That is so relatable. I use Tomboy Notes instead of just plain text file as it is stuck on my desktop and keeps reminding me that downloading and trying out a new github project is something I can spend next 5 minutes on, but not the next hour doing.
I also somehow feel that just listing down tasks on Tomboy in terms of achievable chunks helps my focus.
I absolutely love working in FastAPI and pydantic. So much so that the backend of a new app I just launched in private beta on is written in FastAPI. My startup has traditionally been a flask workshop but FastAPI is just so much more productive due to the documentation and pydantic type checks.
I seriously hope Python developers understand that apart from the superb programming language it is, package ecosystem also is what makes people prefer Python as the language to invest their hard labor into. Small teams need productive libraries like FastAPI to develop systems. Please don't kill FastAPI and pydantic. I don't want to go back to writing flask again after working in FastAPI.
Huge FastAPI fan here. I have used FastAPI and friends (tortoise ORM, fastAPI-sqlalchemy and arq) in my recent projects and it has been the most enjoyable web services writing experience in my life. I never had thought python optional typing had any use before I used fastapi.
Slightly out of context here, I find the entire stack of bsb, bsb-native, ocaml and esy pretty cool. However, I just dont find enough resources, good tutorials etc on Google search. Is there a good set of beginner tutorials anyone can point to ? Thanks in advance.
I dont disagree with the premise that credential based tertiary education credits for jobs are pointless and a genius can come out of any university. You can do well despite of where you studied. There are people who succeed in life due to no talent and just connections.
However, this analysis is just based on outright flawed data. The author has no idea about how education system works in India, or deliberately chose to ignore it because this is what could be done on the data they had accumulated. And I am not talking about the disclaimer about data sample being small, the entire model is wrong for majority of Indian students.
Couple of things I want to comment on when you look at the article and the original paper :
1. The study treats few public institutions as "elite" and private institution as for non-elite people. That is wrong. There are private institutions which are elite too. My alma-mater is one of the elite ones and it was not a public university. This is the least problematic error in analysis.
2. The assumption is a common academic score being used to score university students. For college entrants in early 2000s (the time period when the survey respondents applied to colleges), people had to literally give 50 different entrance exams to get into universities. The score which is used to evaluate who was marginally better to get into elite university and who was rejected (the entire premise of the article), IS NOT what is used to decide entrance into universities in India. Its getting slightly standardized now, but was really chaotic 15-20 years back. There is a common exam that people give at secondary / senior secondary level but very few universities entertain them at entrance. Actually there are many "boards" to give Senior Secondary exams as well. Net net, there is very large variety of ways by which universities in India take entrance. Even the elite ones. I think, given the author is from the field of economics, they are overgeneralizing. A few (not all) economics elite universities do treat senior secondary tests as entrance criterion.
3. Exit exams used to compare academic credentials of students to see if they are academically better than the other DO NOT EXIST ! They dont even exist now and there is no point of them existing. Every public/private university in India (at least the elite ones), have their own grading/curriculum. So the academic credentials cannot be compared directly. With different universities having different grading method, people having somewhat similar academic distribution is a known thing (I dont recollect the name of the phenomenon exactly, but its studied and published). That said, it doesn't go with how the data has been modeled here.
Overall, the author's model is wrong for many (50%+) of Indian students. They might be referring to economics colleges (given they come from field of economics) Delhi University, Mumbai University and Kolkata University type of institutions where their model of tertiary education fits correctly, but in that case her analysis doesn't work well for most of "India". Totally wrong messaging.
This is so well written. I remember being taught these in my first year engineering and I really never understood a lot intuitively. (I could solve numericals and clear the course but I did not get it then. Being a CS student, I never had to care about it ever since). I wonder how the world would have been different if all courses were taught this way.
Unlike what this article tries to subtly hint, there is no massive conspiracy theory stuff going on here. There are too many people in India (with smartphones and cameras and 3G/4G internet) to pull off anything covert. No one here views this as mystery but as a result of country's discipline in lockdown till now.
The country imposed an early screening and tight lockdown and people followed it well till now.
Farmers are financially not that well off and a big share of population in India is farmers. There is already provision of prosecuting farmers in law, but no administration wants to punish the relatively poor + electorally important farmers by enforcing the laws.
I bought a copy of the book a few months back (and haven't yet found time to read it fully, I can write a lot of programs just after reading a first few chapters), will Manning upgrade it for a newer version for Nim 1.0 ?
I also somehow feel that just listing down tasks on Tomboy in terms of achievable chunks helps my focus.