Academic “ghost-writing”: the cheating scandal no one will discuss (2020)
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Now the ghostwriting was also an issue, but that theoretically still can be caught (and it was from time to time). One way to do that was requiring in person exams and you always had to cary your uni I'd for the exams.
However, what the University administration realised is that there were some students essentially hired someone at the beginning of their studies to impersonate them at registration, where they got their photo taken. The "impersonator" would then complete the full studies for the student.
Now you need to id yourself at registration, however if the hired person looked somewhat similar it would just go through.
Nah - university is full of people who desperately want standardized tests to be worthless.
Yes long term this can damage your reputation but in capitalism nobody cares.
[0] https://publication.enseignementsup-recherche.gouv.fr/eesr/7...
Yes they require a passport at registration, but it's difficult to decide for an admin who sees someone for 2 min and looks at the passport for maybe 10s that that person is not the person on the passport. Especially so if you are not expecting it and the person comes from a different background (we struggle more with distinguishing people from other ethnicities)
I think this is how they got wind of the scheme though, someone got suspicious.
One sibling takes the same class twice, once for themselves, one for the other.
In majors with huge classes, no compulsory attendance, and schools where ID cards don't require a picture - this was apparently a thing. Some people would simply hire people to take the exam for them.
Obviously this wouldn't fly in a small class with 15-20 students or so, but very feasible in classes with 200-300 students, and where the exams are also open to previous year students.
So I agreed to help him do the project. He took that to mean that I would do it for him, he did no work and didn't show up on 2 of the 3 times that we had scheduled to work on it together.
And then he got mad at me when the project literally caught fire because of an absolutely obvious short that I put there on purpose to see if he'd catch it. I told him that if he couldn't be arsed to write the schematic he should at least have read it.
(This was between 10 and 15 years ago, and all this guy had to do was look at the breadboard for 2 minutes)
The unfortunate lesson I got from university is that they were very aware of cheating, but not all that enthused about penalizing people for it. 11 people in one of my freshmen classes got copying an assignment to keep a journal over the semester. In theory, they should have failed the class or been expelled, but the professor didn't want such a high rate of her class failing and just gave them a zero for the one assignment.
...leaving the honest students as the only ones whose grades suffer from such a scheme, whether it is from their assignments seeming subjectively subpar as compared to their cheating colleagues, or when the class average (and grades) are disproportionately skewed. In the latter case, when grades are assigned based on a bell curve rather than by a fixed percentage mark, an honest A performance can easily turn into a B+ or lower.
Foreign students are absolutely a grift at US universities, though I suspect COVID may have ended that one. A great many will come to the US hoping to land a job but most will go home with a name-brand degree and a stake in the moderately successful family business.
Yes, but the name of your school and your GPA does tend to affect the manner of your posterior's entry.
Even if you want to learn, its not like academia is the gatekeeper to learning.
Also, learning isn’t always the end goal. Maybe you want to be a professor and teach, or maybe you want to do academic research.
A lot of the honest students are too young and naive to realize the weight and importance of this though. Sometimes it takes a while before the harsh reality of how the world works sets in. When you've done well thus far just being a smart, honest, hard worker I suspect many believe that he world just continues to function in the way it has since they we're high-achieving children. Once the veil is lifted you end up with a lot of jaded adults.
Not saying they don't bear any responsibility for thinking the world is one giant meritocracy, and not being more skeptical of society. But still, it can be a bit sad to see some genuinely good people get torn down as they grow up and get pushed aside despite following what they were thought 'the right path' was.
I guarantee you they do. I guarantee you I know people with PhDs in neuroscience who've been asked their SAT scores.
I guarantee you that Boeing or some other major defense contractor (it's hard to keep track with how many were on campus) has made it well known at my school that if you graduate with a 3.7, you automatically get a job.
I guarantee you that when a school like mine does grade deflation to the point where the average engineer gets a 2.7, the people who cheat make it such that the people who didn't cheat struggle to find a job. Then when they do find a job their success is delayed substantially.
