skysight-inc/HackerNews huggingface dataset:
I have a kid starting 1st grade and I have just been exposed to common core math for the first time. At a glance I do not understand how it prepares for a future in mathematics or related fields. Interested in hearing from others who have been through common core math first hand or raised a child through the program

Also the way i learned to divide in my head is completely backwards and, though it works for me, when i tried to explain it to my wife i realized how completely backwards and inefficient it is, so maybe common core helps with these and other hard-to-internalize concepts?
Ok if you are being pedantic you need to compare the airline, route, plane model and weather characteristic's with an equivalent car journey route, car model, mechanical condition and driver experience and mental fortitude.

You can’t compare a plane journey with a car journey; they’re not interchangeable. Most miles for people are just to and from work - planes can’t just replace all those journeys, even if you sum them up to some ridiculously large number.

If that’s wrong, then explain which pilot + aircraft combo you think is equivalent to the “typical” suburban car journey.
> https://cleantechnica.com/wp-content/uploads/2023/12/World-E...

Is there a lore reason why none of the forecasts follow a logistic "S" curve, ie literally every other technology adoption curve?
Just Talk always in the second language and don't accept answers in the first language. The first language they'll learn quickly at school. I've learned a second language with 12 within a half a year.. but, I was raised with melodies of 3 languages.. so .. it's important that the melodies and the words are heard and memorized, because there are studies the older the kid is starting with hearing/talking, the more problematic it is for the kid to learn a language and grammar. One poor girl started with 12 and even the best trainings didn't result in error free language handling.. she never learned her own language.

For me. Learning a third language in school was more difficult afterwards. But not for long. Then the fourth and the fifth followed. So I have a affinity to languages.
Or do math with your kid because that's s problem for me hahaha
Awesome software. For a while, had my then secretary use GEOS because early Windows was bloated.
Did their children inherit it? If so, that may have been an important lever for leaving your children better off than you were.
But they should all break on MacOS and refuse to be cross-compiled for Windows/Linux?

I agree with your idealism, but I think the best we're going to get is more or less what we have now, otherwise we end up in the space where program x works with o/s y version z subsystem q, but not the other combinations you'd hope for.

I'm still annoyed that we don't design enough for the future that when a new O/S version/architecture gets released there isn't more effort to save the past. We have a perfectly serviceable relatively recent printer (4-5 years old?) that my wife now can't use because her new Mac which replaced her 12 year old mac, now doesn't have a driver for it, because there are no Sonoma versions of it.

I think we err on the wrong side of creating waste at the expense of not doing (admittedly annoying) work.

To get back on topic, this was the point of subsytems - you managed to hold onto and get access to the past you liked from within your walled garden.
What if the Twitter replacement isn't a Twitter clone?
“… blogging never died…. journalists just stopped paying attention.”
I want to know what world this author is from. High School math in public schools has been dumbed down repeatedly over the years.

Calculus in High School? Increasingly rare to non-existent.

What we need is the opposite - a return to traditional curriculums, and stop non-sense like a 5 credit course in graphic novels (a thing in our district school).
OP here. I love that little site and I link to it often!
This is essentially the "calculus vs. statistics" debate that has been going on for some time now. I'm definitely on the side of making statistics mandatory, and then making pre-calc/calc electives for motivated students who want to enter STEM fields. Primary reason for this is that I believe a base knowledge of statistics is so important for everyone in modern society, and it directly goes to better being able to evaluate the constant flood of information we are now all subjected to.
Vatican City and Lichtenstein monarchs have a decent amount of power still.
This is very wordy, but I’m honestly still not sure what Simulatrex is or does. You mind clarifying with some examples? Thank you.
We’re closer to 2100 than to the start of world war 2.
When you say 'common core math' are you referring to the standards themselves, or a particular set of textbooks that cover the required material?
So like Bravenet but in 2023?
> Also the way i learned to divide in my head is completely backwards and, though it works for me, when i tried to explain it to my wife i realized how completely backwards and inefficient it is, so maybe common core helps with these and other hard-to-internalize concepts?

