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@ericelliott
ericelliott / essential-javascript-links.md
Last active December 10, 2025 04:01
Essential JavaScript Links
@paulirish
paulirish / bling.js
Last active September 13, 2025 12:13
bling dot js
/* bling.js */
window.$ = document.querySelector.bind(document);
window.$$ = document.querySelectorAll.bind(document);
Node.prototype.on = window.on = function(name, fn) { this.addEventListener(name, fn); };
NodeList.prototype.__proto__ = Array.prototype;
NodeList.prototype.on = function(name, fn) { this.forEach((elem) => elem.on(name, fn)); };
@mrmrs
mrmrs / scalable-css-draft.md
Last active February 19, 2023 16:02
WIP thoughts on my last few years thinking about how to scale css for large and small teams working on large and small web applications.

How not to scale css

Several years ago I got curious about how css worked at scale. When I first started out, there weren’t nearly as many learning resources as there are now. CSS zen garden was amazing, at the time it showed how much you could change a design without altering the html.

In the beginning, that’s what people sold me as a feature. By writing css, you could make a change one place and have it propagate everywhere. In principle this sounds pretty good. I’m lazy so I like doing things one time. But eleven years later, my experience on both large and small teams is that this is the most terrifying thing about css.

https://twitter.com/thomasfuchs/status/493790680397803521

In the past few years a lot of very smart people have been thinking more about CSS and this has lead to some fascinating discussions around how to build ‘scalable’ ui and how that relates to CSS. When I first started to think about scalability I naturally started to read every blog post and watch every tech talk I could get

@rtoal
rtoal / JSFirst.md
Last active November 13, 2025 18:15
JSFirst

JS First

About This Manifesto

Have you ever argued for or against teaching language X as the first language in a university computer science curriculum? If so, I hope that your arguments:

  • were first and foremost about students, considering the question “What do we want students to gain from their experience with a first language?”, not “Is language X better than language Y?” because the latter question requires too much context and isn’t really answerable;
  • kept in mind that ultimately we want to train polyglots, so the first language is never the only language; and
  • took into account previous work from computing educators, and education theorists and practitioners in general.