I guarantee you that people who already study their ass off for tests also cheat so that they guarantee that A. They also guarantee what would have been an A ends up as a B. There are only so many spots at top universities, guess who those spots go to.
Guess what happens to a school's reputation when their "best and brightest" end up being idiots in the workplace. Guess how hard it is for the smart ones who didn't cheat to find a good job.
Cheating does a lot more damage than you give it credit for.
(I've also met a lot of brilliant people that didn't cheat but there are far more smart people who do than don't)
All the things you mentioned are before entering the workforce.
Working on a PhD in Neuroscience or for Boeing is not the end goal (in fact you should probably avoid Boeing if you have a degree in Aerospace)
There is a huge demand for tech workers, its all over the published media. As long as you get that degree, and can pass the entrance interview (for which a degree is far from a requirement), you can get a job.
Also
>Guess what happens to a school's reputation when their "best and brightest" end up being idiots in the workplace.
Literally nothing. Entrance interviews are a thing, and there is enough "padding" to absorb the lack of skill, especially in jobs with goverment contracting involved, where the company places someone on the project just to charge the goverment a certain rate for them, even if they don't do anything.
Some of these cycles are self-perpetuating. If cheaters make it high enough in the corporate world the "you don't need to know that skill anyway" mentality can sink in (after all they were successful) and then nothing really matters except the school that someone came from.
"the freeloader had to take the class again."
People say "that's real life" - well, no. In the workforce there's some accountability and the freeloader will get fired while you get promoted.
Lol, if only.
It's really not that hard to imagine living in luxury and fear at the same time. That's how rich and/or powerful people feel in less democratic countries - they simultaneously have more money than they know what to do with, and are one random event (mistake, shifting political winds) from losing it all, possibly along with their lives. It's actually one of the main reasons democracy is considered the superior system - powerful people living in fear is a combination that often leads to blood being spilled.
This is statistically true for more people living under capitalism than socialism btw.
Thankfully I was never the type of person who had to cheat their way into prestige. I did that because I was an immature kid. What's worse is that I was smart enough to solve the problems anyway, but I was just lazy.
The university will only crack down when it affects their prestige.
Also, some of the cheaters - particularly of the lighter kind - still absorb enough knowledge through osmosis + self-study that they can back up their diploma with actual knowledge.
Ultimately, I think looking at the aggregate outcomes, the correlation between students cheating and university getting bad feedback from the market is weak enough that it just doesn't form a strong incentive for universities to do anything about it. It takes a widely-published scandal to temporarily change that.
It's likely that this decision was not up to the professor. Unless you have massive proof, deans (and the administration in general) hesitate against taking serious action. I'm talking from my own experiences.
In retrospect I could have made a stink and gone to the dean, but Freshmen me wasn't willing to do that sort of thing.
This is one reason we keep exams -- while they have many problems (particularly in Computer Science), forcing someone to sit in a room and answer questions gives a way of checking the student really does understand the course.
This nipped HW cheating in the bud by the 3rd semester, because the students knew that you couldn’t game the system by maximizing HW grades to bring up exam & quiz grades. Exams & quizzes were autogenerated from a set of parametric problems, and put in random order on the print out — made side-by-side and answer-sheet cheating basically impossible.
Faculty weren’t as charmed with the cratered grades, though.
I remember having some terrible graduate instructors at the University of Oregon who clearly had 0 desire to teach and routinely expressed frustration when first year students could not keep up with their doctorate level notation and language styles. Most students passed by a hair thanks to homework and quizzes, mixed with study groups and studying topics which weren't covered properly in the class. Had it not been for a heavy weight on HW (about ~35% IIRC) most of the class would have failed. And cynically that homework weight must've been intentional - they knew there was a problem with their course instruction and they covered up presumably high fail rates by bumping HW grading...
The problem with evaluating large groups of people is that many will fall through the cracks, not due to malice but because there is no one-size-fits all solution. Yeah you can improve cheating metrics but how many non-cheaters, good qualified students who put in the work, were also negatively affected by your grading rubric? 0? 1? 100? 1000? Unknown?
