From 0d9ada6d04d8952fc92aa99726a757fa23225141 Mon Sep 17 00:00:00 2001 From: Youwen Wu Date: Sun, 29 Dec 2024 02:59:54 -0800 Subject: [PATCH] chore: migrate rest of content --- content/Fall-2024/as-am-5/week-1.md | 68 ++++++++ content/Fall-2024/as-am-5/week-2.md | 83 +++++++++ content/Fall-2024/math-4a/week-1/main.typ | 25 +++ content/Fall-2024/math-4a/week-1/refs.bib | 9 + content/Fall-2024/math-4a/week-2/main.typ | 165 ++++++++++++++++++ content/Fall-2024/math-4a/week-2/refs.bib | 6 + .../Fall-2024/mes-45/peace-dialogue-notes.md | 118 +++++++++++++ content/Fall-2024/mes-45/peace-dialogue.typ | 18 ++ content/Fall-2024/mes-45/week-1.md | 43 +++++ content/{ => Fall-2024}/mes-45/wiki-bios.md | 0 content/index.md | 6 + quartz.layout.ts | 19 +- 12 files changed, 552 insertions(+), 8 deletions(-) create mode 100644 content/Fall-2024/as-am-5/week-1.md create mode 100644 content/Fall-2024/as-am-5/week-2.md create mode 100644 content/Fall-2024/math-4a/week-1/main.typ create mode 100644 content/Fall-2024/math-4a/week-1/refs.bib create mode 100644 content/Fall-2024/math-4a/week-2/main.typ create mode 100644 content/Fall-2024/math-4a/week-2/refs.bib create mode 100644 content/Fall-2024/mes-45/peace-dialogue-notes.md create mode 100644 content/Fall-2024/mes-45/peace-dialogue.typ create mode 100644 content/Fall-2024/mes-45/week-1.md rename content/{ => Fall-2024}/mes-45/wiki-bios.md (100%) diff --git a/content/Fall-2024/as-am-5/week-1.md b/content/Fall-2024/as-am-5/week-1.md new file mode 100644 index 0000000..c13c60b --- /dev/null +++ b/content/Fall-2024/as-am-5/week-1.md @@ -0,0 +1,68 @@ +# Week 1 + +## Lecture 1 (9/30) + +- Ralph Ellison: novel bound up with nationhood + - What/who are we? + - What has been the experience of this particular group? + - How did it become this way? + - What stops us from attaining the ideal? +- American writers + artists always return to question of our national + collectivity -> successes / failures +- American flag is abstraction + symbol +- Same painting, over and over again, different meaning/symbol +- w/ rise of democracy in US, slavery happened in parallel -> cannot talk about + one without the other +- Use example of Asian American literature as entryway toward understanding + larger American / minority literature +- _Otherness_: radical difference -> Asian is always "foreigner", "strange", + "grotesque" + - Asians come to US for labor shortage (railroads, etc) + - Perceived through 19th century and further as radically different +- Assimilation: American promise of leaving behind "tradition" -> "modern life" + - Theoretical concept -> trickle into daily lives +- W.E.B. DuBois -> "the problem of the color life" + "double consciousness" + - Most useful metaphor: double consciousness +- Double consciousness -> hybridity: rethinking from two different distinct + selves -> combination / overlapping "hybrid consciousness" +- Does the arc of history bend toward progress? +- On style: how do stylistic decisions (by writers) shape their thematic + arguments? + - Leave things out, emphasize, etc +- On realism, modernism, postmodernism +- Next: read Erika Lee + +## Section (10/04) + +### Logistics + +- 2 excused absences -> no questions asked + +### Notes + +- Minority-ness in 5 categories + - Assimilation + - Hybridity + - Double consciousness + - Invisibility + - Otherness + +#### Otherness + +- What is us? -> group an individual identifies w/ and sense of belonging +- Other -> (perceived) different / "out group" +- Distinguishing "us" / "other" -> culture, language, behaviors, religious + traits, citizenship, race, etc +- Social constructs -> (may) change over time +- Stereotypes, power, political policies, hegemony, etc... +- Anti-Asian laws and policies + - 1875 Page Act + - 1882 **Chinese Exclusion Act** + - 1907 Expatriation Act + - 1913 First Alien Land Law + - 1922 Cable Act (reverses Expatriation Act except for women who marry "aliens ineligible for citizenship") + - 1924 Immigration Act +- Keep in mind while reading Bulosan (191X, 1930-1956) + - Attain citizenship for rights, representation, and influence + - Accumulate wealth through real estate + - Form _families_ and establish a lasting presence diff --git a/content/Fall-2024/as-am-5/week-2.md b/content/Fall-2024/as-am-5/week-2.md new file mode 100644 index 0000000..879bc4d --- /dev/null +++ b/content/Fall-2024/as-am-5/week-2.md @@ -0,0 +1,83 @@ +# Week 2 + +## Lecture 1 (10/07) + +- America is in the Heart -> What is the life that Bulosan is living as he's + producing the book? +- 1950s/1960s -> series of radical changes (CRM, Brown v. Board, CRA, Voting + Rights Act, Immigration and Nationality Act) +- Asians from Assimilation -> Model Minority + - Compliance, emasculated -> in contrast to "loudness" of African Americans / + Latinos (in fighting for civil rights) -> Model way to be minority is to be + silent + - Supposed _cultural_ traits -> better at math, stronger family structures +- Asian American literary response -> "claiming America for Asian Americas" +- Community -> desire to remain "others" but by defining our own "otherness" -> + resistance to domination +- History of Asian America is also a history of how race works in United States + -> there is a particular history of race in America which is understood by + looking at the Asian American history, cannot be understood solely by looking + at history of other groups +- Liminal Asian America -> simultaneously included and excluded +- AA living between America and "origins" -> transnational to achieve something + that is quintessentially American +- How are our writers expressing the notion of being included and excluded +- Bulosan is telling his own story from the POV of an older, wiser person +- Using Spanish words -> showing people that they have a whole separate POV, + distinct group of people +- Bulosan's aesthetic eyes fall on the natural land -> repeatedly talks about + how beautiful his home was -> his way of explaining ("translating") life in + Phillipines -> a certain "transcendence to nature" -> same in one place to + another +- Once Bulosan leaves America, never comes back -> act of writing is nostalgic +- 1899-1902: American-Phillipine War -> 1907-1924 approx. 52,000 Filipinos + immigrate to US -> 1946 Phillipines gains independences -> Bulosan arrives in + between +- Context between Bulosan's arrival in 1930 and publication of book in 1946: + The Great Gatsby -> Emblematic of Roaring Twenties; not a huge hit + immediately -> Fitzgerald explores the life of striving outsider -> critique + of American promise (upwards mobility, second chances) +- Context 2: The Good Earth -> American born Pearl S. Buck, daughter of + Chinese, grew up in China, Wrote her most famous novel about inhabitants of a + Chinese village. Shaped ways in which Americans viewed Chinese in America +- Greatest connection: Grapes of Wrath +- First few pages of Bulosan -> Nature, Bulosan's location, translating + Filipino reality for Western audience, split between young and older/wiser + Bulosan +- What is Bulosan doing besides just talking about nature? Why is he + concentrating on it? -> in conversation with specific type of literary style + -> the "pastoral" +- The pastoral is a literary tradition -> traditionally, poems about shepherds + -> beauty of life, waking up early, farming, etc -> idealized lives of the + poor -> tension between cultivated author and low born subjects -> Bulosan + deconstructs pastoral through realism +- Social Realism -> unvarnished and unfiltered economic racial injustice -> + working class figure as hero -> scrutinizing ills of society -> reality + without illusion -> one problem: emphasis on collective vs. individual +- Do for Filipinos in America what Lange tried to do for working class -> book + as work of pastoral social realism + +## Lecture 2 (10/10) + +- AH is a biography in the "social realist" mode -> leaves home in the + Phillipines after beaten down by harsh realities of life -> tries to maintain + optimism about American Dream as he continues