And minor nit: the airline is Alaska Airlines (no final n).
4,217 karma · joined September 1, 2008
And minor nit: the airline is Alaska Airlines (no final n).
> The hardest 1% of the technical problem, automating the surface streets and interchanges, would end up being worth only about $600/truck/yr. Level 4 truck autonomy has less value than a daily coffee.
Note that savings is $600, not $600,000. For a $100K truck, that’s 0.6% per year. Not nothing, but they’re happy to let someone else do the Herculean effort to get to L4.
For each programmer on a team that could do it in a year for, say, $240K in comp, you’d need 400 truck-years ($40M worth of trucks for 1 year) to make it a break even proposition. How many programmer-years do you think it would take to build L4 autonomous trucks? How many programmer-years have FAANG alone (leave out auto manufacturers or taxi apps) spent over the last decade on autonomous driving?
1. Students identified as gifted who do well because of their gifted program/who would have done well if they were in a gifted program. 2. Students identified as gifted who would do well regardless of whether they had a gifted program, even if they might do marginally better in a gifted program. 3. Students not identified as gifted who would benefit from additional resources/gifted peers in their non-gifted program 4. Students not identified as gifted who would not particularly benefit from gifted peers/already have adequately resourced classrooms.
I would have a hard time believing that the number of students in any of those categories is negligibly small. So then the question becomes how do we, as a society, best balance the tradeoffs between them. For any given student, we don't generally have the ability to try it both ways and see what would have been better, and of course any given parent will tend to prefer to take any tiny marginal improvement in opportunity for their children, regardless of whether it's net beneficial for society. But some of the role of society is to not allow people to take actions with mismatched externalities.
If there are more #3 students than #1 students (and/or the benefits to society are larger), and if we cannot distinguish between #2 students and #1 students, then yeah, let's get rid of gifted programs.
For myself, I think I was probably a #2—I had affluent, educated parents, benefited from significant extra-curricular enrichment, and could probably have had more enrichment with several tens of thousands of extra dollars per year of saved tuition. At what point could my parents have known that I was a #2?
I don’t think genetic interpretation is yet or will soon be at a point where a significant number of people (say, greater than a half of a percent) can benefit structural genome information, much less have the field be transformed. Heck, we have a hard enough time resolving the impact of single nucleotide variants in coding regions. While large copy number variants have the potential for significant impacts, for the most part we can resolve these pretty well to the necessary level of detail with current tech.
MolBio 102 for software engineers: each amino acid is coded for by 3 RNA bases. However, the number of possible RNA triplets (4^3=64) is greater than the number of amino acids (20), so some amino acids have multiple triplets assigned to them. For instance, both UUA and CUG code for the same amino acid (leucine), but one of them is more efficient to express. The implicit argument is that consistent preferential use of these optimal codons is evidence of genetic engineering rather than natural evolution.
> Administrators should examine programs and policies and how white supremacy impacts student outcomes (e.g., tracking, course selection, intervention rosters).
> White supremacy culture shows up in math classrooms when... Students are tracked
I interpreted this to mean that tracking is (like course selection) a student outcome that can be impacted by "white supremacy culture", not that tracking is, inherently and unavoidably, a sign of white supremacy. If there's burglars around, unlocked doors are usually correlated with burglary; that doesn't mean you can't leave your doors unlocked, but you're going to want to be careful about it. Similarly, if you live in a society with pervasive racism (read: most societies), it's possible to track students in a way that doesn't reinforce those racist trends, but probably only if you're careful about it.
I think I probably agree with you that "white supremacy culture" is, as a term, perhaps more aggressive than it needs to be. Not being deeply embedded in this debate, I'd assume it's going to turn off more people who hear it, think "I'm not a klansman, so this isn't something I need to address" than it will engage people who think racism is bad but haven't considered how their own (probably unexamined) practices are leading to outcomes they don't want.
> Alternate explanations for the effects of T. gondii on humans cannot be ruled out. It is possible, eg, that individuals with certain personality characteristics behave in a manner that makes it more likely that they will become infected.
In fact, the one study examining parachute use showed no effect! ;-) https://www.bmj.com/content/363/bmj.k5094
I think we all agree that financial literacy is probably, on average, good. But, as the parent post said, the magnitude is unknown. Is it the “passport to financial freedom”, in which case it’s probably reasonable to spend a lot of class time in school on it? Or is it just nice to have, and outcomes are mostly dependent on other factors, in which case we could just as well use those classroom hours for something else. This is a hard thing to disentangle from good survey data, and nearly impossible from the kind of anecdotal reporting in most of the article.
Personally, I think some of the article cuts against its own thesis. “ Leanne Fielden fits the bill for the disadvantaged. She is an unemployed woman living in the deprived Middlesbrough region. […] Her profile belies her own financial expertise. “I’m fortunate that I’ve worked for Barclaycard and Visa. I often help family and friends with money issues,” she says. So she herself has no fear of finance.” If financial literacy were a magic bullet, why is she disadvantaged? Let’s not motte and Bailey this argument from the title (“financial literacy is a passport to financial freedom”) to the more defensible position of “financial literacy is helpful, in most situations”.
Rest of the article: continues to use the term "Junk DNA".
My experience in biology labs (though not virology labs) suggests that a leak of benign research is plausible, and that if it did happen odds are good that there wouldn't be a ton of documentation to suppress. Mistakes happen all the time, and if researchers filled out a report every time a tube was dropped or some PPE was ignored in a "pretty safe" scenario, there'd be almost no time for research.
I still think the total number of human-animal contacts outside the lab are at least an order of magnitude greater than inside of it, so I would rank the probabilities as (natural > benign research leak >> gain of function leak).
I don't find it suspicious at all, precisely because I don't trust the Chinese government. In my estimation of the CPC, the following probabilities are all roughly equal (and close to 1):
* P(suppress investigation | natural origin)
* P(suppress investigation | lab leak of benign research)
* P(suppress investigation | lab leak of gain of function)
From a Bayesian point of view, then, P(lab leak | suppress investigation) is going to be almost equal to P(lab leak).