And as a corollary this bleeds right into tech recruiting where scores of qualified candidates are put through a song and dance routine which arbitrarily and sometimes biasely culls for no valid reason other then being a day that ends in y.
It facilitates cheating in a way that's almost impossible to counteract.
The other way around works though, where you work hard to make sure your final exam isn't something they can cheat on, then allow that to overide or pull up the other grades. This isn't really helpful for people with high test anxiety but it does help.
You can't get this stuff perfect, but you can make sure the result is at least fair.
Once we realized that these same graduate assistants were treating some folks to a different standard, a group of us got together and basically forced them to grade us the same way.
It was bullshit, we were all neck deep in debt paying some incompetent to not teach us, and then haze us with capricious grading and classroom policy.
These courses had 600+ students in them.
I'm also certain they stopped a lot of this when I stopped teaching. The "cheaters" would get caught, later, anyways.
How was the final grade determined? min(HW, Quiz, exams)?
Maybe focus more on the teaching and less on the testing.
Back when I was an undergrad studying Applied CS, we[0] had a really friendly, cooperative attitude - we would help each other learn, do homework together; people who turned out to be good at a particular topic would often compile guides and learning material and FAQs for everyone else. Late in my studies I discovered this was seen as a highly unusual thing about our sub-faculty[1]. Other faculties had much more competitive, every person for themselves attitude.
It turns out, the driving factor was that our sub-faculty had different rules about scolarships: you had to cross a threshold of high grades on a given year to be eligible for one, and the amount of money you got was purely determined by your grade average. Everywhere else, scolarships were limited to top % best students. Where everyone else competed and kept their hard-won knowledge to themselves, we'd routinely assist each other, so that everyone could get a shot at getting the scolarship.
I hear that after I graduated, they normalized the incentive scheme to % top students everywhere, and that new Applied CS groups got as unfriendly as everyone else was.
--
[0] - All years studying Applied CS in our sub-faculty[1], not just my year. Don't know what the proper English term for it is, in Poland we call it "kierunek" (literally: direction), vs. "rocznik" meaning a class of a particular year studying on a "kierunek".
[1] - Not sure what's the right term for this either. Our faculty had essentially two branches that dealt with overlapping fields of study; as I was graduating, they ended up splitting into two separate faculties.
Anyway, the next year they adjusted by saying "it's absolutely fine to collaborate on homework and projects. Go nuts. Copy off each other all you want. Also, homework is just 25% of your grade now, quizzes and exams are everything." This made for pretty terrifying quizzes, but things worked out for everybody (except folks with a lot of test anxiety) because folks who actually did the homework tended to be the ones that did well on exams anyway.
It meant homework was an opportunity for difficult questions to be used for teaching rather than a test for knowledge—the only thing preventing one from skipping homework was the shame one would experience turning up to go through the solutions and discussion without having made attempts. One could also choose how collaborative to be with the problems and discuss them with peers. The downside was that there was a lot of pressure on exams and if you were ill on exam week you’d be SOL (also no resits because why not). And some people just don’t perform to their true ability under exam conditions (though to be fair the university selected for it with entrance exams.)
It is especially troubling because post-secondary education is a sort of cornerstone of all other human endeavours so the cascading effects of people cheating and not learning the material that they need to be better at their jobs influences lives just as much as a plane crashing.
The silly part is that post-secondary education is something that is far older than the flight industry yet no such standardization of controls over testing / grading have been implemented.
It seems like it's almost a choice.
> Faculty weren’t as charmed with the cratered grades, though.
Yeah. it's a choice.
This is insane. Most people never attend university and do plenty of productive work. Most people who do attend university never work a day in the field they did their degree in. Most people who do work in the field they did their degree in never use the large majority of what they leaned there. On top of this a large majority of professionally relevant material is learned on the job.
