skysight-inc/HackerNews huggingface dataset:
I guess you didn’t study the part where they teach you percentiles. 99th percentile is the highest you can score and means out of 100 people taking the class, you scored higher than 99 of them.

That is good, but also consider that most people taking the GED have some sort of problem preventing them from completing a regular high school diploma.
> 2) then modify the container's content

... with a specific set of mutating operations that (may) alter the container's structure (eg, element insertions and removals).

Altering the value of one element of the container doesn't invalidate iterators or references to any element. You can make as many mutating passes over a std::vector as you like without invalidating anything.

Things only start to get dicey when you push_back(), insert(), erase(), etc.
why kafka over the other messaging options? e.g. rabbitmq/amazon sqs/azure queue storage
Based on all the other confusion in this thread, I wouldn't be surprised if it wasn't.
I would be curious to know about long term retention rather than performance in a class or on a test.
US admits only the top 1% of Asians with its immigration policies. Same for most other countries. If average rural Chinese folks could immigrate to US, we'd see a more "equitable" picture.
So in other words all of the non-debunked reasons for <30 to get vaccinated are all about individual health, and have no impact on anyone else's health.
Dude, you have no damned idea what you're talking about.

You are extrapolating from N=1 to a state of 36,000,000 people. Your experience is not the guiding star for state-wide policy.

Also consider this... the people who work on this stuff, have spend years and years on this stuff. Perhaps... they... know what they are talking about?

As someone with a kid, introducing subjects before kids are ready for it is counterproductive. It can cause confidence issues later, and doesn't help them learn earlier. By way of a small example, try to teach a 3 month old how to walk. Good luck, you aren't doing anything useful.

Now back to the immigrant thing, by now you surely must have realize you are in the upper X percentile of your peers from India. There are many many many, in fact most, Indians, who cannot do what you can do. Not even close. Basing educational policy on what you found easy with your Xth percentile intelligence is not going to be a great idea.
I don't know about his own mindset, but my first thought when he talked about attitudes towards sales is well of course you're hearing negative attitudes towards sales if you're in a company full of engineers with PhDs, nothing to do with Britishness

I mean, HN isn't British, and it's skewed towards people working for high growth companies in California, and yet because it's also skewed towards people whose mindset is engineering subthreads on sales are full of people with a negative view of salespeople, sales as a profession, sales as an organisational priority, products sold by enterprise salespeople etc.
The GED isn't our A-levels. It's mostly for people who dropped out of high school for some reason and don't want to have "high school dropout" be their identity. SAT's are more akin to our college-bound testing.
Even in churches without official tithes, there's a collection plate passed. Operations must be funded, employees need to be fed, housed, clothed.
DO NOT try this at home:
https://youtu.be/TwIvUbOhcKE
IC means integrated circuit. Obviously it can have many meanings, but.. maybe they are not obvious.
My parents introduced algebra to me in third grade. It took me a long time in third grade to get it, so much so that I was a little bit afraid of algebra though certainly I didn't admit it to my parents.

Fast forward a few years in school when the teacher introduced algebra in class (maybe sixth grade?), everything suddenly clicked, and I pretty much got the highest grade for several months straight because I learned this material before, albeit not well, but still way ahead of everyone else.

I think this could be a middle ground: introduce the material earlier, but with no expectation that the pupil must grasp it immediately; then review or reintroduce the material again at a later date.
> The only limit at which these standards don't apply is truly heavy duty (5000 pounds) and not even a hummer is over that threshhold.

Edmunds has the 2004 H1 at 7,608 lbs. [0] and the 2009 H2 at 6,614 lbs. [1] 2004 and 2009 are the newest Edmunds has for those models. Looks like the new GMC Hummer EV is going to be over 9,000 lbs. [2] The lightest 2022 Chevrolet Tahoe that I could find on Edmunds was 5,473 lbs. [3]

[0] https://www.edmunds.com/hummer/h1/2004/features-specs/

[1] https://www.edmunds.com/hummer/h2/2009/features-specs/

[2] https://www.motortrend.com/news/2022-gmc-hummer-ev-pickup-ed...

