skysight-inc/HackerNews huggingface dataset:
First, let me say I really appreciate the feedback. This really started as us trying to scratch an itch we've been having for a long time. We've always been of the opinion that plain text is how people should write, and so this is an attempt to make that a bit more accessible. Clearly we have a lot of work to do.

On to your questions:

1. Like I said, delivery of prettified plain text was a problem we were having. The process of going from Markdown'ed text to something you can send to, say, a client, is a complete PITA (read: I want to punch LaTeX in the face). On a macro scale, it's still way too hard for people who are good writers to focus on writing when there's all this other stuff they need to do to just get their words out there (find a publisher, set up their own site, etc).

2. Absolutely nothing, but that's true of just about anything. We built the app in a matter of weeks and I suppose someone could release an open source version. If some intrepid writer is able to set up their own server, install the software, and configure everything themselves, well they're not really our target market anyways. There's not a lot of magic here; you can probably figure out the basics of how this works fairly easily. By that logic, why use Dropbox if SparkleShare is like right there.

3. The sale of content and additional features for people that take the service seriously will be our main revenue drivers. We're taking the eBook thing very seriously and are imagining a marketplace where you could buy access to content and have it available, in different formats, on all your devices. The content on your Dropbox will be considered the canonical source; we simply would create optimized experiences and provide the transactional marketplace on top of that. We've run the numbers and even if we capture a statistically insignificant marketshare, we're living a pretty good life doing interesting work. You might be absolutely right, that's probably not the scale YC was looking for.

I appreciate the bluntness and the time you took to put together your thoughts. They are incredibly appreciated. We're actively working on development and want to make sure things like themes are properly implemented in a way that is a.) flexible for our future plans and b.) geek friendly.

Again, thanks a bunch. We're just trying to build something cool and your thoughts are very welcome.
Anecdotally I browsed the web as little as possible on my Nexus One. Prior to that on my 3GS and now on my 4S I browse the web a lot more, because Safari is far better than Android's browser. The screen being nicer certainly doesn't hurt, why does text look so horrible on the Nexus One at 480x800?

It sounds at least plausible to me. Not to mention that many people who buy iPhones want to do lots of stuff with it, whereas many Android customers just got it because it was free with their contract, not necessarily because they want to do everything it's capable of.
The app is so bad it sounds like they're saying: "If you really want a great native Gmail experience, switch to Android."

Like Gruber said on The Talk Show recently (and I'll probably be downvoted given how unpopular he is here): Apple gets people to upgrade their phones by making them love their current one; Android makers get people to upgrade their phones by making them hate their current one.

Seems like the strategy continues to holds true here...
I push to a personal remote at least twice a day. Not doing so is asking for trouble.
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I'm just wondering since people seem to say it's worthless now.
"Surprizingly fast and mind-blowingly accurate"? I would not, in a million years, describe the flight in that video using those words. I'm glad the research is being done, but there's no reason to sensationalize something that's clearly performing worse than, say, a joystick. Or a laptop touchpad. Or four hard-to-press buttons.
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does git-annex work on windows? if not, do you have plans to port it? it's an important problem and it'd suck to have a solution which doesn't work on all major platforms.
Once upon a time programming was a lot of thinking, a little typing, and even less compiling. Maybe even some pen+paper and chalkboards. If you go back to that way of programming, I don't see why poor ergos would be a problem.

Certainly not "in vogue" and I don't know if it's feasible today. Still an interesting thought.
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Sorry for the missing reference, as I am typing on the Phone:
ID does not license their Engine anymore and Carmack seems happy about it.

Also, compared to UE3, ID Tech 4 was not used in many games.
Maybe creating educational institutions that taught courses on those topics but wouldn't give degrees? That way, the only incentive to study would be the students interest.
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The point of a hellban is (traditionally) that you don't even know you've been hellbanned--from your point of view, nobody ever comments on your stuff, even though it looks quite normal to you. Then eventually you get sick of not getting feedback, and leave.