The reason that there’s no real effort to check people aren’t cheating is because school isn’t primarily about learning, it’s about ranking and sorting.
Curious, any source on this?
> We find that about 27 percent of undergraduate degree holders are working in a job that is directly related to their college major.
https://www.newyorkfed.org/medialibrary/media/research/staff...
Spend as little time as you can in the university library and go around campus socializing.
For most people, first years at university is also the first years of independent adulthood, with all its challenges. I sometimes wonder if universities would work better at educating people if everyone was given a year or two to focus on getting their shit together - interests, romances, whatnot - and only then the real education would start.
Lawyers, doctors, nurses, engineers, and teachers are all educated at universities.
These are the people who create our standards bodies that dictate how the rest of society functions. Whether it's the legal system, the standards regarding medical practices, the standards regarding electrical and mechanical safety our entire society is built on the education and credentials that these people receive from attending university.
Think about this: Nearly every single person if not every single one that you have ever met was taught to read by a university educated teacher. If they were home-schooled, their syllabus was likely prepared by a university educated teacher.
We are all literate and numerate because of university educated teachers. That fact alone proves that university is (for better or worse) is a cornerstone of all human endeavours.
No. People were literate and numerate for millennia before universities existed. Universities are not necessary preconditions for literacy or numeracy. At least 10% of children are able to read before they start school at all because their parents taught them. The first society with near universal literacy, Puritan New England did so without any universities and their teachers were in the large majority not university educated.
Of course people were literate before universities were invented. Writing predates universities.
Good day Barry.
White-boarding or "oral exams" are effective in proportion to the skill of the person giving them. Most people have little natural skill in this even (perhaps especially) if they are expert in the domain being examined.
The professor asked me if I had taken the class before.
I hadn't, but the exam was all short answer and multiple choice. Which was very different from the long-form work most of his students did, but absolutely in an American student's wheelhouse.
I was okay in the class. What I was really, really good at was the test.
However our syllabuses are utterly uninspired and probably couldn't do a better job of putting people off science and mathematics if they tried.
http://chrisparnin.me/pdf/stress_FSE_20.pdf
"To understand if coding interviews—as administered today—can induce stress that significantly hinders performance, we conducted a randomized controlled trial with 48 Computer Science students,comparing them in private and public whiteboard settings.
We found that performance is reduced by more than half, by simply being watched by an interviewer. We also observed that stress and cognitive load were significantly higher in a traditional technical interview when compared with our private interview.
Consequently, interviewers may be filtering out qualified candidates by confounding assessment of problem-solving ability with unnecessary stress."
For my view, consider a very bright problem solver, who bursts into tears every time a person watches or criticizes their code. Do you think that's relevant to performance?
Certainly is a balance, but studies like this usually wilfully ignore all of the other aspects of software work, that aren't sitting in a chair alone writing code.
When being interviewed, an entire career is resting on your 45 min - 3 hr performance. And at certain places, that could potentially mean the difference between $50k/year, and $250k/year.
On the other hand, you're not risking your job every time you discuss something with your co-workers.
There will always be absolute edge cases (like the person you described, which by all means sound like an extreme case) - and I think it's fine that some tests manage to exclude these, but the problem is that it's also potentially removing candidates far away from the edge.
The real article on HN should be about how this company is using all these crazy tricks to get them traffic.
I think broad statements like these, that blame a shift in culture, do so out of a sense of nostalgia for an imaginary past. Isn't it more likely that the effect the author sees is simply part of the culture and that changing technology allowed for new expressions of it?
Whenever an author says "No doubt" or similar, there are doubts the author can't answer. It's a rhetorical sleight-of-hand, something to get you looking over here while the hole in their logic slips quietly past over there. Do it deftly enough and you can get people to swallow camels in your article, even if they'd strain at gnats in an article written without such devices.
My parents told me of very similar setups when they were growing up in the 1960s USSR.
A roommate in the mid-2000s did similar work as a side hustle.
The actual practice is surely as old as university credentials.
That's why you have to come down hard on everyone.
An academic with a cheating problem in their course has a problem they need to solve it they are knowingly screwing the honest. From a position of power.
e.g. getting a vaccine. You're arguably best off if you're part of the 1% of the population who choose not to get one but still get protected by herd immunity. But if that 1% grows to 10/20/30%, suddenly, not only does the defection advantage disappear, but the whole herd starts to suffer. Tragedy of the commons.
We're all stuck between a rock and a hard place of simultaneously not wanting to restrict individual freedom, autonomy, and privacy, but also recognizing that when being a parasite is a disproportionately advantageous role for an individual to choose, it eventually kills the host.
That class was graded on a curve.
I got a 'B', and I would say I was in the 90th percentile for understanding the material. It would have been neigh-impossible to get an 'A' without cheating.
One of the first and best known academic ghost-writing web sites is
SITENAME.com based out of Montreal, Canada. It’s been in business for nearly 20 years, longer than most.Guy outsourced his entire programming job and got away with it for quite awhile. I guess the company didn't do much peer programming.
At a society level, companies and billionaires are outsourcing every goddamn thing they can to anywhere but America and Americans, and unfortunately that extends to other Western nations as well now.
They only got pissed off because for once, the little guy was winning here and outsmarted the greedy sons of bitches.
If you want a powerful Western society, you have to pay Western residents Western wages. Now China is on the rise and clearly the most dangerous threat not just to the United States, but the rest of the Western world, but no one sees it because they want their $999 iPhone that would be $1999 if it were actually assembled in California by people asking for a measly $15 an hour.
Bear in mind he was getting a 6 figure salary- he was hardly the little guy making under $15 an hour.
[1]https://www.technologyreview.com/2016/06/09/159456/the-all-a...
I've been a part of electronics manufacturing and I absolutely agree that moving this kind of manufacture has never really been done in the US (specifically, moving an assembly process developed and executed in the east to the USA) especially for a product as complex as a smartphone. That said, I've seen it done at a small scale several times and generally I can say it's quite possible to do it, as long as you can accept a premium of 5-15%.
If the college did any amount of meaningful in-person teaching, it would be immediately obvious that a student had not written their own coursework.
And it is a problem, because it means the output of colleges is increasingly just noise.
It will become even more of a problem in the future, because you can't run a civilisation packed full of 'qualified' people who can't do shit.
Except cheat.
A 300 person class might as well be an online course, for all practical purposes.
It reminds me of the fact that when I was five to nine, my school assigned loads of academic busywork that was completely pointless.
My mum did it for me and let me go out and play. Our class ranks were based solely on exam performance, and I was top of every class.
University probably has loads of pointless busywork too. Though I recall my Masters degree in CS actually being a rather enjoyable experience all around with fun assignments.
For CS classes at least, it seems like you're missing out if you don't do the work because it's so much fun!
In practice, though, the writing is often hardly instructive. There are very few people that take stuff like "The Elements of Style" seriously. And the subjects are usually quite trivial.
But calling writing per se is as much "busywork" as learning a programming language, CAD modeling, or working out mathematical proofs by induction.
That's because it's garbage. Learning to write is great. But that is best done by reading good writing and practicing. A list of rules that constantly violates its own advice because obeying it would make the text hard to read is not of any value.
https://www.chronicle.com/article/50-years-of-stupid-grammar...
Second, I cannot judge the grammar part, and style is always debatable. But the rules for style were hardly inconsistent when I read the book. "Omit needless words." is the most useful one, especially for academic writing.
If a job really required university knowledge you would be fired pretty quickly if you didn’t do the assignments but because people keep investing money in paying ghost writers it would indicate that it’s paying off.
I personally see this on CodeMentor: “I don’t care how it works, I don’t need to understand it, I just need it done in the next 60 minutes”.
But you get prestige and awards on "the free market" for all kinds of publications.
Yeah, but those are for the low end of the hiring market. Personally I mostly just ignore 'awards', unless it's a Nobel Prize or something.
