> writing about something loosely and casually revealed to me something that fundamentally changed how I viewed a topic and really consolidated my thinking
You see the same thing in teaching, perhaps even more because of the interactive element. But the dynamic in any case is the same. Ideas exist as a kind of continuous structure in our minds. When you try to distill that into something discrete you're forced to confront lingering incoherence or gaps.
Same here. And when you encourage students to ask good questions, that goes double ... you're forcedd to see how important their new perspectives are, and to create your own!
Gatekeeper is a travesty and assault on user freedom. Apple should not be in charge of what you run on your computer, at all. Any exception to this should be opt in. If a user wants to insert a third party between themselves and a programmer they can elect to do that.
Let’s not forget when Apple’s certificate server was down and suddenly you couldn’t launch apps on macOS, to say nothing of the abuse of user rights.
Trouble is an LLM can test for something being logical in isolation, or coherent unto itself. It’s much weaker at anticipating what will be meaningful to other people which is usually what people are actually looking for.
NYC schools just passed some AI guidelines as well. No training on student PII data, no final grades, etc. Unfortunately that's a pinprick for the behemoth.
At a glance this may read as “most of this code isn’t valuable to others” but reality is probably complected with “this type of code is reducing the need for shared libraries”.
Computers were wondrous and amazing then. Every feature and capability was exciting and full of promise. Now I see node modules, IAM, surveillance, adtech. It’s more like repulsion. Very sad.
Ssshhh there’s an “VP of AI Transformation” getting paid $600,000 to do this plus the budget. They need their “AI transformation journey” to show to the board.
You assume the security is something you bolt on rather than the security weakness being inextricable from the value. The superior approach is to distill what the LLM is doing, with careful human review, into a deterministic tool. That takes actual engineering chops. There’s no free lunch.
“ The bombing, combined with other simultaneous Israeli military actions in Gaza, killed at least 68,000 Palestinians (mostly civilians), which is between 3% and 4% of the total population of the territory, and damaged or destroyed Palestinian schools, hospitals, mosques, churches, and other civilian infrastructure including refugee camps.”
https://en.wikipedia.org/wiki/Israeli_bombing_of_the_Gaza_St...
In October 7th 2023, about 11% of the residents of Kibbutz Be'eri - 130 out of 1200 - were murdered, raped, tortures and/or kidnapped into Gaza: https://en.wikipedia.org/wiki/Be%27eri_massacre
translation: Uh oh, he has irrefutable evidence everything I just argued for 5 replies was a lie. Quick! Change the subject to “two wrongs make a right” I know, I’ll equate 120 people with tens of thousands of murdered children.
You see the same thing in teaching, perhaps even more because of the interactive element. But the dynamic in any case is the same. Ideas exist as a kind of continuous structure in our minds. When you try to distill that into something discrete you're forced to confront lingering incoherence or gaps.
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