For content, hell, I moved a cube around 3-d space using an Emotiv Epoc headset back in college. It wasn't "think of moving your hands forward", though--you trained it by saying "Ok, now imagine the cube moving backwards". It was actually pretty responsive after a few minutes of training, and it sure looked a lot better than this jerky helicopter demo.
And I agree- I am a veritable slave to keeping my data syncronized- but I recall many people lifted up the local repo idea, and being able to sync twice a week, as the herald of the future.
I think a quote from the thread on the article about physics education applies here: http://news.ycombinator.com/item?id=3187609

"there's a significant difference between "weeder" classes and later classes that actually focus on understanding.
Calculus courses are the worst offender I can think of. They're not about imparting you with a complete understanding of the relevant mathematics, but much more about whether you can stomach being made to memorize lots of pattern-matching heuristics to do endless reams of tedious problems. Contrast this with an upper division or graduate course: they're much more focused on concepts, patterns, and understanding. The curriculum even admits this: they have the "advanced calculus" upper-division courses for actually teaching the underlying math."

Weeder classes for the sake of weeding students is not a good thing. Teaching rigorous material and expecting students to know it is not the same thing as weeding. The problem is that too many STEM departments use weeder courses.
I'm not going to argue with your opinion like others are doing, but I find it very interesting that you have this viewpoint. It would sort of be like a car enthusiast preferring an automatic car for its smooth, self-maintained shifting, or a skilled cook preferring a boxed meal because it is easier to make.
This started out looking like it was going to be an interesting critique of how undergraduate physics is taught, but it got weird at the end.

There is a certain truth to the fact that the physics courses for engineering and life science students often aren't that good. They often do consist of a bunch of repeated relatively simple problems that students can get through by memorizing how to do each particular problem class (inclined plane, projectile motion, weights and springs) rather than by deeply understanding the physical principles involved. So many times, I've had conversations like this with students I've been teaching:

"Waah, I can't remember the equations for projectile motion!"

"Well neither can I, can't you derive 'em as you go?"

Then he goes off on his weird conspiracy theory, though, about how physics classes are deliberately designed to stop smart people from succeeding (!!?!!). In fact the sort of course he describes:

What if the curriculum gave you the tools and information to really understand the subject to the point that solving problems was truly a side effect of that understanding? What would that change? Who would succeed; who would fail?

does, in fact, exist. It's called "Physics" rather than "Physics for engineers" or "Physics for life sciences", and it's really hard. Actually it's quite easy, if you're smart, at the first year level, but gets very hard towards the third-year level. If that's what he wanted, that's the course he should have taken, not whatever Physics for Vegetables course they happened to offer at UT Knoxville.

Seriously though, the author's worldview is seriously flawed if he thinks that physics courses are designed by The Man in order to keep a lid on the brilliant-but-lazy. Physics courses are designed by physics professors, and while we may have our flaws, we're definitely not part of a conspiracy to destroy the brilliant-but-lazy; especially since most of us fell into the brilliant-but-lazy category ourselves.
Yes, I set up an account earlier today and found it quite delightful. I set up a project and some tasks for my latest hack and so far it looks like it will be very useful. The interface is top-notch, and it encompasses a full range of uses such as bug-tracking etc...
1+99 = 100, 2+98=100 etc. So the sum of integers between 1 and 100 is 100*49 + 50. Is this what the author refers to? I believe he has misunderstood the point in that math problem.
Sequel Pro is awesome... I think they are working toward offering Postgres support: http://code.google.com/p/sequel-pro/issues/detail?id=362 but haven't seen anything concrete yet.

I just learned SP has bundles, like TextMate. Nifty.
Could you explain your source for the statistic you used on an avg. 38.5 hour work week for teachers? The only relevant information I found in the linked PDF was chart 2, which has the following footnote:

NOTE: The calculations of hours worked are based on data collected about how survey respondents spent “yesterday.” Thus, average weekly work hours are an extrapolation based on the activity for 1 day.

That footnote seems to imply that the avg. hours worked per week calculation may not be very accurate. The linked PDF also doesn't mention if the hours reported are the contracted hours for the teacher or the total hours spent working including work at home and outside of school hours.
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This was certainly the case back when I was studying engineering. The introductory classes were "sink or swim" and graded on a steep curve. The net effect was "Let's take the students with the highest math/science test scores and encourage half of them to drop out of STEM programs."

Meanwhile, most liberal arts coursework began with "a gentle introduction to X". I did well in the math/science classes, but the workload was enormous, and everyone recognized that the non-STEM students were having a more enjoyable time.
it is. They could only fix it for the homescreen links which also didn't get the JIT before iOS5

Having a JIT requires you to execute writable memory which is a privilege given on a per-process level. So for an embedded webview to be able to do it, your app would need it, but third party apps are never allowed this.

