refactor: massive reorganization

2024/notes/as-am-5/week-1.md

@@ -1,68 +0,0 @@
-# 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

2024/notes/as-am-5/week-2.md

@@ -1,83 +0,0 @@
-# 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

2024/notes/math-4a/week-1/main.typ

@@ -1,25 +0,0 @@
-#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 $

2024/notes/math-4a/week-1/refs.bib

@@ -1,9 +0,0 @@
-@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.}
-}

2024/notes/math-4a/week-2/main.typ

@@ -1,165 +0,0 @@
-#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(<chen2024digression>, 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 $(A_(j,k))^T = A_(k,j)$.

2024/notes/math-4a/week-2/refs.bib

@@ -1,6 +0,0 @@
-@misc{chen2024digression,
-  author       = {Evan Chen},
-  title        = {Digression on Type Safety},
-  year         = {2024},
-  howpublished = {\url{https://web.evanchen.cc/upload/1802/tsafe-1802.pdf}},
-}

2024/notes/mes-45/peace-dialogue-notes.md

@@ -1,118 +0,0 @@
-# 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.

2024/notes/mes-45/peace-dialogue.typ

@@ -1,18 +0,0 @@
-#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

2024/notes/mes-45/week-1.md

@@ -1,44 +0,0 @@
-# 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
-- $\frac{9}{10}$ of ME is muslim, half / half speak Arabic / (Turkish +
-  Persian)
-- "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.

2024/notes/phil-1/week-1.md

@@ -1,3 +0,0 @@
-# Week 1
-
--