What way? The classic way to learn is to be proficient at multiplication up to 10x10 and then solve for the reverse.
Updated this to //?? For examples as it makes more sense because //? Is the manual
Well, one thing is that I can’t help my kids with their homework. I simply don’t understand the way they do the math these days. They get the same answers, but go through entirely different steps. I remember one parent teacher conference where my kid was in attendance (4th grade). The teacher was showing my kid how to do a problem. I was able to get the answer in my head, but she was using all these boxes and things to get the answer and I could not follow along. I still have no idea how she got the right answer doing that. It seemed incredibly complicated.
Yeah but my confusion now comes from the fact that I don't think VB is even updated by MS anymore.
Before I thought I had ADHD I would sit around the office not doing much of anything in a sort of "ready" state, ready to jump on the next thing someone would try to distract me with or "ready" for the next meeting that is sometimes more than an hour away.

It's only after everyone else went home and I felt relaxed that I finally got any of my actual work done. :(
While admittedly I'm totally unfamiliar with Go package management, it's notable that the "shared" library reference in that link is un-versioned. It uses a pseudo-version of "v0.0.0-00010101000000-000000000000".

If I understand the sibling comment by the author[1] correctly, then the versioning of the "shared" module is via Git submodules, which point at a specific commit hash.

The only issue is that changes to submodule commit hashes are a little more difficult to audit, because they're embedded in the git repo files instead of the source code.

[1] https://news.ycombinator.com/item?id=38596700
Give me your favorite small web links
People don't know it for the same reason people don't know they can long press their phone's homescreen icons. We don't need some self-satisfying conspiracy.
The malicious weblink can be an advertisement, or a legit webpage that got compromised/XSS'd, or a formerly legit webpage whose domain has expired. (AFAIK this is pretty common)

The email attachment may come from your friend/business partner which themselves got infected and the malware is now attaching itself to their legit emails. (AFAIK not very common)
Why is that course nonsense if it's elective ?

Calculus is irrelevant for the majority of students.
Deterministic Programmer for Large Complex Projects
I don't think this would be practical for a static site. You still need to maintain a list of followers of your account somewhere and that needs to be dynamic if you want it to work the way people expect it to where they follow you from other instances.

Assuming you kept the @ list of accounts through some other means, if you had your webfinger setup with your public key, you could after creating new content to push up sign the publish events and push them to those followers.

I don't know of anyone doing this though.
The problem is that Tkinter (at least for Windows) is really based on 90s widgets. You could set PySimpleGUI's theme to "SystemDefaultForReal" but it will still look out-of-place because the native Windows widgets has that modern look while Tkinter has never been updated at all.
the audiobook is fantastic and narrated by Wil Wheaton!
I agree - as long as it's not an excuse to dumb things down statistics should be taught before Calculus. It's a quirk of history, I think, that we have it the way it is. Statistics is still going to be important to understand for 99% of STEM majors, so I don't think there's much downside to flipping the order.
These cars have internet connectivity and get software updates. They could be updated if the maximum speed limit in the entire state changes.
It looks more like Windows 95 to me.
In an agent based simulation, this tool purport to make the simulated agent behave more like real humans, using LLMs to make simulated agents take decisions at each simulated decision point. I gather that they think this will be a more realistic approximation of real human decision making, than whatever heuristics other simulations use.

Simulations usually involve a set of simulated agents, with an environment and some events that are going to occur. Depending on the simulation type, at each step or scheduled event, agents will be given an opportunity to react to the current environment. In a simple simulation of markets with a randomized allocation of wares, you could have an agent do something dumb like "sell my most expensive ware, buy the cheapest ware". Then you'd run this strategy to see what happens and analyze the simulation over time, say to look at what wealth distribution turns out to be.

In a more complicated simulation, you could try to actually model a set of real world actors using real world data as the initial environment seed data. Then you could use the same dumb heuristic I described, or more elaborate ones (like complex decision trees, etc). Or in their case, LLM based decision making.

Basically, simulation tools make it easier to write whatever scenario you have in mind, and code up how agents and the world work. Like a framework that handles the redundant and technical details of making a simulation... Then it's up to you to decide what your simulation will look like, so really it's an open ended tool to try and make informed guesses. The better the modelling of the real world problem is, presumably the better the fidelity of the simulation.
Maybe history, social studies, government, or economics classes in highschool should use a spreadsheet to show basic data analysis and statistics (mean, median, mode, stdev).