In fact, too much award fluff is a big negative weighting for me. Same with patents and ECs.
I assume it's similar anywhere that ability actually matters. Sure you might get a boring entry-level IB job at some meat factory whose mild 'prestige' will impress your parents/schoolmates, but who cares in the grand scheme of things.
"Not getting a good education, but saying you did." is easier.
What is the point? Why not spend the best years of your life struggling to understand things? Why just bug out and waste your time?
It's not like rich kids hiring people to be drafted in their place, and sent to the Battle of Gettysburg to be praised by Abraham Lincoln in their graves.
Going to university is good. If it's isn't good, why do it?
Why fake it? So the patients you treat die because you're incompetent? "Anatomy? I hired somebody to take that exam for me. My bad."
I was surprised that it was possible to prosecute faking admissions to colleges as a crime, but apparently you can.
https://en.wikipedia.org/wiki/2019_college_admissions_briber...
This would seem to be similar. Perhaps it can be prosecuted.
[1] https://www.justice.gov/usao-ma/investigations-college-admis...
The U.S. mail and wire fraud statutes are notoriously broad and on their face, seem to cover academic cheating services. Indeed, there is a precedent to this effect: United States v. International Term Papers, Inc., 477 F.2d 1277 (1973) [1]. However, I think it was overcome by the Supreme Court’s rejection of honest services fraud in 1987 [2]. While Congress reinstated the concept [3], the Supreme Court cut it down again in 2010, limiting it to bribery and kickbacks [4].
So that could explain why the newer online services haven’t been prosecuted federally. Several U.S. states have statutes explicitly dealing with this issue [5], but I suppose they are not being enforced for jurisdiction or resourcing reasons. Perhaps the newer legislation in Australia [6] and New Zealand [7] will be more effective.
[1] https://guides.law.fsu.edu/ld.php?content_id=4996427
[2] https://en.wikipedia.org/wiki/McNally_v._United_States
[3] https://www.law.cornell.edu/uscode/text/18/1346
[4] https://en.wikipedia.org/wiki/Skilling_v._United_States
[5] https://guides.law.fsu.edu/termpapermills/statutesandlegisla...
[6] https://www.legislation.gov.au/Details/C2020A00078
[7] https://www.legislation.govt.nz/act/public/1989/0080/latest/...
This article drops that ball right out of the gate, and doesn’t seem to notice.
It was during one of the first assignments of an infamous class I took during my bachelors. For context, the course was in Danish, but it was optional whether the hand-in, was in Danish Or English.
My group had written our assignment in English and had handed it in to the (public) repository.
The funny thing about this course was its structure, each group had to write a assignment, and then peer review two other assignments. This was done to take some load of the professors, as well as teach the students about collaborating on a long running project.
The first peer-review we had, was an exact copy of our own hand-in, though translated to Danish. it was quite unfortunate, I believe they got off with only a remark. But it was quite an experience to review your own work, plagiarized to that extend. Especially as it was in the beginning of the semester.
I think this is because the cost of getting a masters doesnt make sense for someone with a CS undergrad who can easily apply to FAANG/etc.
Opportunity cost can be significant of course.
E: Another point - I know people who do more complicated things when programming, the thing is, they are also able to do simple things. I'd be really uncomfortable about hiring someone to do something complicated if they couldn't do something simple.
- Soumith Chintala (https://www.linkedin.com/in/soumith): Co-inventor of PyTorch; Distinguished Engineer at Facebook AI
- Jacob Devlin (https://www.linkedin.com/in/jacob-devlin-135ab048): Inventor of BERT; SWE at Google AI
- Yuxin Wu (https://www.linkedin.com/in/ppwwyyxx): Lead developer on Detectron2; SWE at Facebook AI
If we include successful entrepreneurs and CEOs, the list becomes larger still.
Of course, these examples are cherry-picked, but I'd be careful with your assumptions.
