From fc01255025f3270df0f275055b3c18b1cb2d00f0 Mon Sep 17 00:00:00 2001 From: Sacha Chua Date: Tue, 10 Nov 2020 13:34:03 -0500 Subject: Let's try it with individual info pages that are included --- 2020/schedule/26.md | 25 ++----------------------- 1 file changed, 2 insertions(+), 23 deletions(-) (limited to '2020/schedule/26.md') diff --git a/2020/schedule/26.md b/2020/schedule/26.md index 7b521527..ef8e12c6 100644 --- a/2020/schedule/26.md +++ b/2020/schedule/26.md @@ -5,30 +5,9 @@ Back to the [[schedule]] Previous: NonGNU ELPA Next: State of Retro Gaming in Emacs +Sunday, Nov 29 2020, 1:03 PM - 1:13 PM EST / 10:03 AM - 10:13 AM PST / 6:03 PM - 6:13 PM UTC / 7:03 PM - 7:13 PM CET / 2:03 AM - 2:13 AM +08 -# Emacs as a Highschooler: How It Changed My Life -Sunday, Nov 29 2020, 1:03 PM - 1:13 PM EST / 10:03 AM - 10:13 AM PST / 6:03 PM - 6:13 PM UTC / 7:03 PM - 7:13 PM CET / 2:03 AM - 2:13 AM +08 -Pierce Wang - -Could Emacs be humanity's solution to the turbulent years of -adolescence? So much more than a text editor, Emacs changed the way I -approach everything at the age of 15. In the two years since -discovering Emacs in my sophomore year of high school, I have been -constantly amazed at what Emacs is capable of. In this talk, I would -like to share this journey of discovery and what I've learned along -the way, beginning with what led me to Emacs. I will describe the -many ways that Emacs has shaped my life as a student, a programmer, a -violinist, and a productive and happy adolescent. In each case, I -have thoroughly enjoyed figuring out the best way to make Emacs work -for me, and I'd like to share this with others. In addition, I'd like -to take this opportunity to address some roadblocks that I have -noticed having observed some of my peers' attempts at learning Emacs -and possible solutions for those barriers, taking inspiration from -various sources both from inside and outside the Emacs community. - - - - +[[!inline pages="../info/26" raw="yes"]] Back to the [[schedule]] Previous: NonGNU ELPA -- cgit v1.2.3