Figure out something to say even though you are not yet very clear on the other person's communication. Common approaches: Ask for clarification, mirror what they say. Growing up autistic, I couldn't find a way to maintain/create a positive connection until I started to focus on the emotions, not the data. I then discovered that the emotion seemed to preceede the data for many people, and that if you stayed on the emotional wavelength, sometimes the data I thought I perceived would turn out to be irrelevant. A cliche is men attributing this to women wanting to share feelings, but it parallels another cliche, men wanting to share things that anger them.
Using e.g. a single zettabit-sized look-up table to give the 64-bit result of a multiplication of two 32-bit numbers suffers from a similar problem. But if we're talking about practical concerns there are already faster methods than random access in >100 exabytes of memory. And if we're talking theoretical concerns your answer still hasn't addressed the question of how to multiply numbers fast.
That one at least tries to look valuable, e.g. they mention someone implemented their ideas and their team's productivity went up (although we don't know if more than what Hawthorne effect would've caused alone).
OTOH to be a thought-provoking piece it suffices, and the concepts it defines might turn out to be useful when you try to increase the productivity of your teams.
This is a confusing comment. There is no repetition in the article, and it goes over examples of workplaces that implemented these ideas. It’s basically a shorter version of the paper.
I see now, it gives the same example as the article I linked, even worded a bit shorter. I missed that.
TFA certainly doesn't have the tone what I want from an article that talks about facts, compared to the linked/source article that talks about their own experiments, research and results, in plural first-person.
The numbers have become meaningless noise already. This release should've been called 26.1, then 27.0, 27.1, 28.0 and so on. Year.version. How Canonical does it with Ubuntu.
The current numbering scheme is annoying and distracting, bears no information yet is still error prone.
I think you mean "(Year % 100).version". Or is it "(Year - 2000).version"? Pardon me for being overly pedantic, but ever since Y2K it really bugs me when someone refers to a 2-digit number as "the year".
I believe that's by design: applications are encouraged to upgrade often. That's usually a smooth process for standard-conforming applications.
Applications that need to move slower can stick to LTS versions. LTS hopping has become a little bit more viable since the interval has been shortened to two years, i.e., four major versions.
> I believe that's by design: applications are encouraged to upgrade often.
I'm not sure what's your thought process here. I'm not saying they should have a release every 2 years instead of every half a year, but that their numbering scheme is bad.
It makes upgrading harder. If they'd just put the date in the version field, people would know how old the software is (this applies to every software btw not just Java and Ubuntu).
Their current versioning system doesn't help anyone in any imaginale circumstance.
> If they'd just put the date in the version field, people would know how old the software is
Does it tell you anything? If this "software" just bumps the date and never provides anything meaningful it is useful to you? It's about the substance.
The official guidance is very simple and straightforward: upgrade regularly and keep eyes open for the few actual things that could cause trouble. If a project cannot keep up it can always stick to LTS versions. That's it.
When I encounter a version number I mostly want to know either:
- what are the major characteristics of the program
- how old is the program
Traditional software versioning helps in the first case: they bump version after a big event (new feature, rewrite, etc). Date based versioning helps in the second case. (I prefer date based versioning over traditional or semver.) Their numbering system doesn't help anyone in any case. It's just... there. A noise.
E.g. just this article title on HN: "Java 27: What's New?" doesn't tell you whether Java 27 is old or new. "Java 26.1: What's New?" would.
> doesn't tell you whether Java 27 is old or new. "Java 26.1: What's New?" would
How does 26.1 tell you that? Because you "assume" it is a date? It also still doesn't? How do you know the new 1 isn't 26.100?
> Traditional software versioning helps in the first case: they bump version after a big event
They pretend to. It's given most developers headaches in terms of you have to have something to bump the version so either they make something up or never do it and so fails your test either way.
At the end of the day either:
You care: a quick check won't hurt. It's twice a year.
> The Zig foundation had a continuing disagreement about how Bun was using Zig (their methods and the resulting code). Other projects that follow the advices of the Zig foundation more closely won't have the same problems Bun had.
Posting this could've been enough to save face.
I find the blogpost super petty, 8-10 untrue, unprovable, unrelated jabs against a person and colleague.
In practice, yes. In theory a machines can do about everything a human can, but better and cheaper.
One of the main constraint for education is available tutor time, see e.g. Bloom's 2 sigma experiment.
Obviously there are many pitfalls to overcome at the moment, but eventually machines will become better teachers than teachers, and not many parents will send their kids to public schools if the kids can learn much faster at home while being happier.
> In practice, yes. In theory a machines can do about everything a human can, but better and cheaper.
If you could time-travel back to your 5y old self, would you prefer to be taught by AI tutor given the current state o/t art, or taught by whatever teachers you did have when you were 5? (with all the existing hallucination, breaking through guardrails etc problems of current AI in mind)
If you'd have a ~5y old yourself, what would your prefer for your kid?
