this out.
When I first learned Fourier Transformation in signal processing, I was told that the convolution of two signals in time domain (or spatial domain) was equivalent to the multiplication of those two signals in frequency domain. That was amazing, but I got no intuition about why it worked.
Then one day, it hit me that I had been doing convolution since I was a kid in elementary school. Every time we multiply two decimal numbers, we are not really performing the multiplication. We are actually computing the convolution of their digits. For example, the reason why we know 22*33 is 726 is because we compute the convolution of the two signals (2,2) and (3,3), which gives us the signal (6, 2, 7). (Note: I put the least significant digit to the left, so they look more like the signal in the “transformed” domain.)
Still didn’t get it? Then think about this. What is the meaning of the decimal number system that we have taken for granted? Imagine the world 5,000 years ago. How would a farmer count the number of plants in his land? For example, if he has 22 rows of plants, and 33 plants in each row, how does he count the total number of plants? Does he know the total is simply 22*33 if he doesn’t yet know the multiplication of two decimal numbers?
Some hints for the transition from a undergraduate student to a graduate student:
First, you must get rid of some old habits that you may have acquired while preparing for the endless exams in your high school and college era. For examples: