akikuchi
Joined 17 years ago
Joined 17 years ago
It seems like many in the no-excuses camp often frame the hard line as teaching a lesson for "the real world." But I would argue that a main reason deadlines are important in the real world is because other stakeholders need to have clear expectations to use for their own planning. It's unreasonable to expect them to adjust their plans do to one party's shifting schedule, and it's generally a bad idea to treat deadlines lightly.
But if there's a sensible reason and it doesn't cause a big problem for anyone, I don't see why the "principle" of a deadline should trump empathy and business judgement.
Especially since YC can always use the timing and circumstances of the application as additional pieces of information in their process.
Your idea would mean paying 100k for the possibility of receiving some additional value 100 years in the future. The first 100 years of value are already protected under US law.
Don't be afraid to ask, but only AFTER YOU'VE DONE YOUR HOMEWORK. People can be surprisingly helpful, but especially if it's clear you're working hard to make each request count. They're much less likely to think you're wasting their time if it's clear you've been hustling and see their help as a catalyst for you working EVEN HARDER.
It seems from many of the other comments is that people recognize that performing exact mental-arithmetic calculations is rarely necessary; however, the more intuitive understanding of how numbers relate in magnitude etc. is critically important. Estimation is something that I think many of us take for granted, but that has some significant mental pre-requisites.
Interestingly, a growing branch of mathematics education has been working to explore whether the traditional rote memorization is the most effective way of instilling this more hollistic understanding of numbers. If people were interested, I could ask some educator friends for more up-to-date links/citations on this topic.
In addition, I think there are a variety of ways of improving the "ease of consumption" (ie scanning for good comments) without re-introducing the gaming-type issues with integer comment scores. For example:
1. Use a log(karma) function or some other simple obfuscation method 2. Highlight/mark comments by a small number of point thresholds or quantiles 3. Highlight/mark only the top x% of comments on a thread
I do think there is value in seeing some signals of comment quality, but I don't think these need to be particularly granular at all (even just one or two "good comment tiers" could be sufficient).
The challenges of professional recognition, accountability and performance measurement which you aptly highlight are very real. I may be interpreting you incorrectly, but you seem to blame teachers for those issues. My thought is that teachers recognize that the broad challenges facing the industry, and recognize that a comprehensive solution will probably require some significant reforms. But I imagine they also believe that just giving up some of their current rights will not be a sufficient solution without more comprehensive reform. So in the meantime their better off with the status quo.
Your argument is effectively responding to the idea that "we don't find that pay package attractive enough to make us want to be teachers" by saying "but you're using the wrong word- you should look at compensation." Okay, then "we don't find that compensation package attractive enough."
I certainly don't think that just paying teachers more is going to fix anything. But the vilification of the profession, which the article laments and you effectively condone, is in my opinion a big distraction. I agree that tenure is not a perfect system, but neither is it entirely without its benefits. Until more progress is made on a more comprehensive response to education reform, attacking the teachers for not giving up their long-held rights seems a bit unrealistic.
There seem to be many comments attacking him for various minor gripes, choice of language, his incomplete understanding of the situation, etc. But that seems to miss the point. He’s ultimately asking how did this end up so wrong, and what can we learn from this tragic situation. How far should someone need to be prepared to go when taking a stand? How might more effective publicity/messaging have furthered the cause or helped prevent the judicial process from spiraling out of hand.
Technical advancement and the proliferation of data create scenarios that are clearly not intuitive to the average person. There seems to be a tendency to sometimes attack/lecture less technically proficient observers, rather than try to more meaningfully communicate and get to the heart of the issue.
Byrne connects the JSTOR situation to the very different realms of wikileaks, manning, music publishing, etc. For those who care about the rules governing information sharing, IP, etc, this begs the critical question of “how do we differentiate among these ideas, so they are not all muddled together in the public’s eye.”