Yes. China banned NVidia. Jensen Huang said NVidia is the first one in the history banned by both sides. So Deepseek might find a way to get around Chinese government ban if the claim is true
my lenovo laptop has a physical privacy switch for the camera... it's literally a piece of plastic that covers the lens, no way to bypass that (without physical access). I feel safe.
If it can be enabled in software, it can be disabled in software, and I don't trust software.
Yeah, the idea of having a physical switch marketed as a "privacy switch" that doesn't actually physically disconnect things seems ... kind of ridiculous? Dangerous even.
Disagree, I'd gladly go and watch movies in a cinema, the experience cannot be replicated at home, at least not unless you're very rich.. a 55" tv and a soundbar just doesn't do it.
For me, the price is killing it (80% of the reason) and bad movies (20%)... two tickets, drinks, popcorn/nachos/candy/something, and we're in the 50eur+ range. Then add the messy audiences, ads, trailer#1, more ads, trailer #2, another ad for some reason, and it's been 20 mintues of technially all ads for something that i paid money for. Then the movie is a total disappoint. I'm not into superheroes nor into pedro pascal, so most of the movies are out before i even buy the ticket and the rest are somehow... just 'bad'. Watching a bad movie at home is ok... you fall asleep, press stop, it doesn't matter... whatching a bad movie at an artsy film festival is also ok.. it was low budget, the ticket was 4 euros, no popcorn, had beer before you enter, so you can fall asleep in the cinema and hope not to snore. But 50 euros and all the ads for a bad movie is just too much.
I don't know about very rich — our spare room is set up as an office for WFH, along with a sofa bed, and I put a 100" projector screen on the wall opposite the sofa. A second hand projector, new (but not all that expensive) Denon surround sound system with speakers from an otherwise-junk 5.1 PC speaker set, and the experience is better than regular cinema. The best bit? I can turn the volume down as much as I want to.
But how do you differentiate students who are able to finish the test (correctly) in an hour from those needing 2 hours for the same task?
In real life, you're rarely given unlimited time for your tasks, and workers who can do more in less time are considered better than the ones who always need deadine extensions, so why not grade that too?
I'm fine if a teacher or organization decides that thinking speed is an important criteria to evaluate, in which case I think the same time limits should apply to everyone.
I'm also fine if a teacher or organization decides they just want to evaluate competency at the underlying material, in which case I think a very generous time limit should be given. Here the time limit is not meant to constrain the test taker, but is just an logistical artifact that eventually teachers and students need to go home. The test should be designed so that any competent taker can complete well in advance of the time limit.
I only object to conditionally caring about the thinking speed of students.
> All I am saying is, instead of having a group that gets one hour and another group that gets two hours, just give everyone two hours.
This means that someone fully abled can think about and solve problems for 1h and 50 minutes, and use 10 minutes to physically write/type the answers, and someone with a disability (eg. missing a hand, using a prosthetic) only gets eg. one hour to solve the problems and one hour to write/type the answers due to the disablity making them write/type more slowly.
Same for eg. someone blind, while with proper eyesight, you might read a question in 30 seconds, someone blind reading braille might need multiple minutes to read the same text.
With unlimited time this would not be a problem, but since speed is graded too (since it's important), this causes differences in grades.
Those examples seem like reasonable, narrowly tailored accomodations to me. But the article linked in the parent comment says:
> The increase is driven by more young people getting diagnosed with conditions such as ADHD, anxiety, and depression, and by universities making the process of getting accommodations easier.
I think these disabilities are more complex than the broken hand and blindness examples for reasons I commented on elsewhere in this thread. In your example, a student with depression or clinical anxiety presumably only needs the same 10 minutes to write/type the answers as all the other students. Which means the extra time is added for them to "think about and solve problems." That seems fundamentally different to me than the broken hand example.
The accommodation process shouldn't be easier. I had to provide documentation to an employer per ADA rules.
For real mental disabilities, extra time is actually necessary because a person's brain isn't able to work at the same rate as a healthy person under that situation.
I'm bipolar and have personal experience with this. My brain can lock up on me and I'll need five minutes or so to get it back. Depressive episodes can also affect my memory retrieval. Things come to me slower than they usually do.
I also can't keep track of time the way a healthy person does. I don't actually know how much time each problem takes, and sometimes I don't know how much time is left because can't remember when the test started. I can't read analog clocks; it takes me 10~20 seconds to read them. (1)
Extra time isn't giving me any advantage, it just gives me a chance.
1: I'm not exaggerating here. I've have dyslexia when it comes to numbers.