[3] https://www.edmunds.com/chevrolet/tahoe/2022/features-specs/
I really wish we could get past this idea that all the kids have to do the same thing at the same time, always. Teachers have individual relationships with their pupils, and can introduce them to ideas when they're ready. We don't have to treat schools like factories, with students on conveyer belts from one grade to the next.
I suspect GED is aimed at drop-outs and adult learners etc, the requirements are probably less onerous than graduating high school.
So what, continue wasting student's time teaching them addition and subtraction over and over again? Why not just let students advance when they grasp the subject, instead of withholding knowledge from them for the sake of slower peers?
Ask HN: At what point should you stop resume-padding unemployment time?
I had a contract that ended in late 2019 and that was the last job I've worked. My current resume still shows my freelance experience as ongoing, with the date range of "2015 to present". At what point should I just cut it off and be blunt with my experience, and tell people I have not worked since 2019?

I'm sure this puts an interesting spin after COVID and that certainly had created obstacles (job openings I applied to have closed mid-interviews). But is it safer today, a full two years later after my contract ended, to just tell on my resume my last job was two years ago?

I would like to not scare people reading my resume, but I also do not want to cause people to ask, why is the section so short for 6 years of time. Seems very hard to avoid both issues at the same time.
San Diego is already heading in that direction

https://www.nbcsandiego.com/news/local/san-diego-unified-sch...
Hacker news is not representative of the State of California.
In an advanced program, I was introduced to algebra in the 3rd grade with something like this: https://www.borenson.com/

We were solving more complex polynomials in 5th grade. By 8th grade, we were already through trigonometry and some were taking entry level calculus.

To me, the concept that you won't be introduced to algebra as a class until 9th grade is frightening.

Even in regular classes by the 5th grade they were introducing the concepts of algebra to the rest of the class.
This is correct, although most US States have their own version of CFAA which aren't so limited and don't include any exceptions or exemptions, either.
I recently saw a huge uptick in scam activity and probing on my sites. I guess this pretty much explains that.
"...I staunchly refuse to admit that it has anything to do with some inherent problem with me. Instead, I am convinced that the situation can be readily explained in purely scientific terms..."

In other words, this is satire.
In the South East they still do the 11+.
That's funny. I work at a public B2B tech company whose primary customers are in the retail space. Our main sales office for EMEA is in London and they're absolutely crushing it and always have been. They habitually convert more of their (albeit smaller) pipeline than North America does. Literally some of our best sales people are there in London.

Sure there's some satellites in France and Germany because locals prefer locals, but Brexit hasn't changed a damn thing for us.
So I think the ultimate answer is that there is no standardized way to do some of these things on the web. There are many ways to accomplish UI as listed, I'll explain some here for a React app as an example.

* Tree view [0]: There is no browser level widget for this type of UI, so in a React app we would include the needed code as a dependency through NPM, and prepared for a browser with a bundler. For a tree view I think most devs would consider using a library/dependency.

* Resizable Pane [1]: Technically some resizing can be done with CSS but it's pretty superficial. I think many frontend devs would roll this themselves with some basic JS.

* Scrollable Container [2]: This is firmly in the CSS wheelhouse, and most cases will be handled by the overflow property. Some more advanced cases might use react-window [3] for a virtualized list, when you have 1000s of items.

* Spin buttons [4]: Here HTML does have us covered, as well as other basic controls like selects (drop downs), radio buttons, and checkboxes. But again if unhappy with the look you'll be reimplementing it with some light JS.

I'm a ~10yr frontend-ish web dev and have found this thread very interesting, thanks for sharing and discussing. On the web just don't have that standardized library of widgets like GTK+ or Qt, MUI is probably the closest, and that narrows you into a React app in most cases.

As for the vocabulary, a few things come to mind.