Many people who pursue Master's degrees in the U.S. are international students who didn't have the luxury to do their undergrad in the U.S., a large number of whom have gone on to great success in the tech industry. At the high end, M.S. in computer science grads represent the best and brightest of three groups: international students, PhD dropouts, and those curious enough about CS to pursue it at the graduate level.
But they are getting M.Sc degrees because part of the course involves learning how to "do research", i.e. the process. That apparently is a general requirement for students getting an accredited M.Sc degree. But it doesn't have to be original research... or even good research. Honestly, the whole program is sort of a diploma mill and given that students typically go into the program in order to retool and get a job in IT, they would be better served learning more focused stuff like one does in a boot camp than "how to do research". Or maybe a not-MSc degree, but something that indicates they're good enough to be junior programmers but are not really MSc level. The uni is trying to play the "boot camp" game while adhering to "academic standards".
I OTOH went thru a "real" MSc program from a much better uni (Edinburgh) and you absolutely had to have the basics of IT under your belt before taking that program.
Finding a good ghostwriter demonstrates a number of useful skills.
My favorite bit of the story is that he had been known as the best developer in house, and in a different article I can't find anymore there were more quotes from his coworkers about how it seemed like he could do anything, no matter the technology / programming language.
Then another AI could deep fake a students style based of their fingerprint. An ever-escalating battle between AIs.
I'm currently going back to school and my experience in doing so is quite troubling. Largely my issues reside in two classes, English and Ethics. While I have a B in both classes, I have not at any point learned anything in either class. By learned I mean learned in the traditional sense of doing class work, receiving feedback, revising, repeat. This process usually culminating in a full formal essay or test.
In English, my professor gives only a few sentences of rather generic feedback on each class item. We write many pieces of a total essay that we turn in to receive this feedback on before putting it all together into an major essay assignment. So for one of these pieces we were supposed to give a critical response to a couple of articles we read about the tech industry and its effects on human thinking. One argued that human beings were "evolving" into man/machine "centaurs" such as the super powers of "ESP" that are gained by using Twitter (not joking). The other was an article from The Atlantic titled "Is google making us stoopid?" (no, I did not misspell "stupid", that was the title). The assignment was to argue for which one was most persuasive.
I of course found neither very persuasive. I found some sentiments that I agreed with in the second one, such as people losing their ability to focus for long periods of time brought about by an industry of attention battling (too many distractions). But overall this was not a good case for human brains being made defective, which to its credit was said in the portion where the article's author talked to a neurologist.
In the first article I found an overwhelming misunderstanding of general and specific A.I. This position of my final essay had one note on it from my professor, it was a YouTube link to a dancing robot that I presume was supposed to be a snarky response displaying how intelligent robots actually are.
So I wrote my paper with the thesis that neither of the two were persuasive. I focused much of my paper on the fact that intelligence was poorly defined throughout despite it being the foundation of each argument. I spent a portion of the essay explaining that even though computers played chess (a main sticking point for article 1), this did not constitute anything near human intelligence and that is not exactly viewed as an overall positive thing from the chess community at large (I myself have played chess for many years, won a couple state championships as a child and currently after not playing for a long time have a rating of around 1600-1700).
I received little to no feedback on any of the smaller portions of this essay and got full marks for each. Yet, when it came time to put it all together, I received a C and was told my thesis "side-stepped the entire point of the exercise". I wrote my professor and said that I had already turned in drafts of my thesis twice and I was not told it would be outright rejected. The only real thing I had been told to change was my summaries of each article, as they were too thorough and I should cut it back to the "gist". My final essay was scored poorly on the summary section for "only capturing the gist". I also pointed out that in my last draft, I had specifically asked (parenthetically to my teacher and fellow students) if my thesis was okay or unclear in any way as I felt summarizing intelligence arguments in 5 pages or less was difficult to do effectively. This note was ignored and I was given no notes on it at all, only top marks.
He responded saying he graded it for overall effectiveness and that if I wanted to try again I was welcome to. I declined since I did not have time to redo it as by the time I received this, I was three weeks into our next essay. It's interesting to note that a week later I was told I had to scrap the work on this "formal research essay" as well because it contained "too much research" and was not "opinionated enough".
