I'd also consider myself to be a direct communicator and always think twice when reviewing someone's PR / doing code review. My team is completely remote and things can get awkward at times. Often, it may come off as unnecessarily harsh or may make it seem like I'm telling them what to do. Like it or not, the tone of the review can greatly influence the morale of the team.
I found this[1] to be a good resource. Another thing that has helped me is adding a prefix to my review. Classifying it as: suggestion, nitpick, props, etc. More about this here[2].
The system is designed to favour wealth over income. Income tax vs capital gains tax is a good way to demonstrate that.
Another example of this is how homeowners are treated vs renters. Specifically, in terms of tax breaks for mortgage interest payments, expenses incurred during major home improvements, etc. Also you can withdraw a decent chunk of money from your IRA early without the hefty penalty if the withdrawal goes toward buying a home. On the other hand, renters are not eligible for any such benefits.
I agree with your thinking but it just occurred to me that I have never seen anyone show the math (if it is even available information) as to what the total benefit is to capital gains being taxed at 1/2 the rate vs the total downside is to capital losses being written off at only 1/2 the rate.
The other thing about capital gains is that they aren’t adjusted for inflation, so someone could hold an asset for two decades and sell it for a big nominal gain and pay taxes but have the same or less purchasing power with the outcome.
I'm in favour of keeping phones away from students during school hours - Yondr pouches or storing them in a locker makes sense. It's very unlikely that there will be an emergency that warrants the immediate attention of a school student as it is. Plus, in my high school parents could call in to the school landline to speak to their kids if need be.
Teachers have a difficult job as it is, not to mention that they are already mistreated - they have almost no authority over students since they never have backing from parents or school administrators.
I recently came across a post on Reddit[1] where a student pepper sprayed her teacher because he confiscated her phone during an exam. One of the commenters claimed that the same teacher was previously punched in the face by a different student for taking their phone away after catching them cheating on a test. It is disconcerting to say the least.
A phone contains private photos, conversations, has authorized access to email, chat and social media accounts, it's a second authentication factor, it has payment cards, saved passwords, browser history, potentially health data (for example, period tracker and medication notification app) and other data that they might not want anybody else to access, or could even cause them problems if the wrong person saw some of (which doesn't mean it'd be something illegal or inappropriate - but some teachers have really weird ideas about how the life of a student should look).
Touching it without permission is unacceptable. Ask the student to put it away, pull them out of the class if they don't - but don't touch the phone.
Honestly the sovereign student BS needs to stop. If it's disrupting the class the student needs to answer for that. The student isn't being asked to open the phone, just to put it away.
If I were a teacher I'd ask the student to power the phone down and put it on my desk face up. Of course, teachers have to do tons that have nothing to do with pure instruction - they're essentially running an org of 20-30+ kids all day.
HN is really getting flooded with AI/GPT posts lately.
Anyway, this[1] is a really good introduction to Prompt Engineering and how one can tailor prompts for their use-case.
Interesting podcast episode that touches on this stuff - "In an age that favors the formulaic and generic to the ambiguous, complex, and unexpected, it's no wonder that computers can sound eerily lifelike. Leslie tells EconTalk host Russ Roberts that we should worry less about the lifelike nature of AI and worry more that human beings are being more robotic and predictable."[2]
I know you said wanted a no-code solution but in case you don't get a satisfactory answer try this out.
Earlier today there was a Show HN post[1] which showed how to visualize a Pandas dataframe (can come from CSV, JSON whatever). I tried it for basic tasks and it is pretty good. It's minimal code (<5 lines) - just reading the json and calling pygwalker in a Google Colab environment[2] or something. Something like this:
import pandas as pd
import pygwalker as pyg
df = pd.read_json('{filename}.json')
gwalker = pyg.walk(df)
> While working-class immigrant Asian parents are forcing their kids to take test prep and piano lessons thinking that it’ll help their kids get into a better college, the wealthy Asian elite have already cracked the code. Elites like Ahmed know that signaling that one has the “correct” beliefs is what is needed to gain entry to America’s most prestigious colleges.
I'm interested in this as well but don't know enough about how other entities do it. How do the World Bank, IMF, other governments, etc go about this?
As outlined in the article, common sense solutions do exist so the problem isn't technical per se. Is it just that not enough people are using these datasets for it to be an important enough problem to solve? Or is it more of a bureaucratic/political issue where its difficult to come to a consensus among these departments?
I just realized that Patrick McKenzie is the author of some of my favorite blog posts[1][2]. After his departure from Stripe, I hope he gets back to writing more frequently.
The author says silence but means isolation - ".....isolation without any signals or external validation until it’s complete"
I'd say this is just the first stage of creating something, an MVP of sorts. After that you do need to get some feedback, iterate and improve it step-by-step to get the finished product.
It was more a metaphor from that moment when I was writing in fact in silence and the lack of any external input / voice telling me whether something I'm doing is good or bad but I know what you mean, perhaps using "isolation" would have made the article clearer, thanks!
I also knew what you meant but it was more for those people who skip the article and comment based solely on the title.
Sidenote - if you can find the time, you should write more often. I just went through your articles and there is a lot of useful advice to be found. The projects are pretty interesting too. Cheers!
I also reacted the same way to your write-up. As a professional creative toward the end of a multi-decade career, I interpreted it as describing the initial moment of inception, which for me, tends to come all in a rush after a long period of uninterrupted solitude. However, after the 'aha' realization my creative process turns to first capturing the now-connected pieces, then forming them into some rough first expression and bouncing that off of early collaborators for feedback. This is usually followed by an intense period of creative engagement with others as the initial idea or concept is sharpened and refined from an often messy pile of "not quite it" into something much more like its eventual self.
What you described is the often invisible first parts of creation which involve exploring the space, then posing the question or framing the problem and finally stewing on it until the seed of the thing is ready to emerge in that moment of solitude. The best collaborators and producers understand the necessity and shape of this process.
Rich Hickey says “the computer is the worst place to work“. I guess he means precisely for the reason you state. The best ideas come when there’s no input from outside.
I found this[1] to be a good resource. Another thing that has helped me is adding a prefix to my review. Classifying it as: suggestion, nitpick, props, etc. More about this here[2].
[1] - https://stackoverflow.blog/2019/09/30/how-to-make-good-code-...
[2] - https://emmer.dev/blog/code-review-comment-prefixes/