I have a simple mind. I think of a company with 100 employees building a dozen houses at a time. That company could replace a six-person framing crew with a two-person, one-robot team as an experiment. They could do various experiments to see if there was a better option here. It would be at the expense of four employees.
A company with 1000 employees that builds 100 houses at a time might cut a dozen employees to create three robot crews. A 10,000-employee company that builds 1000 houses at a time would still only need to experiment with a handful of crews, affecting only 20-30 or so employees.
I marvel that a company has let themselves grow so out of touch with their business that they can't understand the impact of changes without carnage at this scale.
Wallace Shawn was in on the joke when he expertly delivered the original line. It seems like Anthropic has spent years and billions of dollars to recreate the entire scene.
But what will become of the princess in Anthropic's recreation?
Be careful to properly identify the bad behavior. A customer who buys a product for less money than it cost to produce has not necessarily done anything wrong. They just took advantage of a loss leader. That's on the seller.
Did you notice that when Valve was displeased about scalpers, Valve changed Valve's behavior?
It doesn't seem reasonable to complain that a customer of your AI service received that service for less money than it cost you to provide that service. I don't think that is the complaint here at all. If that was the issue, they could just raise their price.
As most everybody seems to notice, this is just a reenactment of what was once written for comedic effect: "You're trying to kidnap what I have rightfully stolen!"
This headline claims large-scale production, but the article never indicates what that would be in terms of quantity per year.
Their motor is pretty cool. So are lots of other ideas and concepts. This is supposed to be about production. Arguably, the coolest thing about Yasa is the machines and process they have created to produce their motor in production quantities.
It disappoints me when an article promises to be about production but seems more to be a press release about the product.
I wish them well and would be excited to learn more about their actual production capacity.
A lot of people on this site grew up lower middle class or below and benefited from the generosity of a lot of other people. But they leveraged that generosity into an education and a skill set that improved their economic security. Then they see schools that provide 3 meals a day to every single student, food stamps, WIC, CHIPS, etc. and think that anybody with any gumption at all could achieve what they achieved even easier.
Some people here interact frequently with youth who are completely unmotivated to pull themselves up because they aren't really down. They have food, shelter, a $1200 cell phone with a $75/month data plan, an XBox, a $3k wardrobe, and free taxi service. And nobody is teaching them that all of this luxury comes at a cost.
So sometimes it is hard to see the kid in real difficulty. The kid with the $80 discarded phone on the $25/month plan. The kid with the difficulty processing math that isn't just the lazy excuse of all the other students. The kid with no internet at home. The kid trying to look after a younger sibling--not raise them, just helping them survive. The child in desperate isolation. These folks get lost in the sea of people pretending to have a hard life. And the pretenders can slip down into the reality without people noticing.
Yes. It's hard to see the bottom clearly after you've climbed some distance. And sometimes you can never see the steeper mountain face that is not the one you climbed. And its easy to get sick of listening to the belly aching. But try volunteering for an after-school club and recognize that the youth in that program are often already in a home life that gives them a life advantage. Not necessarily because of wealth (but maybe), but mostly because of culture. They have caregivers that provide a culture beyond living off of handouts. They might receive a handout, but they are going to use it as an investment to build a better future.
Some of the people on this site recognize the difference between engorging and investing. Sometimes they mistake people who don't invest as people who engorge. It's an understandable mistake.
I'm sure different jurisdictions are different, but many places don't allow random people to show up with a suspicious pile of metal. They have to file photo ids and sign a document. Sometimes there is a waiting period for payment. A 24-hour waiting period is amazingly effective at dissuading bad actors.
Considering that stolen wire carries a lot of risk, the market value is considerably less than normal scrap prices. I've seen thefts that required special equipment like cranes and probably 10 man hours to recon, plan, and execute. All for probably less than $200 net when it was all done. But the repairs cost tens of thousands.
So some places put up Flock cameras... only to get them vandalized.
Ignoring the obvious math problem here, I think the broader scope is important. Some of the point from preceding comments is that overall longterm output is not changing. So if somebody is oneshotting a week of work in an hour, but has the same annual output... where are you losing all the normal productivity that should have happened the rest of the week/year?