* Very low barrier to entry, just need Notepad and a browser, nothing to compile or install. One can find a beginning career without knowing much about coding logic at all. It wasn't until I moved into "modern" JS and "back of front-end" that I began to learn formal patterns and principles, and I still consider myself quite a novice in them.

* GUI exists on the barrier between design and code, so is hard to formalize and document in general. Additionally the culture of web development is slightly different, in that the expectation is every little thing can be styled and customized. This is at odds with the native approach, where a button looks like a OS button no matter what. This culture of customization/branding contributes to things like Electron where web CSS can be directly reused.

Thanks again for starting this thread, I've looked at making cross platform desktop applications before, but quickly abandoned it as it was so foreign to me. I usually opt for a small pkg'd [5] node server for my hobby application, exposing the GUI via a browser pointed to localhost.

[0] https://mui.com/components/tree-view/

[1] https://www.npmjs.com/package/react-resize-panel

[2] https://developer.mozilla.org/en-US/docs/Web/CSS/overflow\

[3] https://react-window.vercel.app/#/examples/list/fixed-size

[4] https://developer.mozilla.org/en-US/docs/Web/HTML/Element/in...

[5] https://github.com/vercel/pkg
It’s on the feature page.
Agreed, that would suck. Maybe allow retesting in the following grade if the student feels they've been mislabeled?
The funny thing is that the actual logical conclusion is that parents with money will pay to have their kids sent to private schools that do teach the "advanced" stuff, and poor folks won't be able to afford it, so you end up with the same (or worse) inequality.
Cool stickers. I love the stickers in Telegram. Signal stickers are boring in comparison. I'm sure they can improve it but at the moment Telegram seems to have the best ones.

Now the feature is there for stickers, it is just that the implementation isn't as good.
But if they did that, Apple wouldn't need the EULA because then they could throw the CFAA at them.
from the Newsweek link:

> She noted that an earlier draft of the framework included sample lessons on calculating a school cafeteria’s food waste — but that many of her students would have found the entire exercise alienating because they lack food security at home.

.... .... how about we fix the lack of food security instead of all of this!?
"... and applies social justice principles to math lessons."

I wish the article gave some examples and explanations for this.
Friendly heads-up: if you try to say anything negative about Apple here on Hacker News, people will tend to downvote you out of cognitive dissonance alone. It doesn't matter if what you're saying is the truth, the people here just really like to roleplay as security experts and pretend like Apple is somehow different from the other PRISM-compliant corporations.
Indeed. A disgrace for education but a win for educational communism. It’s a good thing the US can import talent because California’s students are being trained to be cognitively lazy. How will these children fare in a society that is getting more technologically advanced, dynamic and complex by the day without the problem solving tools to handle it? I can’t wait to find out.
author of the post here: apologies for the acronyms! I code-switched from academia/research to industry via FB a few years back and just picked up a bunch of terms that I thought were universal in industry. IC does mean Individual Contributor or "person that is not a manager" -- I'll add a definition on top!
> You don't hear about it because there aren't any wolves

That's a big assumption.

> here there are wolves, you change your behavior ( let kids out on their own much less).

Kids are already let out so much less than they used to be, so that might not be necessary.

> Wolf attacks on people are pretty much proportional to the amount of other food they have available and how many people they come into contact with, just like any other predator.

The constant you multiply the proportion by matters a lot.
Look at the Go benchmark program:

https://benchmarksgame-team.pages.debian.net/benchmarksgame/...

Needs to be faster? Use a pool like the C benchmark programs, but super simple: just a slice, local to the goroutine.