It would be good if there was a more basic understanding of how an "average" can hide a lot of inequality. I don't really see getting rid of angles and algebra to cover something "outside of STEM".
1Password covered this very well:

https://blog.1password.com/1password-2fa-passwords-codes-tog...
Feels alright to play. Just very repetitive
Codeium now attributes code suggestions
AP Statistics has existed since 1996 and my high school (and many others) offered it as a path for students in addition to the calculus path. That is, you could head down the statistics path or the calculus path (or both) depending on your interests.
Actual interview is a Twitch vod on John Romero's channel:
https://www.twitch.tv/videos/2000693432
But if you charge every day (at home) you still wouldn't ever need to supercharge, so it's still enough range for 95% of driving.
Exploiting Data Similarity to Improve SSD Read Performance
After Christmas they don't just end up in the landfill. They are often recycled into mulch. The material used for mulch needs to come from somewhere... So better for the tree to bring some joy in someone's home temporarily rather than just growing and being cut down.
If your password manager is hacked, but your TOTP info is offline, how is this not better that having TOTP info in your password manager? Also not sure how syncing through a cloud drive is any better than a cloud password manager.
> Syscall hooking kernel root kits largely only vary in how exactly they hook the syscalls

I don't understand how this survives major kernel upgrades. I have problems keeping out-of-tree modules working, intentionally. Do rootkits ship with fancy DKMS these days? Do the authors test with upcoming versions of major distros and push an upgrade to support the new release?
It certainly feels like it.
I agree with you. Fish brains! Too much extra garbage in and garbage out.
You assume the people teaching those subjects could do that.
Anyone have a link to the wordings of the original questions asked?
> ... just piled their hacks on top of someone else's hacks so they could hit the deadline.

This sounds oddly familiar... hmm.
Awesome Forth implementation! I'd love to read a high level book on the implementation too once you get around to it!
I do not have a child or direct experience with common core.

Personally I suspect issues lie more in teachers themselves not being taught correctly than the actual concept behind common core though.

From what i can gather it is trying to introduce the concept of factoring earlier which in my opinion makes sense since that is really useful in Algebra and above.
To be clear, the C++ `std::string` class can contain NUL bytes just fine. It's the C standard library that can't handle them in strings.
Is this a serious response? You talked about moving the entire office. Clearly the owner neither wants to live in Bangalore, nor wants to sell the company to someone who does, ergo, the entire business does not move. On the other hand, he has an entire QA team working from home and sees no reason not to offshore them.

I feel like you’re being intentionally obtuse in not understanding why one scenario is fundamentally nonsense, and not the pedantic gotcha you think it is.
Man oh man does this bring back past trauma. I graduated high school in 2006 and despite me being in one of the top half rated high schools in my state and having a consistent B average, I was not prepared at all for when I entered my engineering school (NJIT). A lot of my math was lacking fundamentals and instead was just memorization and 'plug and chug' style learning. That does not fly at university especially an engineering school. Schools (at least my school) really expected you to learn fundamentals as their tests would not just be a variation of the problems taught in the lectures but a unique twist on the concept itself. The school tested me on my skills before entering and put me in a 'remedial' course called Pre-Calculus with a Calculus Perspective. They even wrote a custom textbook to really fine tune getting prepped for what was to come. (Calc 1, 2, 3, Diff-Eq). I wasn't enough because the new thought process requires a great deal of effort to internalize in the timeframe given.

I was barely treading water my first semester and ended up failing math and physics and got put on probation. I eventually graduated and am doing quote ok in life career wise but it was an extremely painful ordeal. Not being prepared and really ready to go remains to this day one of the biggest regrets of my life. I really feel like I let down the people who made my education possible (parents, teachers, schools).

Sometimes I wonder why is there such a dumbing down of mathematics in the US? The US is powerful and at the top of their game because of science and technology. Why try your best to kill your golden goose?
I have a friend who has been a high school math teacher for 15 years. When she started, she asked me and the rest of our friends to make note of any times we use algebra or more advanced high school math in our daily lives.

Both times it has happened, I've been sure to let her know.

Once, the Pythagorean theorem helped me figure out how long the sides of square table decorations needed to be for my sister's wedding if they were to be inset in round tables with 5-foot diameter.

The other time, I was able to prove, conclusively, that I could not possibly have been speeding before another driver caused an accident, but none of the police officers could follow the math, and since I wasn't a "certified accident reconstruction expert," they wouldn't believe me anyway. (Hiring one would have been more than the repair cost.)