through his journey + +## Section + +- Pastoral +- Realism -> depict life as it truly is, complexities, imperfections, etc, + verisimilitude + - Social realism -> see peoples' struggles, critiques about causes/reasons, + +### Writing assignment + +Then, please write up why Carlos portrayed them in this particular manner. + +Each individual should write your own answer. Please write the name of the woman you are analyzing. + +1. Mary Strandon +2. Marian +3. Judith + +Mary Strandon was portrayed as a kindly woman who gave Bulosan work and allowed him to read diff --git a/content/Fall-2024/math-4a/week-1/main.typ b/content/Fall-2024/math-4a/week-1/main.typ new file mode 100644 index 0000000..aa0d89e --- /dev/null +++ b/content/Fall-2024/math-4a/week-1/main.typ @@ -0,0 +1,25 @@ +#import "@preview/unequivocal-ams:0.1.1": ams-article, theorem, proof + +#show: ams-article.with( + title: [Week 2], + authors: ( + ( + name: "Youwen Wu", + organization: [University of California, Santa Barbara], + email: "youwen@ucsb.edu", + url: "https://youwen.dev", + ), + ), + bibliography: bibliography("refs.bib"), +) + += Vectors, linear combinations, spans, matrix-vector product. + +- Consider a whole new way of looking at linear systems +- Add vectors entrywise, head to tail +- Multiply vectors via scaling +- A more flexible way to draw a line. For a line through point $p$, in direction $arrow(d)$, use $arrow(p) + t arrow(d), t in RR$. Intuition: Add a vector $arrow(p)$ pointing to point $p$ and compose a vector pointing in the intended direction $arrow(d)$ head to tail. + +A linear combination is + +$ arrow(y) = sum_(k=1)^n alpha_n arrow(v)_n $ diff --git a/content/Fall-2024/math-4a/week-1/refs.bib b/content/Fall-2024/math-4a/week-1/refs.bib new file mode 100644 index 0000000..6a024b6 --- /dev/null +++ b/content/Fall-2024/math-4a/week-1/refs.bib @@ -0,0 +1,9 @@ +@article{netwok2020, + title={At-scale impact of the {Net Wok}: A culinarically holistic investigation of distributed dumplings}, + author={Astley, Rick and Morris, Linda}, + journal={Armenian Journal of Proceedings}, + volume={61}, + pages={192--219}, + year=2020, + publisher={Automatic Publishing Inc.} +} diff --git a/content/Fall-2024/math-4a/week-2/main.typ b/content/Fall-2024/math-4a/week-2/main.typ new file mode 100644 index 0000000..75a69df --- /dev/null +++ b/content/Fall-2024/math-4a/week-2/main.typ @@ -0,0 +1,165 @@ +#import "@preview/unequivocal-ams:0.1.1": ams-article, theorem, proof + +#show: ams-article.with( + title: [A Digression on Abstract Linear Algebra], + authors: ( + ( + name: "Youwen Wu", + organization: [University of California, Santa Barbara], + email: "youwen@ucsb.edu", + url: "https://youwen.dev", + ), + ), + bibliography: bibliography("refs.bib"), +) + += Introduction + +Many introductory linear algebra classes focus on _application_. In general, +this is a red herring and is engineer-speak for "we will teach you how to +crunch numbers with no regard for conceptual understanding." + +If you are a math major (or math-adjacent, such as Computer Science), this +class is essentially useless for you. You will learn how to perform trivial +numerical operations such as the _matrix multiplication_, _matrix-vector +multiplication_, _row reduction_, and other trite tasks better suited for +computers. + +If you are taking this course, you might as well learn linear algebra properly. +Otherwise, you will have to re-learn it later on, anyways. Completing a math +course without gaining a theoretical appreciation for the topics at hand is an +unequivocal waste of time. I have prepared this brief crash course designed to +fill in the theoretical gaps left by this class. + += Basic Notions + +== Vector spaces + +Before we can understand vectors, we need to first discuss _vector spaces_. Thus +far, you have likely encountered vectors primarily in physics classes, +generally in the two-dimensional plane. You may conceptualize them as arrows in +space. For vectors of size $>3$, a hand waving argument is made