Here's what I need to do to figure out how much time is left:
- Dig through my brain to find what time it's started. This could remember something was being heard, something I saw, or recalling everything I know about the class.
- Hold onto that number and hope I don't flip the hour and minutes.
- Find a clock anywhere in the classroom and try to remember if it's accurate or not. While I'm doing this I also have to continuously tell the start time to myself.
- Find out the position of the hour hand.
- Tell myself the start time.
- Look at the dial, figure out the hour and try to hold on to it.
- Tell myself the start time.
- Tell myself the hour number.
- Tell myself the start time.
- Find out the position of the minute hand.
- Tell myself the start time.
- Hour forgotten, restart from the hour hand.
- Hour remembered, start time forgotten, restart from the top.
- Both remembered.
- Look at the dial, figure out minute and try to hold to it.
- Hour and start time need to be remembered.
- Combined hour and minute from analog clock.
- Figure out what order I should subtract them in.
- Remember everything
- Two math operations.
Now that I have the time and I don't remember what I needed it for.
- Realize I'm taking a test and try to estimate how much more time I need to complete it.
I could probably use a stopwatch or countdown, but that causes extreme anxiety as I watch the numbers change.
I don't have this kind of problem at my job because I'm not taking arbitrarily-timed tests that determine my worth to society. They don't, but that's what my brain tells me no matter how many times I try to correct it.
I am very sympathetic to your situation. It just seems that like either the time should matter or it shouldn't.
Let's take Alice and Bob, who are both in the same class.
Alice has clinical depression, but on this particular Tuesday, she is feeling ok. She knows the material well and works through the test answering all the questions. She is allowed 30 minutes of extra time, which is helpful as it allows her to work carefully and checking her work.
Bob doesn't have a disability, but he was just dumped by his long term girlfriend yesterday and as a result barely slept last night. Because of his acute depression (a natural emotion that happens to all people sometimes), Bob has trouble focusing during the exam and his mind regularly drifts to ruminate on his personal issues. He knows the material well, but just can't stay on the task at hand. He runs at out of time before even attempting all the problems.
Now, I can imagine two situations.
1. For this particular exam, there really isn't a need to evaluate whether the students can quickly recall and apply the material. In this situation, what reason is there to not also give Bob an extra 30 minutes, same as Alice?
2. For whatever reason, part of the evaluation criteria for this exam is that the test taker is able to quickly recall and apply the material. To achieve a high score, being able to recall all the material is insufficient, it must be done quickly. In this case, basically Alice and Bob took different tests that measured different things.
Test theory is a very complex topic within psychology. But there is a lot of insight that you can gain into this based on psychological test theory.
One Problem is, that we first have to clearly define the construct that we want to measure with the test. That is not often clear and often underdefined. When designing a test, we also need to be clear about what external influences contribute to noise / error and which are created by the actual measurement. There never is a test that does not have a margin of error.
A simple / simplified example: When we measure IQ, we want to determine cognitive processing speed. So we need to have fixed time for the test. But people also may read the questions faster or slower. This is just a typical range, so when you look at actual IQ tests, they will not give a score (just the most likely score) but also a margin of error, and test theorists will be very unhappy if you don't take this margin of error seriously. Now take someone who is legally blind. That person will be far out of the margin of error of others. The margins of errors account for typical inter-personal and intra-personal (bad day, girlfriend broke up) etc occurrences. But this doesn't work here. So we try to fix this, and account for the new source of error differently, e.g. by giving more time.
So it highly depends on what you want to measure. If you are doing a test in CS, do you want to measure how well the student understood the material and how fast they can apply it? Or do you want to measure how fast the student could do an actual real-live coding task? Depending on what your answer is, you need a very different measurement strategy and you need to handle sources of error differently.
When looking at grades people usually account for these margins of errors intuitively. We don't just rely on grades when hiring, but also conduct interviews etc so we can get a clearer picture.
just to go off of this, I'm not bipolar but I feel we need to also consider more severe mental disorders. For example I have multiple personality disorder
Hello, I also have multiple personality order aka dissociative identity disorder, where by multiple people live in the same body
I mean... usually those tests check the correctness of answers too, so you're comparing students under the same circumstances, evaluating how much (writing, calculations.... whatever) they're able to do, correctly of course, within an alotted time period. If someone can correctly solve 17 math problems in that time and someone else can do 21, the second one is "better" than the first, since they're both faster and their answers are still correct.
They could extend the test time for everyone, but in reality, you won't get many time extensions in real life, where speed is indeed a factor.