The point is, I was really trying to use my time at school to actually learn something. I know my writing can be better and I want to make it better, but this environment is not conducive to doing so. Admittedly, even this comment could use some work: better organization, less choppy thought structure, etc.
My ethics class is much the same way. We read portions of our two textbooks and take lock-down browser quizzes (on camera) as well as major tests. The quizzes are intended as practice and for understanding what you should study for the test. However, you are only allowed to see the numerical results of those tests and quizzes! You are NOT told which ones you missed or what you maybe did not understand. I fail to see how anyone can benefit from this approach to learning.
Which is an extremely long way of saying I understand completely why people would cheat and not try while in school. I myself am not one of those people but the design of the institution, at least the one I attend, seems to be begging people to game it and further circumvent actual practice and learning.
On top of all of that, when I asked an English professor about my issues leading up to that first essay, she informed me that my generic non-feedback sounded like the output of A.I. grading software. Something I had not before known existed and was mortified to be made aware of, as ironic as that is in light of the subject matter my class was concerned with.
Seems to me that the schools themselves are also outsourcing their jobs.
An example of this software: https://elearningindustry.com/artificial-intelligence-new-ro...
Can he possibly be saying that cheating in a class to get a high grade is "getting a good education"?
Or is this just an attempt at sarcasm?
Or was it simply a typo, and he meant to write something like "getting through college" instead?
In the current anti-intellectual period in my country (US), it can hard to figure out who is kidding and who isn't.
.. there are too many Prof. Dr. Dr. that did not "cheat" but still claim covid isn't real .. so the title really doesn't mean anything at all to me .. also having studied myself seeing what kind of idiots also got their exams .. it's maybe just a proof they can 'write' and 'read', but even believing this would proof 'understanding' is a big overestimation of the title itself ..
Peer review does not even attempt to control for fabricated experimental results or other data.
Most people would benefit from a liberal education, that is the literal meaning of liberals to make one free, but most don’t actually get it at university because it’s hard to do and to measure (and not many actually care).
Partly explains why his language projects like Arc have been a hot mess.
I ended up using uBlock Origin to select the element and to block it, causing whatever crazy JS that is to die.
My own metric - non AMP site + clickbait headline = jank and constant jumps as dynamic stuff happens (be it ads changing or show off or attention grabbers or analytics maybe).
This doesn't make any sense to me. Are you saying that you experience jumping content on many blogs.
The way any site avoids this is not being bad.
This is such a common issue HN site guidelines actually have a rule for this:
"Please don't complain about website formatting, back-button breakage, and similar annoyances. They're too common to be interesting. ..."
I've become more and more convinced the AMP haters just have total blinders on to the crap that websites spew - or are browsing with ad blockers or javascript blockers or something.
https://news.ycombinator.com/newsguidelines.html
I don't mean to pick on you personally—the problem is more that these things tend to get upvoted to the top of the thread, where they choke out on-topic conversation. This happens because the annoyances are real, not because they're unreal. At the same time this comes up so often that we have to try to avoid the repetition.
1. There are no apparent ads on the site. There are three things uBlock origin blocks, but they don't seem to be things doing anything visible (I'd guess trackers).
Usually it is sites infested with ads and a ton of trackers where you encounter visual glitches this jarring.
2. The interval between glitches varies, and sometimes it is a double glitch instead of a single glitch.
3. If I open the site in both Firefox and Chrome, their glitches are in sync. Same if I open it in more than one Firefox or Chrome window.
This suggests whatever it is doing is based on clock time, not on time since page load which is what I would have expected.
4. The glitches are much less frequent in Safari.
I can't blame students in that predicament for cheating on those kinds of courses.
They are merely jumping through the hoop. A hoop that serves no purpose, and is itself unethical.
I've seen many such students cheat on those courses so they can focus on their core learning and get on with their lives.