that they are +essentially just arrows in higher dimensional spaces. + +It is helpful to take a step back from this primitive geometric understanding +of the vector. Let us build up a rigorous idea of vectors from first +principles. + +=== Vector axioms + +The so-called _axioms_ of a _vector space_ (which we'll call the vector space +$V$) are as follows: + +#enum[ + Commutativity: $u + v = v + u, " " forall u,v in V$ +][ + Associativity: $(u + v) + w = u + (v + w), " " forall u,v,w in V$ +][ + Zero vector: $exists$ a special vector, denoted $0$, such that $v + 0 = v, " " forall v in V$ +][ + Additive inverse: $forall v in V, " " exists w in V "such that" v + w = 0$. Such an additive inverse is generally denoted $-v$ +][ + Multiplicative identity: $1 v = v, " " forall v in V$ +][ + Multiplicative associativity: $(alpha beta) v = alpha (beta v) " " forall v in V, "scalars" alpha, beta$ +][ + Distributive property for vectors: $alpha (u + v) = alpha u + alpha v " " forall u,v in V, "scalars" alpha$ +][ + Distributive property for scalars: $(alpha + beta) v = alpha v + beta v " " forall v in V, " scalars" alpha, beta$ +] + +It is easy to show that the zero vector $0$ and the additive inverse $-v$ are +_unique_. We leave the proof of this fact as an exercise. + +These may seem difficult to memorize, but they are essentially the same +familiar algebraic properties of numbers you know from high school. The +important thing to remember is which operations are valid for what objects. For +example, you cannot add a vector and scalar, as it does not make sense. + +_Remark_. For those of you versed in computer science, you may recognize this +as essentially saying that you must ensure your operations are _type-safe_. +Adding a vector and scalar is not just false, it is an _invalid question_ +entirely because vectors and scalars and different types of mathematical +objects. See #cite(, form: "prose") for more. + +=== Vectors big and small + +In order to begin your descent into what mathematicians colloquially recognize +as _abstract vapid nonsense_, let's discuss which fields constitute a vector space. We +have the familiar space where all scalars are real numbers, or $RR$. We +generally discuss 2-D or 3-D vectors, corresponding to vectors of length 2 or +3; in our case, $RR^2$ and $RR^3$. + +However, vectors in $RR$ can really be of any length. Discard your primitive +conception of vectors as arrows in space. Vectors are simply arbitrary length +lists of numbers (for the computer science folk: think C++ `std::vector`). + +_Example_. $ vec(1,2,3,4,5,6,7,8,9) $ + +Moreover, vectors need not be in $RR$ at all. Recall that a vector space need +only satisfy the aforementioned _axioms of a vector space_. + +_Example_. The vector space $CC$ is similar to $RR$, except it includes complex +numbers. All complex vector spaces are real vector spaces (as you can simply +restrict them to only use the real numbers), but not the other way around. + +In general, we can have a vector space where the scalars are in an arbitrary +field $FF$, as long as the axioms are satisfied. + +_Example_. The vector space of all polynomials of degree 3, or $PP^3$. It is +not yet clear what this vector may look like. We shall return to this example +once we discuss _basis_. + +== Vector addition. Multiplication + +Vector addition, represented by $+$, and multiplication, represented by the +$dot$ (dot) operator, can be done entrywise. + +_Example._ + +$ + vec(1,2,3) + vec(4,5,6) = vec(1 + 4, 2 + 5, 3 + 6) = vec(5,7,9) +$ +$ + vec(1,2,3) dot vec(4,5,6) = vec(1 dot 4, 2 dot 5, 3 dot 6) = vec(4,10,18) +$ + +This is simple enough to understand. Again, the difficulty is simply ensuring +that you always perform operations with the correct _types_. For example, once +we introduce matrices, it doesn't make sense to multiply or add vectors and +matrices in this fashion. + +== Vector-scalar multiplication + +Multiplying a vector by a scalar simply results in each entry of the vector +being multiplied by the