It didn't go over well when I told the supervising officer that just because he couldn't do the math, it didn't mean it couldn't be done, even by some dork who had a liberal arts degree but had, in fact, studied calculus in high school.
Most of the “global population” is in fact not causing most of the damage.

If the US had spearheaded less and no commuting for the majority of American workers, this would’ve set a trend worldwide.

Heck, we can even make it a required part of our trade deals.
Beeper? I Hardly Knew Her.
Github pages is free. A .info domain is $5/year.

That's already more than half the features you get with this, and you get to be on the actual internet, not some dude's silo.

As the post's age goes on, I see more criticism, and less positive reactions.
> “The Assignment From Hell”

LOL! I love that

That one for me must have been pricing reverse exchangeable notes in R
Interesting, I never really considered the relative homogeny component but one I find convincing as a notable advantage.

That said, I'm not convinced that it is more notable than Antitrust law enforcement. Scalability is great but it market dominance is king; if your able to purchase any potential competition or drive them out of business with relative regulatory impunity then you can just buy marketshare and worry about scaling after. (see amazon)
I agree in principle that statistics education should be given to all students. The problem I have with the proposal is that I have very little confidence that teachers are prepared to provide a rigorous and thorough statistical education.

For an example, the replication crisis in the social sciences. These studies, containing flawed statistics, are carried out by social scientists with PhDs who have been required to take courses in statistics designed for their discipline.

If they can’t get the statistics right, how can we expect it from teachers with far less education?
Many of the wealthy did. Not so many of the proles.
I have alot of colleagues that avoid their actual work by taking on pet projects or some cross functional nonsense. I have a colleague that takes calls with vendors almost weekly, knowing there's no budget for it. Someone who spends hours with HR or recruiting on some DEI stuff. Someone who wants to be a professional conference speaker. Almost anything to avoid coding. Meanwhile, those of us that simply log on to do work have to pick up their slack. Management doesn't care. I understand this isn't the case everywhere but happiness equates to doing less for some. I don't engage in those projects and I'm very productive.
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College doesn’t often enough prepare a graduate for a career in their field of study.

Math is important because it underpins so many decisions improving a tiny bit better over a long period of life, if you can measure and compare.

Without it is often more profitable for those who want profit.

edit: clarity
I think yall been lucky. Im using some form of OpenAI API or Prompt most every day and I have much greater success keeeping things short and simple and not clouding the context or drawing attention toward "strange" tokens.

Im not claiming I know this, there is no real research or proof for either side.
The most essential part of the prompt is the first section(s) that does message numbering, and then the parts that enable you to do operations using message numbers or ranges of them.

After using message numbering in ChatGPT I can never go back to working without that.

For example suppose you have a long chat with a bunch of iterations on some idea or piece of content.

You can simply say “Continue from //16” to continue the chat from that message (basically making a branch) without having to copy and paste it again.

Or you can say “revise //12 but make it more professional and also merge with //distill 5-7” to revise message 12 and merge with the distilled points from messages 5 through 7.

There are many more powerful things you can do with the /t tagging and /s sets, and the //! Loop command and //f function command to automate repetitive tasks such as expanding content, pulling sets of messages for a purpose, or iteratively writing a longer article etc.
How about we start with high school students being prepared for math that concerns their adult life. Like how debt works, compound interest, savings, budgeting, etc?
For the last few weeks you’ve been mostly posting grammar correction comments. Why? I’ll give you something to keep your interest: wensday.
Definitely. A man of integrity and honesty.

Which is why it's difficult to boast about a make-believe achievement.
Eh. I think calculus should be taught theoretically. It’s honestly a very simple concept and helpful to have intuition for. Just don’t waste time on the implementation. Folks aren’t going to remember the chain rule years later.
I doubt that will do Twitter's advertising business much good.
By the time they reach end of their suty, they had enough money to buy slave od even two, they didnt work on this land on their own - this depends on specific epoch though
This isn't precisely knowable now, but it might be something academics figure out years from now. Of course, first principles of 'garbage in garbage out' would put data integrity very high, the LLM code itself is supposedly not even 100k lines of code, and the HW is crazy advanced.

so the ordering is probably data, HW, LLM model

This also fits the general ordering of

data = all human knowledge
HW = integrated complexity of most technologists
LLM = small team

Still requires the small team to figure out what to do with the first two, but it only happened now because the HW is good enough.

LLMs would have been invented by Turing and Shannon et al. almost certainly nearly 100 years ago if they had access to the first two.