It's possible that they changed UIWebView to spawn a background process for the actual rendering, but I guess we would have heard about that (we haven't we only heard about homescreen links now being JITed)
I doubt the author is seriously suggesting a secret cabal of academic administrators meets to "build people into student-drones who blindly memorize information."

From my reading, he is suggesting that academia has evolved this way over time, due to the greater culture of the, as DFW would put it, "day to day trenches of adult life."
NOTE: "The frames, word balloons, and text are each placed using CSS. The position of each element will change based on your resolution and screen width. That means no 2 screen sizes will have the exact same design."
Where are your classmates of Dev. Studies and Philosophy right now? They all did CSE in their spare time?
> Do you think individuals graduating in STEM fields don't pick up these skills?

That depends, I think, on what their program is. Many STEM programs leading to a Bachelor's degree are still liberal arts programs, in name and in spirit. Let's not forget that math and astronomy, at least, have been part of the conception of the "liberal arts" since antiquity. The idea that there is a sharp division between science and math, on the one hand, and the liberal arts on the other, is a recent one.

Some STEM programs, however, are purely technical programs. Their value is in a particular kind of technical training. I don't know, since I haven't gone through one of those programs myself, but I would bet that students graduating from such programs don't come away with the same kind of skills that a liberal arts education provides.

In sum, I think the STEM/liberal arts distinction is a false dichotomy. The real distinction is something like: as a student in a particular program, are you primarily training to be a citizen, or a technician? You can, of course, do both.
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More on this topic :)

Another really fascinating thing for me was first year "Intro to Electricity". That course was relatively formula based; for example, the voltage across a capacitor is given by Vcap = V0 * (1 - e^(-t/tau)). I had a hell of a time remembering that formula, and suffered for it.

In second year, we started getting more in depth and had a few more tools at our disposal (e.g. the Laplace transform, Integration, light Differential Equations, etc). At that point, the formulas i = C dv/dt and v = L di/dt became fully engrained in my head. We took those, and derived the equations we'd been using in first year. From that point on, I solved every passive circuit using precisely these first principles, and would consistently get the correct answer faster than many of my classmates who were trying to remember big specific formulas. If I needed it for some reason, I could quickly do the integral for a specific circuit to get the closed-form voltages.
$800 gets you a LOT more than an iPad. I can see the advantage of working in the cloud, but working off of an iPad to smells of "hey! hey everyone!! look at me! look what I'm doing!" Not to mention there is now a monthly fee to program. That's not economical.
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"But what I learned in those courses, being inspired by amazing faculty was more on the soft skills side: Self-confidence, critical reading, critical writing, argumentation, strong communication skills, problem-solving, strong analytical research abilities, ability to lead groups etc etc..."

But couldn't you have learned those skills with another degree as well? So, wouldn't you have been better off learning those skills in classes where you also learned about the subject matter in the area where you are working?
I thought this too. I invested some time because tmux is shipped by default in OpenBSD and thus I don't have to install screen on my firewalls. I even submitted a patch to tmux to remove all the bindings that I didn't care about so in that early transitional period when was using the help screen often, only the commands I actually use come up.

I REALLY like that the hardstatus line equivalent shows the command that's currently executing (think: bash, make, ./configure etc). That said, if you don't use the hardstatus line, I don't think there's much of a reason to switch unless you want multiple different size panes which screen doesn't really support.
Looking briefly at dtach, screen's handling of named sessions seems to be marginally better, so I'll stick with it.
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No, he mentions a generalized experience which he puts in the second person and claims is mine. However it's not mine (I breezed through first-year mechanics), so I can only assume it's his.
I don't think anyone is talking about creating "STEM-lite" grads but maybe there are qualified people who for one reason or another can't pick up calculus as fast as the school wants. Or didn't get a complete enough background in high school. Or is 18 years old and living away from home for the first time and just made a few bad decisions.

Failing a class first semester really puts pressure on changing majors. Students go into he program hearing that a lot of people will drop, do poorly, and are encouraged to drop. Someone earlier said schools should try and "weed in" students rather than weed out.