scalar. + +_Example_. + +$ beta vec(a, b, c) = vec(beta dot a, beta dot b, beta dot c) $ + +== Matrices + +Before discussing any properties of matrices, let's simply reiterate what we +learned in class about their notation. We say a matrix with rows of length $m$, +and columns of size $n$ (in less precise terms, a matrix with length $m$ and +height $n$) is a $m times n$ matrix. + +Given a matrix + +$ A = mat(1,2,3;4,5,6;7,8,9) $ + +we refer to the entry in row $j$ and column $k$ as $A_(j,k)$ . + +=== Matrix transpose + +A formalism that is useful later on is called the _transpose_, and we obtain it +from a matrix $A$ by switching all the rows and columns. More precisely, each +row becomes a column instead. We use the notation $A^T$ to represent the +transpose of $A$. + +$ + mat(1,2,3;4,5,6)^T = mat(1,4;2,5;3,6) +$ + +Formally, we can say $(A_(j,k))^T = A_(k,j)$. diff --git a/content/Fall-2024/math-4a/week-2/refs.bib b/content/Fall-2024/math-4a/week-2/refs.bib new file mode 100644 index 0000000..ef367c4 --- /dev/null +++ b/content/Fall-2024/math-4a/week-2/refs.bib @@ -0,0 +1,6 @@ +@misc{chen2024digression, + author = {Evan Chen}, + title = {Digression on Type Safety}, + year = {2024}, + howpublished = {\url{https://web.evanchen.cc/upload/1802/tsafe-1802.pdf}}, +} diff --git a/content/Fall-2024/mes-45/peace-dialogue-notes.md b/content/Fall-2024/mes-45/peace-dialogue-notes.md new file mode 100644 index 0000000..4f1a5d9 --- /dev/null +++ b/content/Fall-2024/mes-45/peace-dialogue-notes.md @@ -0,0 +1,118 @@ +# Peace dialogue notes + +Rotem Levin's introduction + +- Grew up as Israeli, became soldier +- Doubted morals, told to not think about consequences +- Army is above everything +- Never imagined meeting Palestinians -> always told to never cross wall (into + West Bank), violent +- Never heard about Nakba (in Israel) until Germany -> In Israel, Law prohibits teaching Nakba +- Israeli/Palestine peace activists: First step forward is recognizing the + other side +- Decided to move and live with Palestinian friends in West Bank -> reaction + was shock +- Oppressive system, Israeli government encroaching on Palestinian way of life + +Osama Illiwat's introduction + +- Lived in Jericho, born in East Jerusalem +- Stories of Nakba were earliest +- In Jerusalem, no services, not allowed to fix houses, etc +- Army gave two options: administrative detention -> kidnapped by General for + 2-3 years or military court +- Learned about all injustices committed by jews (Israelis) and began to feel + hate, throw stones, etc +- Heard of peace talks, celebrations in Jericho +- Felt not recognized by international law, community, etc -> no rights +- Palestinian schools closed by Israeli army +- Shocked by jews who believe in peace -> could not believe they exist -> only + one narrative +- Met woman who believed had right to live on land, but did not believe they + had the right to displace and discriminate against others +- Everyone is suffering, paying the price +- Went to Europe, learned what happened to Jews (holocaust) -> came to + conclusion that Israelis and Palestinians have to meet and talk to resist the + system +- Started "Visit Palestine" to show Israelis what Palestine and life under + occupation looks like +- Only way forward is to give everyone their freedom + +Questions: + +Where was the meeting in Bethlehem? + +_Q: What other parts of the system oppress the people?_ + +A: There are three groups: + +First - from (Jordan) River to Sea. Arabs born in Israel ostensibly have +citizenship + +Second group: Palestinians in West Bank, Gaza: not citizens, military +law/police instead of civil police + +Third group: Palestinians expelled + +The entire system is how to guarantee Jewish majority (ethnostate). You can't +guarantee "Jewish democratic state" without discrimination. Jewish democratic +state / Jewish majority / "Jewish supremacy" + +_Q: Is land redistribution is a path through this crisis, and do you see that as +a part of this movement?