The one time I worked at a large corporate, my time was split between failing to find useful projects that I was allowed to work on, and failing to deliver much on the useless projects I was given because I didn't understand that it would e.g. take six weeks and two review meetings to provision an extra half a terabyte of storage on a db cluster.
I eventually worked out that the bureaucratic red tape was a hurdle rather than a deliverable and everyone else on the floor was dodging it. I'm still not sure why they hired me then put me on a team with no work in the funnel and a scope too narrow to make my own work, though I was grateful for the ridiculous pay.
Sometimes teams get a req to hire someone and it’s use it or lose it. They’d rather get someone in the seat that will hopefully be useful at some point, and simply retain or grow the team size, than to give it up and be short staffed down the road.
Why would it be weird? My grandmother dreamed of being a school teacher, never did it, and talked about it until she died. The closest she ever got was teaching Sunday School for a few months.
It's common to have a dream and do nothing concrete about it. That's part of why we call it a dream. Sometimes it's less about the thing itself and more about the unfulfilled and unrealistic expectation.
I "hate" AI[0] because I believe that elegant code is a different bulding material to ugly code. Ugly code is harder to change. At some point, it becomes impossible to change.
I notice that a lot of people say they'll be able to write 2.0 faster than I can write 1.0. This means that their 1.0 must have been so bad that they had to rewrite it. Why, then, would their 2.0 be any better? Because they got some feedback? At some point, your users are just going to leave for a competitor.
[0] Meaning I use it, think it's neat, and will continue to use it, but would prefer to use it a lot less than my boss wants
> I believe that elegant code is a different bulding material to ugly code. Ugly code is harder to change. At some point, it becomes impossible to change.
I believe the same thing and it’s also the main reason I hate AI code.
AI tends to not have much regard to “architecture” or even really considering how code should be organized. Need a function to read a base64 string into a private key? “fn base64_to_key” right there next to the code that needs it. Need to take that key and encrypt a blob? “fn encrypt_blob” right next to it. No thought about maybe pushing that code to a crypto module, or representing the invariants as types, or even just putting the functions where they might logically belong, just spews them out everywhere.
But, I have a problem trying to prove why this is an actual problem in the end product. You can say “it’s harder to refactor later” but the LLM is already pretty good at just changing bulk amounts of code to behave differently. In fact, having utility functions “nearby” the code that needs it might be better for its own context management. Most of the reason humans prefer the “single responsibility principle” and “modular design” are to make the code easier for us to change and reason about, but an LLM with a finite context window may actually do better with code that doesn’t match this premise.
I find myself reviewing code that others on my team generated with an LLM, and I tend to focus on these sorts of architectural “problems” the most because it’s the biggest gap between the way I program and what the LLM executes. But sometimes I worry that I’m fighting a losing battle, and that the focus on good architecture isn’t as important as I think it is. Or at least, I’m having trouble proving that it actually matters tangibly. Will it result in an unmaintainable mess? Maybe. It’s not guaranteed that LLM’s have the same limitations we do when it comes to maintaining code.
It's a useful construction. "It's not true love, you matched with her on Hinge last week and have never met her, please don't send her $1000 in Apple gift cards" is punchy.
They happen all the time for me at small to medium companies. If the legal team is two people whose desks are by the door, then you are going to eat lunch together at some point. It would be weird not to! Just wait until someone says "anyone want a coffee?" or "who brought lunch?" and then stand up.
Obviously this doesn't happen when the legal team is located three buildings away. At that point you might as well be remote from the perspective of collaboration.
I think they say that the knowledge transfer did not happen during that. You don't want to bring work to people who are trying to take a break from it.
If you want to talk about work in any depth then you have to formalise it, yeah. The sales team might tell you they're frustrated by their process at lunch, but they're not going to sit down and explain the whole thing.
I've found the benefit of lunches together is that you get familiar with everyone, and they with you. There's more of an assumption of good will and competence between people who know each other.