Departments need to take their fair share of blame in creating an environment that can be miserable for even the successful students. Not all the blame, but some.
We've been working on the app for a while, but our day jobs always came first. We eventually realized that without a source of funding, it wasn't going to happen any time soon. And we're completely in love with the idea of Kickstarter, so we figured we'd start there and only approach more conventional sources of funding as plan B.
For us users that don't own an iOS device, what is this sliding panel effect you're discussing?
The landing page is certainly a weekend project. And the mockup design isn't what it will look like in app I coded it more out of fun than anything (its a working chat room on the page).

If you want something more meaty I have a working SDK for in-app forms http://www.twothreeform.com and an app in the app store with a working in-app forum (search inspirational quotes, author matt sencenbaugh)
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I am still amazed that Apple hasn't come up with a shortcut for app switching when using bluetooth keyboards.

By the way, Moconnor, have you given Panic's Prompt a try?
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This is great. I wonder what other applications will come of this. I have two concerns:

1) How does it know who you are? presumably through some type of check in service, but what happens if there's two people with the same name in the same spot. Not a high-likelihood problem, but still an interesting one.

2) Does this hurt the idea of tips? How can I tip my Starbucks barista?

Overall though, I think this is a great innovation and, if it catches on, will definitely change the way we think about purchasing things in general (and the way stores sell things). Checkout lines? What?
The maintenance thing means nothing to me, since I basically don't need any changes unless a new version of my Linux distro flavor of the day breaks it. There's been nothing new in Screen in the last 10+ years I've cared about.

And I don't use the screen splitting at all - I use splitting a lot in emacs, but never in the terminal, so that's basically a non-feature for me.

I want to create, remove and switch between windows, and have a status bar showing their names. That is all.

I guess these are the reasons I've never seen the point in switching.
I hope the reason for this is that the german store just hasn't been updated yet.

If they on the other hand can't release it here because of the name GMail, which Google had some legal trouble with here in Germany, it would be a big letdown and a kind of poor decision by Google.
Browsers are platforms, wouldn't be the same to blame Firefox lack of developer environment?
Not so far. Discussion is here: http://git-annex.branchable.com/install/#comment-4637ce9b32a...

It's fine on OSX though.
Exactly. Typically, the curriculum for history is made to match some political agenda (even if you'd claim that it's not so, it is in fact always so with the history taught in schools). Making it adhering to the agenda necessary results in some awkward perspectives or unbalanced attention to really relevant or really interesting events.

To quote Bertha von Suttner in "Lay Down Your Arms," 1889:

"Speaking generally it is history which, as our youth are
instructed, is the chief source of the admiration of war. From
thence it is stamped on the childish mind that the Lord of
armies is constantly decreeing battles, that these are, as it were, the vehicle upon which the destiny of nations is carried on through the ages ; that they are the fulfilment of an inevitable law of nature and must always occur from time to time like storms at sea or earthquakes ; that terror and woe are indeed connected with them ; but the latter is fully counterpoised, for the commonwealth by the importance of the results, for individuals by the blaze of glory which may be won in them, or even by the consciousness of the fulfilment of the most elevated duty. Can there be a more glorious death than that on the field of honour, a nobler immortality than that of the hero? All this comes out clear and unanimous in all school-books "readings for the use of schools," where, besides the formal
history, which is only represented as a concatenation of military events, even the separate tales and poems always manage to tell only of heroic deeds of arms. This is a part of the patriotic system of education. Since out of every scholar a defender of his country has to be formed, therefore the enthusiasm even of the child must be aroused for this its first duty as a citizen; his spirit must be hardened against the natural horror which the terrors of war might awaken, by passing over as quickly as possible the story of the most fearful massacres and butcheries as of something quite common and necessary, and laying meanwhile all possible stress on the ideal side of this ancient national custom; and it is in this way they have succeeded in forming a race eager for battle and delighting in war."
This is why it's important to remember who the college consumer is (you) and what the product you're buying is (not grades, but knowledge).

Of course it's not that way for all. Many students are buying a diploma and/or access to certain networks of people. That's fine, but for the average state school attendee, they'd be far better off taking their time in college, not worrying about grades, and asking to take a course again for free if they didn't learn enough the first time.
I don't remember the derivation off the top of my head, but I suspect the article is referring to the derivation of the formula:

> S(1..n) = (n^2 + n) / 2

This was, if I recall, the very first example of inductive proofs we did at my university.
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What course is that, though? Vegetable physics?
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