Trivially make the Go program 10x faster, 5 minutes of work, a few edits:

type Tree struct {
Left int
Right int
}

func itemCheck(id int, pool []Tree) uint32 {
tree := &pool[id]
if tree.Left != -1 && tree.Right != -1 {
return uint32(1) + itemCheck(tree.Right, pool) + itemCheck(tree.Left, pool)
}
return 1
}

func bottomUpTree(depth uint32, pool *[]Tree) int {
var tree Tree
if depth > uint32(0) {
tree.Left = bottomUpTree(depth-1, pool)
tree.Right = bottomUpTree(depth-1, pool)
} else {
tree.Left = -1
tree.Right = -1
}
id := len(*pool)
*pool = append(*pool, tree)
return id
}

func inner(depth, iterations uint32) string {
var (
pool []Tree
chk = uint32(0)
)
for i := uint32(0); i < iterations; i++ {
a := bottomUpTree(depth, &pool)
chk += itemCheck(a, pool)
pool = pool[:0]
}
return fmt.Sprintf("%d\t trees of depth %d\t check: %d",
iterations, depth, chk)
}

If it matters, your Go program can be made as fast as a C program.

Easily.
> Not a huge leap from there to the concept of equations, inverse operations, and solving for unknowns.

Unfortunately, for a child it typically is a huge leap.

There are certain abstractions that young children simply cannot do. The ability to do certain abstractions is distributed along a bell curve (edit: of age), and maybe your child is on the very far left of that curve, but most kids won’t be able to handle the abstractions you speak of until at least a little later.

To be fair, that “later” is definitely not 8th or 9th grade (much earlier), but it’s also not immediately after learning basic arithmetic.
Looking out from this moment in history, if I wanted to prepare someone for the future, STEM wouldn't be the main focus. I know it's anathema to say. In a world where computers fold proteins and predict programmer's intentions, the value of technical knowledge is showing decay.

In the world we're hurtling toward, we don't need people who can recite the Pythagorean theorem. We need people who can cooperate with other humans, who can leverage technology to achieve their goals and who can evaluate information critically. Throw money at THOSE problems.

Personally, I think the most devastating impact of COVID will prove to be the shift of younger people's focus from the social realm to the technical/virtual. Imagine an entire generation specialized in playing Minecraft, making YouTube videos and scripting Python Discord bots... All the while, AI embeds deeper in government, gains control of resource production and perfects the mechanisms of social control.

I could not have designed a simulation with the goal of a cyberpunk outcome, better. High tech, low life. Hey, at least I know how to do long division in my apartment, alone.
The answer is literally Jeff Bezos.

And the idea is to lower the cost of all the various technologies required and then operate and build them cheaply using extraterrestrial materials without any more continued reliance on Earth’s resources. NASA was supporting this idea of asteroid mining (for in-space use) at one point with the Asteroid Redirect Mission (ARRM) which was canceled and replaced with Artemis.
The GED is for drop-outs and doesn’t really encompass the range of courses available at many high schools, it’s literally the bare minimum. I’ve known 14 year olds that have passed it.

To contrast I earned some college credits during my last two years of high school due to advanced placement tests.
Wouldn't that make Grade 12 18 ~ 19 years of age? Has the school age been moved up a year? I vaguely remember the oldest kids in high school being 18.
currently most “sponsored messages” on Telegram are crypto scams and other questionable enterprises
Grades are assigned through a weighed lottery system.
No, even for Asians from poor countries and with language barrier. But we are not allowed to talk about that.
"This is code for advanced math, because algebra is typically considered advanced for < 9th grade children."

Seriously? Basic algebra was like 7th or 8th grade for me.
> This policy has nothing to do with the topic of algebra. This is code for advanced math, because algebra is typically considered advanced for < 9th grade children.

I sincerely hope you're not serious about this. I took algebra in 7th grade and I was considered a remedial student with habitually poor grades. If you're telling me I was actually 2 years advanced by present standards, then the situation in California must be deteriorating severely.

For reference, this was in an underfunded rural American public school. I was 12.
California requires 2 years of Math in high school.

https://www.cde.ca.gov/ci/gs/hs/cefhsgradreq.asp
Yeah what if? What if I have lived in wonderland?
How does that seem pedantic? It's incredibly straightforward.

