I'm also a college student, but not sure how much authority I have on this matter.
Grades (I think) are only an approximation of your knowledge. Take them with a grain of salt, unless things like financial aid or enrollment hang in the balance. I've gotten F's on a few exams before, but I've also gotten two fantastic internships. Grades won't reflect that.
What kind of things did your professor dock points for? Simple mistakes? Or are they conceptual mistakes? Do you feel that the exam material is relatively important? And did you learn?
I (personally) wouldn't worry about what to feel, but instead took towards a goal (like working at Google!).
> Just making sure I won't be working with idiots.
I think the the interviewer (or company) would probably take this as an insult.
But I do agree with you in that these types of interview questions are pointless. Spitting back an answer verbatim demonstrates nothing.
A neat approach that I've seen people use is to take a you-should-know-this concept such as the merging part of merge sort and put a twist in it, so it isn't a simple spit-the-answer-back, but different enough to require some thought.
"It is unfair to label this poor quality, the author clearly describes a problem with moving a security tool like SSH into the browser."
Yes, I agree. The grandparent does point out a valid problem. However I believe the parent was referring to the sarcastic tone and negativity, which I also believe should be out of place here on Hacker News.
I do not believe that was the point of the article. Extrapolations and technicalities aside, she is showing her perspective of why she is pissed at the cryptoparty community. Personally, I find that somewhat interesting.
> R is currently the lingua franca for academic statisticians. New methods papers, textbooks, and toolkits are much more likely to ship with R libraries and implementations then Matlab or anything else.
Is this the same in industry? I've heard a professor say that SAS is more widely used.
At RIT at least, R and NumPy aren't in the core curriculum. Instead, there is a "Statistical Computing" class which covers SAS. Most students either use Minitab or Excel. Surprisingly (or not), a lot of in-class work is done using a graphing calculator. Of course, that also carries into a lot of the homework.
I wonder, do statisticians actually use graphing calculators to do stats?
"New" members shouldn't downvote because they might not downvote the right things, or for the right reasons. I do not consider lurkers "new members."
I also disagree with the idea of karma-driven downvote system. However, I wrote the above with the assumption that those who can downvote know HN values and enforce them. As you pointed out, yes the karma-downvote thing doesn't quite accomplish it's goal (assuming the goal is to allow senior members to act as enforcers). It should change. However that wasn't quite the point of my post.
My original point is: if you gonna say smack, gimme a damn good reason why.
That's a neat idea. -1 doesn't mean much without a comment explaining why.
I do have a concern, though. If this system is implemented, doesn't that mean that the "new kids" will also have access to this system and may use it to exasperate HN's "new kids" problem?
What about modifying the existing HN guidelines to include comments and promote the guidelines more? For example, cite a downvote with an appropriate quote from the guidelines.
This is a huge stretch, but will there be any support for noweb?
Whenever I use LaTeX, it's usually for math/physics/stat homework where either computation or graphs are involved. It would be lovely if I could somehow inject (for example)
<<echo=FALSE,fig=TRUE>>=
x <- -5:5
y <- (x - 2)^2 - 5
plot(x, y)
@
A lot of companies see RIT as a huge talent pool, and dedicate quite a bit of recruiting resources to look for potential interns and full-timers. Plus, you'll find peers that you can use to develop your professional network.
Do restaurant owners recieve complaints about Asians? Gays? Muslims? Do restaurant owners recieve those complaints at the level that they do about young children? Are those complaints justified as they are in this case?
If you're on Linux, there is worklog. There's a bit of initial setup with config files, but after you've done that switching tasks is as simple as (switching to your terminal and) hitting a key.
Grades (I think) are only an approximation of your knowledge. Take them with a grain of salt, unless things like financial aid or enrollment hang in the balance. I've gotten F's on a few exams before, but I've also gotten two fantastic internships. Grades won't reflect that.
What kind of things did your professor dock points for? Simple mistakes? Or are they conceptual mistakes? Do you feel that the exam material is relatively important? And did you learn?
I (personally) wouldn't worry about what to feel, but instead took towards a goal (like working at Google!).