If someone can do 21 correct answers in an hour and someone else needed two hours to do the same, due to a faked disability, it's unfair both to the 1-hour student and an actually disabled student who might be missing a hand and needing more time to write/type with a prosthetic.
But where is that level of speed distinction important? I just don't know anywhere where being 10% faster translates into much actual real value. If you can write a function in five minutes and it takes this other person 5.5 minutes -- do you really view that as the key difference in ability? Even in time constrained situations, compute/processing speed is almost never the issue.
In this context, time constraints are measured in hours and are very informative regarding the student’s capacity to prioritise, plan and carry out their work under pressure.
It is actually very informative when one person can
Agreed. Frankly test taking doesn't correlate to job performance well by any metric.
For example, get 90% on a test, that's applauded and earns a distinction. In a job context, 90% gets you fired. I don't want a worker who produces "90% well soldered boards". I don't want software that runs on "90% of our customers computers". Or a bug in every 10 lines of released code.
A test puts an arbitrary time limit on a task. In the real world time is seldom the goal. Correctness is more important. (Well, the mechanic was going to put all the wheel nuts on, but he ran out of time.)
College tests are largely a test of memory, not knowledge or understanding. "List the 7 layers of OSI in order." In the real world you can just Google it. Testing understanding is much harder to mark though, Testing memory is easy to set, easy to mark.
Some courses are moving away from timed tests, and more towards assignments through the year. That's a better measure (but alas also easier to cheat. )
I mean.. if you can finish a task for a client in a day, and someone else needs two days, isn't that a huge difference? Or to turn it around, if someone does 10%, 20%, 50% more in the same time period, isn't that significant?
I mean.. we are comparing students abilities here, and doing stuff fast is one of those abilities. Even potato peelers in a restaurant are valued more if they're faster, why not programmers too? Or DMV workers?
"I mean.. if you can finish a task for a client in a day, and someone else needs two days, isn't that a huge difference?"
I've never seen that come down to processing speed. Even as a programmer -- I can program probably 10x faster than most of my peers in straight programming contest style programs. But in terms of actual real work -- I'm probably slightly faster. But my value is really I spend a lot of time really understanding the ask and impact of the work I'm doing -- asking good questions, articulating what I'm delivering, etc...
That is, my faster processing speed results in very little added benefit. That is, time to deliver results can matter. Processing speed typically is a very small percentage of that time. And for these tests processing speed is often the main distinction. It's not like they're distinguishing one kid who can't solve this equation and another kid who can. It's generally more likely one kid can finish all 25 questions in 32 minutes and the other would take 38 minutes so they only finish 23 of them in the allotted 32. I don't think that ends up mattering in any real way.
I'm always surprised by comments like the gp's. Even working on different types of programming jobs I would be surprised if the majority of time is spent on actually writing lines. The majority of my time is spent on understanding the codebase and how the new requirements best fit in there. I do see people jumping in straight to /a/ solution, but every time I've seen that happen it is hacky and ends up creating more problems than solutions.
I'm also surprised at how common it is for people to openly discuss how irrelevant leetcode is to the actual work on the job but how it is still the status quo. On one hand we like to claim that an academic education is not beneficial but in the other hand use it as the main testing method.
I think why I'm most surprised is we, more than most other jobs, have a publicly visible "proof of competence." Most of us have git repos that are publicly available! I can totally understand that this isn't universal, but in very few industries is there such a publicly visible record of work. Who else has that? Artists? I'm not sure why this isn't more heavily weighted than these weird code tests that we've developed a secondary market to help people optimize for. It feels like a huge waste of money and time.
Like anything i had to do in a test when i was taking my CS degree is maybe 5% if not less of the portion of my real job tasks. Even if i was triple as fast at taking those tests, i think that would be a neglibile increase in on the job speed.
If I'm paying a professional by the hour, yes, it matters if he can do it in one hour rather than two.
I once hired a civil engineer to do a job for me, and he started billing me for time spent learning how to do it. I refused to pay him. (There was nothing unusual about the job, it was a simple repair task.)
That's a tricky one that I find myself pondering a lot as a contractor.
I've ultimately decided that if it's something I'm required to learn for this specific task then I'm billing for the time spent doing that. But if it's something that I figure I should know as a person being hired to do a task in this particular domain then I won't bill for it.
To me it's the difference between hiring a mechanic to 'rebuild an engine' and 'rebuild a rare X764-DB-23 model of an exotic engine.'