_ + +A: In America, ethnic cleansing is complete, so we can talk about reparations, +redistribution, etc. In Gaza, we are in the middle of ethnic cleansing. +Redistribution is a "fantasy", because we need to stop the violence now. Of +course, it is part of thefuture, but no one is imagining it because worried +about more immediate issues + +Need to work on a ceasefire now. Worrying about what is the best solution, +peace organization, etc, is us trying to keep conscience happy. No one knows +about what is going on in Gaza, Israeli jails, etc. We need to talk about the +governments defending Israel's crimes. Peace organizations are part of the +system. Can't use system to change system. + +Israeli government doesn't want citizens to learn common language with Arabs. +Discourage learning Arabic. Want to keep people apart because otherwise they +will realize they are similar. + +System needs to keep people divided to dehumanize them. + +_Q: Who in the system do or would you think you need to speak to?_ + +A: Very flexible, willing to speak to anyone who agrees or disagrees with us. +Want to convince everyone. + +_Q: What do you think are the best steps to take to promote ceasefire on +individual and institutional level?_ + +A: We are all complicit because the system in Israel is the same system here. +The same military complex, the same bombs. Understand how system works, and +unite and build power and a movement. Need to be open and let people who +disagree with us into our space, to stop separation of us against them. +Transformation takes time. We are fighting against the empire who makes +billions while we kill each other. + +Q: It seems that real transformation will not occur until mass media begins to +change. The most respected media voices censor much of the discourse. What has +your experience been with the media branding many of your points as +anti-semitic? + +A: The mainstream media are not interested. Only invited by podcasts and small +newspapers. Big channels will never talk to the activists. We need to build +alternative independent media. + +Q: Do you feel that with support for Palestine on social media, Israelis are +beginning to see the actions of the Israeli state? + +A: More and more Israelis are waking up but it's not enough, the mainstream are +moving right. Every night, the news is propaganda. The prevalence social media +and phones is very good because it's finally documenting the war crimes. +Before, people wouldn't believe the atrocities committed by the Israel +government. The US government is working more for Israel than the Americans. + +Q: Is the way that we discuss the issues productive? + +A: Many people are too busy infighting amongst themselves, when they have no +skin in the game. diff --git a/content/Fall-2024/mes-45/peace-dialogue.typ b/content/Fall-2024/mes-45/peace-dialogue.typ new file mode 100644 index 0000000..20fd5b2 --- /dev/null +++ b/content/Fall-2024/mes-45/peace-dialogue.typ @@ -0,0 +1,18 @@ +#import "@preview/ilm:1.2.1": * + +#set text(lang: "en") + +#show: ilm.with( + title: [Notes on the Israeli-Palestine Peace Dialogue], + author: "Youwen Wu", + date: datetime(year: 2024, month: 10, day: 08), + abstract: [ + ], + figure-index: (enabled: true), + table-index: (enabled: true), + listing-index: (enabled: true), +) + += Introductions + +- Recruited to diff --git a/content/Fall-2024/mes-45/week-1.md b/content/Fall-2024/mes-45/week-1.md new file mode 100644 index 0000000..361b13b --- /dev/null +++ b/content/Fall-2024/mes-45/week-1.md @@ -0,0 +1,43 @@ +# Week 1 + +## Goldschmidt & Marashi Reading + +- What is "middle east"? + - Nile Valley to Muslim lands of Central Asia +- Geography: hot + dry, rainfall but small + - Many farming villages found, however + - Polar ice caps retreated, rainfall diminished. People move to Nile, Tigris, + Euphrates, etc. +- Middle East more accessible than US, China, etc. +- Not endowed w/ nature; no grassy plains, scarce drinking water +- Meager mineral deposits +- Huge oil reserves (more than half of world's), but