Great, I'll get on the phone to the local special school and let them know their non-verbal autistic students with IQs in the 50 to 60 range are to be enrolled in manifold theory next semester, and if they can't do it then badosu says it's all their fault because anybody can learn maths.
You are being disingenuous. Of course people with disabilities or severely deficient in cognition have innate difficulties that might hamper or completely preclude the development of mathematical skills.
The main point is that the educational environment most people have to deal with: public school in most countries, focused on rote memorization of formulas for passing tests, is the main factor on the incredibly inefficient and adversarial perception of most students and adults.
If you are able to understand something as "basic" as higher order effects in economics and societies, accrued from an understanding of rates of change from calculus, you are of course extremely privileged. On the other hand you are not some gifted unicorn with a special brain, you are just lucky (exceptions exist, but even they have to be somewhat lucky).
I'll defer to the research[0], but I believe mathematical attainment is correlated primarily with IQ and mostly only correlated with maths anxiety, wealth, etc. to the extent that those things are proxies for IQ.
It's cruel to tell students that everyone can learn maths. Neither "everyone" nor "maths" is strictly true, you know it's not true, and most of the students also know it's not true. If you just told them "everyone in the class can improve" then it would be correct and uplifting!
Terrence Tao is a gifted unicorn with a special brain and this makes him lucky, as does his excellent education. Everything is luck when you look at it from enough of a distance.
I am fine with the research results, it's important to note that it does not control for pedagogical variance. [Edit: I'd like refer to the last 2 paragraphs on the Discussion section to point out other issues in the paper the author acknowledges]
One speculation I'd be fine to make would be that high IQ could be associated with survival bias, e.g. someone who is already quite adept at identifying patterns might be able to derive meaning from structures without requiring the motivation that compounds over time for others "less gifted". But I am happy to accept it's just a very convenient speculation.
Sure, Terence Tao might be a gifted unicorn with a special brain, he had of course the circumstance and means to have his potential thoroughly leveraged. Maybe someone "gifted" that is forced to memorize the quadratic formula to pass a test gets bored (but not gifted or motivated enough to complete the square on their own).
Edit: I agree with the rigor on "everyone" and "maths" (not everyone, not all maths), I hoped we had shared context on this basic assumption (which I expected to be a frivolous pedantism, I stand corrected nevertheless). I also appreciate the point about cruelty (which, in the schooling context, I believe goes beyond just our specific topic) but this textbox is too small to contain my wonderful argument.
This it total gibberish. No one cares about this sort of academic correction for observed outcomes. "Hmm some kids are continuously scoring better on math exams. Our pedagogy must be wrong! We must teach better." In reality math teachers who are good are extremely rare because people who are good at math tend to not be teachers.
I mean, we have good evidence that "New Math" pedagogical approach in the 70s was very ineffective compared to traditional learning by example, memorizing multiplication tables at younger ages. Would you say that is "gibberish" as well?
> In reality math teachers who are good are extremely rare because people who are good at math tend to not be teachers.
It's hard to take your argument seriously when your own sentence corroborates what I'm trying to convey.
I'm not particularly sorry, but when I ask questions out of the blue over email or chat, I always explain what I've already tried. The two exceptions are when it's urgent, in which case I briefly explain the urgency ("prod is down did you deploy just now?"), or when it's part of an ongoing conversation.
If this is not typical for you, then you are surrounded by people who disrespect you and your time.
Can you not say "sorry but I think you should try Claude first" and send the slop next? If someone treated me like that I'd either look for a new job, walk to their desk and do conflict management, or try to work out how I'd offended them.
I eventually worked out that the bureaucratic red tape was a hurdle rather than a deliverable and everyone else on the floor was dodging it. I'm still not sure why they hired me then put me on a team with no work in the funnel and a scope too narrow to make my own work, though I was grateful for the ridiculous pay.
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