On the other hand, creating some kind of convoluted, contrived paper trail to claim that mysterious third parties were the ones to have physically pressed the "Accept" button on your 100 fake accounts and so you didn't even know there was a EULA seems kind of like it might actually be fraud.
This kind of rhetoric is unacceptable for someone dealing with an at-risk population. I hope you don't talk to your users with the same tone.
I went to a high school in Mississippi, and, despite the school being good for that state, I still didn't get to take Algebra 1 until 9th grade. I made up for that by cramming Algebra 2 and Geometry into 10th grade.

That was annoying. If I was able to take Algebra in 7th or 8th grade, I could have gone further in high school.
... Do you laugh with your friends about how one time you studied for two weeks and took the GED tests?

There must have been some use in taking it for you, right?

Otherwise, I guess I am missing the joke.
When I pulled my kids out of traditional school we started introducing concepts of Algebra and Geometry to them immediately (2st and 4th grades). It takes extra work, but they understand everything just fine. The problem isn't that the kids can't understand it. The problem is our education system is broken and no longer has the ability to teach children anything other than what might be on a standardized test. This is literally every subject, not just math. Writing, history, spelling, science, even physical education has suffered the same decline. The whole of the education system is a shell of its former self, and is more concerned with providing child care rather than instruction.
governments collapsing is a good thing? Do you make it habit to say that level of stupid crap often?
I've been hearing the term in silicon valley for over a decade, it's not particularly new.

A lot of time in projects like these you end up getting shunted to tech leads, managers, etc, whose job it is to "take the coordination work" so that people writing code can "focus on implementation". The point of this advice is very specifically to bypass the coordinators and go directly to the people using your project in their code to make sure you understand their concerns, and don't play political telephone.
The framing is "abuse" of state-sponsored spyware, not necessarily spyware in-and-of itself. As seen with PRISM, Apple has no problem putting state-sponsored spyware on millions of phones, so long as they (or the US government) doesn't consider it "abuse".
I think you are failing to account for the incredibly low infection rate of the young and healthy with no comorbidities. The pericarditis rates from vaccine and infection are fairly comparable, ranging from 200 per million to high 700s per million.

However, given low infection rates of those young/healthy, the equation is fundamentally changed.

Please account for that before you provide half-baked advice.
True, they know how to break it up and sell some assets and shed some obligations, like pensions...
This comment section is, at best, 99% speculation by internet detectives and conspiracy theorists.
Quite possibly the difference between people who are hostile vs favorably disposed to Web3 is whether or not they think traditional orgs work fine or need improvement. Frustration with traditional organizational pathologies is not universal.

The right comparison may not be with past tech revolutions. It may be to organizational evolutions like monarchy to democracy, women entering the workplace, the invention of the limited liability corporation etc. In each case there were people who thought it was unnecessary.

I suspect what makes Web3 appear extra contentious is that it divides core members of the middle class. Like artists for eg. Artists tend to be reliably anti-tech initially, taking pride in being socially middle class but economically underclass unless supported by other means.

Artists still largely depend on patronage but now are less beholden to institutions/expert tastemakers (museums, grants, commercial art buyers like movies) or potentially tyrannical cohesive crowds based on ideological aesthetics (Patreon style). Web3 loosens the grip of both.

Web3 is Crowds3 too. We focus too much on authority figures and institutions. Crowds evolve too.

Crowd1 = geographic scene in a city that could ostracize you

Crowd2 = filter-bubble online crowd that can cancel you

Crowd3 = skin-in-the-game crowd that doesn’t subsume individuals

[credit to https://twitter.com/vgr/status/1463182365555970049]
What's the fallacy in teaching everyone the same things? That seems like a good way to equalize life outcomes and give everyone the required skills for succeeding in contemporary society.
No they dont - they already thoroughly investigated themselves
Only if the parents are also highly conscientious and heavily invested in their children, which is not given. I've encountered a number of people in my career who are being under-utilized, because no one pushed them in their education. Not everyone has internal motivation or parental structure, unfortunately.
You mean when a page refresh asked us if it wanted to resubmit a form?
Well at least I got this interesting comment out of it!
Now that might well be where I saw them