> One of the main constraint for education is available tutor time, see e.g. Bloom's 2 sigma experiment.
Interesting! Also note a caveat (quoted from Wikipedia):
The phenomenon's associated problem, as described by Bloom, was to "find methods of group instruction as effective as one-to-one tutoring".
Perhaps it would be better to focus on that problem?
> and not many parents will send their kids to public schools if the kids can learn much faster at home while being happier.
How do you see peer-to-peer contact in that scenario? Toddlers on a video conference call hours a day? Physical contact is a basic need for humans. Especially kids.
> eventually machines will become better teachers than teachers
Ah yes: WILL (and although likely, not guaranteed). How about re-evaluate our options & stragegies once that's the case?
On the place of schools and peer-to-peer interaction:
My oldest is about to start kindergarten in a few weeks. From what I can gather, she's already reading at approximately a mid-2nd grade level and doing math at a late-1st grade level. I expect that divergence would only grow if I kept her at home. So I already firmly believe my kids would learn much faster at home, and this is with us sporadically spending maybe 10-20 minutes on some days doing intentional, structured learning. School is apparently 7 hours 5 days a week, which seems insane to me. We have federal proposals to reduce the definition of full-time to 32 hours for an adult.
From that perspective then, my wish already is that schools could offer to act as a sort of hub for families to meet/organize socialization, and offer the ability to sign up for classes more a la carte. e.g. maybe they can take art or music or science lab, or organize sports teams, and kids that need it can take take math, etc. Basically, act as a support system for homeschooling to fill missing gaps (going up to handling the entire curriculum or effectively acting as childcare for families that need/want that).
One could look deeply into the Sudbury School or other similar approaches, especially for students with an existing internal drive to learn, as your daughter has demonstrated. The socialization aspects, particularly in participation in building group consensus in early developmental periods has far reaching effects.
If you believe that the core learning; reading, writing, and math competencies are being achieved at home, then a 'scheduled, unstructured time with peers and friends' may also be possible at this age through 'Head Start' program if available in your area.
The outcomes of Head Start's programs have been longitudinally validated from pre-kinder to the measurable outcomes through university graduation for a significant number of students across underprivileged and socioeconomically advantaged cohorts, with the process and results of these as a matter of public record by external researchers with independent review. Serious consideration may weight these types of studies more than "our students perform well" statements by other school projects.
That is not to say that other programs don't have merit, and in fact to the extent that the applied practices of any school overlaps with those studies, the results should be analogous.
I only bring this up, as at least for early grades, the 'hub for families' sounded like something that either the Sudbury or Head Start could deliver.
Disclaimers:
I have a family member who participated in every stage at Head Start; from in-classroom teacher, to multiple graduate degrees in developmental psychology and social work in order to design curricula, and as a regional manager for both HeadStart and a private community family social support caseworker. So I have some big picture concepts of what the program is and what it can provide.
I also have a close friends who have a daughter who was homeschooled through 3rd grade. Both parents have degrees in education and have been primary school teachers, one with a focus on linguistics and social studies, the other in math and life sciences. It really was Home+School. She then attended a traditional curriculum charter school, and then in middle school attended a Susbury school. The 'transition period' for her unfortunately was interrupted during COVID's early days. After the return to in-class attendance at the Sudbury School she staew there for a year and felt that she would perform better in a traditional classroom. Her parent's have been very complimentary of Sudbury approach, and they all feel that if she had been in that school from an earlier point in her education it could have worked for her.
It is clear that you are thinking deeply about this, and I wish you all the best of luck.
> If you could time-travel back to your 5y old self, would you prefer to be taught by AI tutor given the current state o/t art,
I don't know about Ello or whether is it better than human tutors yet.
> How do you see peer-to-peer contact in that scenario?
Neighbor kids gather and play as they please, which is also easier if they have more time on their hands, stay home, and overall live in each other's proximity.
> If you could time-travel back to your 5y old self, would you prefer to be taught by AI tutor given the current state o/t art, or taught by whatever teachers you did have when you were 5? (with all the existing hallucination, breaking through guardrails etc problems of current AI in mind)
I had to choose between my elementary school teachers and something like Claude Fable 5 with a good teaching-focused harness, I would definitely choose Fable 5.
> It is. I think the professor here was being naive, but I appreciate his optimism. When I was in college (in the 90s), take home exams allowed a knowledgeable student to really shine. I’m not saying that they weren’t eminently cheatable back then—they were—but they also had the odd side-effect that, if it was a class you cared about, the test itself could be a learning experience.
I've never realized it before, but this is so true. Take home exams (or graded homeworks) allowed me to pour so much time in subjects I enjoyed, that I wouldn't have done otherwise.
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