If one week of work can be reduced to an hour, then you should be able to complete a year's worth of work in 50 hours. If you break that into two 25-hour weeks (because a 40x dev earns the right to loaf?), what is that dev doing for the other 50 weeks in the year? What is making them so incredibly unproductive 50 out of 52 weeks in a year?
Do you find it controversial to have different tracks for Geometry, Swim, and Orchestra students? These are different types of students.
Arithmetic, Algebra, and Statistics are different classes should be taught separately.
"Please wake up and take your headphones off and answer my question even though you don't plan on passing any of your classes" and History are different classes with different types of students. Trying to conduct both classes at the same time using the same teacher is folly. You will be forced to abandon one or both of the students. You might argue that you should abandon them it turns every other day so they both get something out of the class. But that means they will each get half or less out of the class than they would have if you separated the classes. It is highly likely that you will frustrate both students to the point of impediment.
No, we don't have calculators to do that. AI, maybe. But a calculator cannot form an equation out of a social context and solve the equation.
If you bought 6 liters of soda for £3/2-liter bottle with 8% consumption tax, how much should it cost?
You have to shape that all into a series of operations for your calculator. The calculator can't do it by itself. Even basic arithmetic takes some education before the calculator can be useful.
I have a great deal of respect for you. Your math skills are much greater than my own. But you have stretched your statement too far. Flash cards can be very helpful in teaching math. Timed tests for math facts can be very helpful. Both of these can be facilitated with computers or tablets. Animations can be a very useful instructional tool. Even taking a picture of the chalk on the blackboard and putting it online can help students (and possibly helpful parents) review the in-class lecture from home while they do their homework.
I don't dismiss your overall point, but don't be too flippant. A video of the lecture can be very helpful.
In the USA there are approximately 50 million students aged 5-18. If you paid for each student to get 1:1 attention one day a week, you would need one teacher per five students in schools that meet five days a week. Let's use that number because it reduces 50 million students nicely to 10 million teachers. Let's pay each teacher $70K/year. That would cost $700 billion per year.
The USA military spent $100 billion per year in Afghanistan.
If the USA provided the 1:1 attention only in 1st Grade and 3rd Grade, they could fund it with the same commitment they made in Afghanistan with a lot fewer deaths. The USA persisted in Afghanistan for 20 years. Shall we experiment with education for 10 years and see if we get a better result than we did in Afghanistan?
IMO, the best questions around revolutionizing school should address whether children should be coerced into learning something.
It seems obvious to me that the answer should be yes. So the follow ups should be figuring out how to move a student from an unwilling participant to a willing participant.
I think about three strata of students. The stubbornly unwilling, the coaxable, and the eager. It is pretty easy to design education for the eager. And discussing how to optimize that is a completely different discipline than the discussion about how to coax. The discussion about moving the unwilling to the coaxable is another topic on its own.
Having a mixed class of unwilling, coaxable, and eager in a classroom with a mantra of "no child left behind" is a huge mistake in the same way it would be a mistake to have one teacher in a mixed classroom for Geometry, Alphabet, and Orchestra.
It would be very interesting if you could accumulate privileges by stacking logins. So `login a; login b` gave you both a and b privileges. `logout a` would drop a's privileges but keep b's.
Your repo has a link to the standard[0], which might interest some people. It makes me unreasonably happy to know that this was funded out of Singapore.
If you take a 1x dev and a 2x dev and apply an AI force multiplier, do you get a 10x dev and a 20x dev? Or do you get two 10x devs?
If a human element is required to get value from AI, but any human will do, then devs should get minimum wage. If different humans have a different multiplier when you apply them to AI, they should be compensated accordingly. So if the 1x dev can get 5x out of AI, and the 2x dev can get 2x out of AI, you can fire the 2x2 dev, double the salary of the 1x5 dev, and be more productive for less money[1]. Or you can keep both devs, but pay the 1x5 dev slightly better than the 2x2 dev.
This is all assuming you have some valid way of measuring 1x, 2x, 1x5, and 2x2.
[1] Double salary doesn't have to include double insurance, vacation, etc. But there is also the cost of the AI, so...
A company with 1000 employees that builds 100 houses at a time might cut a dozen employees to create three robot crews. A 10,000-employee company that builds 1000 houses at a time would still only need to experiment with a handful of crews, affecting only 20-30 or so employees.
I marvel that a company has let themselves grow so out of touch with their business that they can't understand the impact of changes without carnage at this scale.