bellsDoSing

Just checked it on three different accounts (germany) and each one had those two options turned on.

Somewhat recently I caused a failed kernel update by accident:

Ran system update in tmux session (local session on desktop). But problem was that tmux itself got also updated, which crashed the tmux session and as a result crashed the kernel update. Only realized it upon the following reboot (which no longer worked).

Your described solution re "live ISO, chroot, run system update once more, reboot" was also what got me out of that situation. So certainly something worth learning for "general troubleshooting" purposes re system updates.

Have you ever learned about the following in VIM:

• H, M, L, 22H, ...,: vertical cursor placement
• zt, z0, zb: vertical scroll positioning
• 0, $, gm, gM: horizontal cursor placement
• w, e, b: word based cursor movement

Simply holding j or k at times also works, even more so with a decently high key repeat rate.

Of course there's a lot more: https://vimhelp.org/motion.txt.html

The trick is to only learn a couple new movement mappings at a time and use them during one's workflow for a while, up until they feel ingrained. Then repeat, iteratively building up one's movement skills in VIM.

One can say many things about VIM, but not that learning it's movement mappings will make your required APM (let alone mouse clicks) go up to "get stuff done". Honestly, once a basic set of these movements has been learned, any other editor without them will feel like a drag.

True, git itself can't prevent people from creating a mess of a commit graph.

TBH, lots of build systems mentioned here I've never encountered so far. But this makes it clearer that one can't reason about how viable a "one big monorepo only" approach mighy be by just considering the capabilities of current git, coming from a "manyrepo" mindset. Likely that was the pitfall I fell into coming into this discussion.

So AFAIU, if a company had:

• frontend
• backend
• desktop apps
• mobile apps

... and all those apps would share some smaller, self developed libraries / components with the frontend and/or backend, then the "no submodules, but one big monorepo" approach would be to just put all those apps into that monorepo as well and simply reference whatever shared code there might be via relative paths, effectively tracking "latest", or maybe some distinct "stable version folders" (not sure if that's a thing).

Anyway, certainly never thought to go that far, because having an app that's "mostly independant" from a codebase perspective be in it's own repo seemed beneficial. But yeah, it seems to me this is a matter of scale and at some point the cost of not having everything in a monorepo would become too great.

Thanks!

But if not for using submodules, how can one share code between (mono-)repos, which rely on the same common "module" / library / etc.? Is it a matter of "not letting submodules usage get out of hand", sticking to an "upper limit of submodules", or are submodules to be avoided entirely for monorepos of a certain scale and there's a better option?

Have a ZOWIE EC2 for quite a while now:

• gaming mouse, 5 buttons
• USB compliant
• no special vendor drivers needed to use all mouse features (has buttons on bottom side for settings)

Works well on all OS.

Regarding tauri: One and a half years ago I looked into it as a potential alternative to using electron.

Back then I had to decide against it for my use case, because when the goal is that it's a cross platform app, then one has to make sure that whatever "webview version" is used on all target OS, they all have to support the features one needs re one's own app codebase. Back then I needed some "offscreen canvas" feature that chromium supported (hence electron), but which webkit2gtk (used on Linux) didn't at the time.

https://tauri.app/v1/references/webview-versions/

So it's not always easy to give a clear recommendation on using tauri over electron. One really has to get somewhat clear on what kind of "webview requirements" the resp. app will have.

But I do hope this will (or maybe already is) less of an issue in upcoming years (things are moving fast after all).

I started using git-secret 2 years ago. It's nice for making secrets part of the repo, while not being readable by anyone that isn't explicitely allowed to do so (using GPG).

TBH, I don't know much about school systems of other countries. Just reading horror stories of the US education system re student loans at times. So can't really argue that point with you.

But I'm not sure what made you think I'm blaming the children. Not once did I make a remark that would suggest that.

So let me be clear: Children, while they are still considered children, really can't be blamed. As they become adolescents, then slowly, but ever increasingly more, their own viewpoints and actions will have an impact on how their education is going (esp. true if a child goes a lot further in education than their parents ever did).

Rather there's some blame to be put on the social environment and the child's parents. E.g. it's not the fault of the education system if child's parents are divorcing while the kid is in Kindergarden and the child then has to switch schools multiple times, not because the child is problematic or because the education system is pushing the child around. No, chances are most of the blame is on the parents then.

Maybe I have bit too positive outlook on this, yeah.

But that article also emphasizes a lot (first half) that a child's environment simply matters a lot. Esp. having parents that have higher education themselves and are there for the child to support it regarding learning outside of school can make a big difference. And this isn't just about the first couple years before elementary school (what article says re "Wortschatz"). Esp. the ongoing school period thereafter. E.g. "Does it make a difference in a child's household if parents can speak English when trying to learn English?" - of course it does!

The point on "Brennpunktschulen" is also very environment driven. I'm not saying that "Lehrermangel" isn't real, or that having this system of three school paths starting from 5th grade is the best invention ever.

But one can't put all the blame on the school system, when "what happens outside of school" has such a big impact on a child.

Your last paragraph seems misinformed.

https://en.m.wikipedia.org/wiki/Gymnasium_(Germany)

State-funded schools (a big majority) are tuition-free, as foreseen by the respective laws, even often on constitutional level. Segregation of students by parent wealth or income is looked down upon, to the point of being an exception to the constitutionally guaranteed freedom to have private schools (Article 7 section 4 of the German constitution, Sondierungsverbot). Of the private gymnasia, the vast majority is run by the Catholic Church on very low tuition fees (which is more easy as by Concordat, the Church receives a high percentage of the amount of money the State need not spend for a pupil in a Church-school); fees for schools who need to earn money by teaching are higher. Schools with fees generally offer scholarships.

In 2005, the German government spent €5,400 per student for those attending public gymnasium. This is less than what was spent on a student attending Hauptschule, but more than was spent on those attending Realschule.[22] Some Hauptschule and Gesamtschule students have special needs requiring extra help, so those schools cannot operate as cost-effectively as gymnasia.

I myself went to a public Gymnasium and can still remember that among my classmates we had a wide range re "parent income and status".

Literally from:

• 'single parent that barely gets by'
• 'teacher parents'
• attorneys / judges / cardiologist / engineers / etc.
• CEO parent of an international company

I literally:

• went through elementary school
• got a recommendation for going to a Gymnasium at end of 4th year based on my performance
• picked one out of the available Gymnasiums in my area (within what was doable by bus on a daily basis)
• then went there

And even if you go to "Hauptschule", that's not the end of education. One can still do what's called "M-Zweig", which gets you the equivalent degree of "Realschule". Then one can go to "FOS", which gets you a degree close to that of Gymnasium. It at least allows for going to a "university of applied sciences", which is less geared towards academics and more towards industry. Still can get you your masters degree or if a doctors degree if one really wants that and partners with an "academic university" (AFAIR).

Some children simply take that other route. Still, it comes down to ability of the child. Of course, having a non-supportive environment that doesn't believe in achild can make things harder on it. Some children might actually be motivated by "potentially escaping that".

But to say this education system is a "class filter" is just wrong.