concentrated in few + countries: Saudi Arabia, Iran, Kuwait, Iraq, UAE +- Exploitation started in 20th century +- Mountains shield minorities in countries (eg. Lebanon, Yemen, Iran) while + invasions bring new races + culture into Middle East, resulting in cultural + "mosaic" - many physical characteristics, belief systems, languages, cultures + +- "Mosaic" starts to crumble - modern information age (schooling, TV, etc) lead + to universal culture (mostly) among young +- Cultural/religious difference persist -> conflicts. Muslims felt unequal to + Christians -> Lebanon civil wars +- Iraq -> Suni vs. Shi'a Muslims +- Israel -> 1.7 million Arabs in borders +- Gaza Strip -> occupied between 1967 -> 2005, invaded 2006, 2009, 2014, + contains 1.8 million Arabs. Jews (in Israel) divided between European or Asian + and African origin (Ashkenazim vs. Mizrachim / Orientals). +- Interaction between humans + geography important +- Main causes of ME conflict + 1. Incomplete transfer from religious / theological government to secular + government + 2. Resulting belief that governments are illegitimate, not willingly obeyed + 3. Quest for dignity + freedom by people determined to not lose independence + (again) + 4. Involvement of outside gov't without regard for the people in ME + 5. Growing concentration of destructive weapons in volatile countries + 6. Scarcity of / demand for food, water, fossil fuels + 7. Overpopulation and widening inequality (wealth gap) + 8. Failure to resolve Palestine-Israel + 9. Sectarian / Ethnic tensions + 10. Palestinian, Iraqi, Syrian, Yemeni refuges. Internal displacement. diff --git a/content/mes-45/wiki-bios.md b/content/Fall-2024/mes-45/wiki-bios.md similarity index 100% rename from content/mes-45/wiki-bios.md rename to content/Fall-2024/mes-45/wiki-bios.md diff --git a/content/index.md b/content/index.md index 6c03cbe..6ba67b9 100644 --- a/content/index.md +++ b/content/index.md @@ -9,6 +9,12 @@ garden_. This is where I grow my ideas, and they are meticulously tagged to form the knowledge webs you see in the top right. +Currently this is a very new vault and the only contents are the trash notes +which I took in the fall quarter of 2024. You can find them in +[the Fall 2024 directory](./Fall-2024), with [[./Fall-2024/as-am-5/week-1.md]], +[[./Fall-2024/as-am-5/week-2.md]] and [[./Fall-2024/mes-45/week-1.md]] being +the weekly notes. + Feel free to take a look around and appreciate the scenery. ## FAQ diff --git a/quartz.layout.ts b/quartz.layout.ts index 4a78256..c5f9941 100644 --- a/quartz.layout.ts +++ b/quartz.layout.ts @@ -1,5 +1,5 @@ -import { PageLayout, SharedLayout } from "./quartz/cfg" -import * as Component from "./quartz/components" +import { PageLayout, SharedLayout } from "./quartz/cfg"; +import * as Component from "./quartz/components"; // components shared across all pages export const sharedPageComponents: SharedLayout = { @@ -8,11 +8,10 @@ export const sharedPageComponents: SharedLayout = { afterBody: [], footer: Component.Footer({ links: { - GitHub: "https://github.com/jackyzha0/quartz", - "Discord Community": "https://discord.gg/cRFFHYye7t", + "Source Code": "https://code.youwen.dev/youwen5/alexandria", }, }), -} +}; // components for pages that display a single page (e.g. a single note) export const defaultContentPageLayout: PageLayout = { @@ -34,11 +33,15 @@ export const defaultContentPageLayout: PageLayout = { Component.DesktopOnly(Component.TableOfContents()), Component.Backlinks(), ], -} +}; // components for pages that display lists of pages (e.g. tags or folders) export const defaultListPageLayout: PageLayout = { - beforeBody: [Component.Breadcrumbs(), Component.ArticleTitle(), Component.ContentMeta()], + beforeBody: [ + Component.Breadcrumbs(), + Component.ArticleTitle(), + Component.ContentMeta(), + ], left: [ Component.PageTitle(), Component.MobileOnly(Component.Spacer()), @@ -47,4 +50,4 @@ export const defaultListPageLayout: PageLayout = { Component.DesktopOnly(Component.Explorer()), ], right: [], -} +};