It's reasonable to expect a mechanic to know how to rebuild an engine but it isn't necessarily reasonable to expect a mechanic to know how to rebuild that particular engine and therefore it's reasonable for that mechanic to charge you for their time spent learning the nuances and details of that particular engine by reading the manual, watching youtube tear down videos, or searching /r/mechanic/ on Reddit for commentary about that specific video.
It's important to strike a balance between these kinds of things as a contractor. You don't want to undervalue your time and you don't want to charge unreasonable rates.
I agree with your assessment. In my case, I am a mechanical engineer and what he was billing me for smelled of being scammed - he thought I was ignorant. I confronted him on it and he backed down.
I've had similar experiences with auto repair shops. Recently I got a BS estimate for an alternator replacement, and a BS explanation. Fortunately, I had done my homework beforehand and knew everything about how to replace the alternator on my particular car, and the service rep knew he was outmaneuvered and gave me a fair price.
Women believe they are targeted by auto mechanics, but they target men as much as they can, too.
I mean.. A few years ago, 1TB SSDs were still the best buy and many people haven't ugpraded still, and wasthing 15% of your total storage on just one game is still a pain for many.
In most eu countries, you can record in public, but gathering identifying data ("making a database") is strictly regulated, and that includes faces from those photos. You can't even point a security camera at public areas (ie. outdoor camera recording the street infront of your house), because that's enough data to make it a "database".
The easier way of phrasing it is "you can't record in public, except in certain circumstances". Those certain circumstances just happen to encompass most things reasonable people want to do.
In Europe there is very much an expectation of privacy in public. But that expectation is not absolute, it competes with various other rights and public interests.
For example you can make street photography without blurred faces, because art trumps privacy in this instance. If you start making photos of individuals instead of areas then privacy wins out again and you need consent. A surveillance camera is not creating art, so it doesn't have that excuse going for it and needs a really good reason to be pointed at public areas (and "I fear someone's going to break into my private home" is generally not a good enough reason). And even if you can set up the surveillance camera, operating it requires complying with the GDPR, which has a lot to say on that topic
Note the "I fear" is treated differently if you e.g. have to remove graffiti hate speech from your front door on a weekly basis.
It's just about the "you better have a concrete reason to fear, pure abstract fear won't cut it", and as always, data minimization principles do apply.
There's a difference between taking a photo of eg. random people on the street (eg. trying to show someone that there's a big crowd at the bus station) and recording 24/7 the same bus station. A single photo held by a single person makes it hard to establish movement patterns etc. for those people, while a 24/7 recording can be used for creating a database of all those people coming and leaving.
There are many nuances in privacy law, not just pertaining to photo vs. 24/7 recording, but also expectation of privacy, intent, etc. Taking a photo of some random touristy area with people there is ok, singling out a person is not. Same for eg. taking a panoramic shot of a city where someone just happens to be undressing by the window in one of the buildings in the photo, vs using a telephoto lens pointed at that persons window... so, were you taking a touristy photo vs intending to violate their privacy.
Same nuances, mostly regarding intent appear in other laws too.. you can walk in public, you can stand in a public location, you can work the same shift as your coworker and walk the same path as them, since you both finished work at at the same time. But under slightly different circumstances that same "walking down a public road" or "standing in a public location" can be interpreted as eg. stalking if done with different intent.
That's why there are signs at every store entrance about video surveillance, even though it's private property, they must give info to customers who the contact person for the recording is and they need to have some kind of a retention policy defined for those recordings, and even then they cannot record in areas where people expect privacy (bathrooms, dressing rooms, etc.).
So yeah, taking a random photo of your street is not problematic, since it's "random" and done for other reasons (eg. tourism) while recording 24/7 is gathering enough data to be possibly problematic. Some streets (eg highways) are under video surveillance, but there are signs saying that when you enter the highway: https://maps.app.goo.gl/Mj3GjA7m8BLwUfs77
Short answer is its complicated and will vary from member state to member state. My parental unit had a dispute with neighbor over where his camera is pointed and filed some motion to see what he does with it ( 'not making a database' part ), but the law was mostly toothless as the enforcement of it lacked. On the other hand, the dispute part of the real estate was handed real toot sweet, because everyone and their mother cares about outcomes in those.
tldr: I wish I could tell you there is a simple tldr
There's also the UK practice of deliberately mangling French for comedic effect, as in Del Boy's cries of "Bain Marie!" and "chateuneuf-de-paper!" on 1980s TV. Saying "Toot sweet" can fit right into that bucket.
Many gigabytes saved!
/s
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