That is a complicated question. There is probably a dictionary definition, and a lot of personal opinions.
For me, I would count happiness as a meaningful reduction in anxiety and some ability to feel content. A full night's sleep that isn't interrupted by a couple hours at 2am of lying awake lamenting life choices, lack of achieving goals I had wanted when I was young, missed opportunities, etc. Worrying about the future, are the kids doing okay, are they happy, will they be successful, could I have done a better job raising them?
Objectively I have no justification for the strength of these worries. I am in a great place and I should be able to enjoy that. And yet. The demons have been chasing me since my earliest childhood memories. At best I have fought them to a draw.
I'm not who you replied to, but we use Biome for 99% of the linting/formatting, and then an eslint plugin for a few specific i18n scenarios that Biome doesn't cover.
Yeah we had some corner case that still required eslint, although I don't remember what exactly. We also have prettier for a few file types not supported in biome.
In terms of knowledge sharing and gathering hard-won human context I agree, sort of. An LM review can at least prompt some reasonable changes, catch performance issues, etc.
Thanks for putting into words what I have been seeing a lot at work and haven't been able to put my finger on. We tend to have quite diverse _workflows_ between devs at my company, and success seems to correlate with injecting better context earlier in the process.
I like to chat with Claude about how to approach a given problem, bring in extra context, etc, before even really drafting up a plan, while other people dive into implementation immediately and go on wild goose chases.
90% of the time we end up in the same place in roughly the same amount of time, and there are obviously tradeoffs to spending more time planning vs implementing. I'm oversimplifying as well.
A simple one - a small MacOS status bar widget that shows me if my Ethernet adapter is the default connection or WiFi. It also shows the reported link speed. I have a _very_ flaky USB/Ethernet adapter so seeing "Eth 10" in the bar is enough to prompt me to unplug/replug and get back to "Eth 100" (yes, it isn't gigabit).
Some small features are fully local (like the list sorting added in a recent iOS), but all of the neat features like world knowledge and shortcut gen seem to require private cloud compute.
This seems somewhat sensible to me - the genie _is_ out of the bottle, and students absolutely will use AI agents to finish assignments without learning a thing, but there is some value to showing how agents can be used as teaching tools and what healthy use _can_ look like
Same issue as with cliffnotes. Easy way out means the easy way will be taken. Unless, you actually design a decent assignment or exam. In person essays or exams, heavily weighted, you are simply screwed if you didn't study the old fashioned way. A couple of my more serious classes were like this: no homework, no projects, entire grade based on 3 exams. That put the fear of whatever diety you subscribe to into you like nothing else to study hard and not fall behind. One bad exam you can't really come back from. Better luck next year when you retake it. Or, you dig in like hell.
The insidious thing here is that students can think they're studying and practicing by chatting with an AI "tutor", which shifts them into a passive observation role that's no better than watching YouTube videos.
It turns out that it's much less memorable if you're too "clear and helpful", so nothing helpful sticks for students. A good teacher (tutor, educator, pick a word) challenges students and makes them the right amount of uncomfortable.
These resources often suck for the college major level anyhow. Youtube and such is all dumbed down usually. Or if it isn't dumbed down, you risk studying beyond the scope of the lecture. Every class I took, the professor would say something like "anything in lecture could end up on the exam." And indeed, every exam was comprised of something that came from the slides, and nothing that didn't come from the slides. Even if there was an assigned textbook, there would be so much skipped over, either subtopics or entire chapters. Emphasis can vary by lecturer for the same class as well. The class might fall behind or run ahead of whatever is outlined on the syllabus; that is more an aspirational goal than a solid plan of what to expect.
The best tutor, as always, is your TA or professor, during office hours that you already pay for in tuition. No one takes advantage though, well the students who were getting As already do just to validate their understanding. The students who really ought to go never go.
I'm a college (physics) professor, and last semester specifically had a huge shift in student behavior. In introductory courses, students basically stopped coming to help sessions.
I give a substantial amount of extra credit for attending regular help sessions which yielded about 30% help session conversion in past semesters. This term it dropped below 5%, and those few who came were the ones who were high B/ low A students. The solid A students don't come because they don't need to. The low B and lower students didn't come because they thought they didn't need to? It's unclear, but clearly something changed.
Students performing in the mid-B and up range weren't affected, but below that? The bottom dropped out. Students who should have earned B's earned C's. Students who could have earned C's... didn't.
3 tests was already better than the traditional Spanish university class: 1 exam. which is probably written by the department head, not your teacher, and he isn't in any way interested in a high pass rate. Failing 90% of the class might even be positive for them. At that point classes aren't even important: You purchase the tests from the last 10 years, and then you have a prayer of knowing what the bar might be this year.
Teaching, fairness and measuring student performance might seem like similar goals, but it's just so very easy to make sure you succeed at one while messing up the others.
> Teaching, fairness and measuring student performance might seem like similar goals
What? Teaching and measurement are very different goals. The whole point of teaching is to mess with measurements.
This automatically means, by the way, that a huge conflict of interest exists whenever the same party is supposed to be responsible for both instruction and measurement. That's why assessment in a traditional Spanish university is out of the hands of the professor. We should aspire to be more like them.
I tested out of all but the last required Spanish class so I probably skipped over some early stuff and avoided the deeper stuff. But at that level I remember we'd do oral exams with the TA 1 on 1 maybe 15 mins in the hallway. I forget the logistics of it all now. I remember making presentations and class participation in spanish being important. I can't remember how the written exams went.
I used to love classes like that and now that I’m a few decades beyond university, I realize they helped me the most. That do it properly now or everything is going to suck is a good prep for the real world.
They're only cheating themselves in a world that increasingly cares about knowledge (market trend of seniors being preferable hires to fresh out of school juniors) and not the piece of paper that "proved" you had such knowledge.
I agree with you that they are cheating themselves. Unfortunately, a bunch of 18-22 year olds also don't tend to have the maturity to realize that fact. I imagine that the university is trying to nudge them to do the courses in a way that helps themselves because they know otherwise the students won't be wise enough to do that.
These students are making a tradeoff between an abstract notion of "cheating themselves" and a very concrete notion of "having a worse GPA". The second one translates obviously and directly to job prospects.
> The second one translates obviously and directly to job prospects.
I was never asked for my GPA when I first went into the industry. I never put it on my resume and it never even came up. After a decade or so of interviewing candidates, many of whom were recent graduates, I don’t recall any that put their GPA on their resume, and I obviously never cared about it either. Maybe the recruiters did, I dunno.
I’m a data point of one, and I could be wrong, but I don’t think it’s clear and obvious at all that GPA translates to job prospects. At least not in tech.
Not really. If they got admitted to Stanford to begin with, they are smart enough to succeed if they put in the work. So what they are actually trading off against is "I don't want to do the work", which is far less defensible than your reading of the situation.
You are conflating some abstract notion of "succeed"ing (what does that even mean, how can I measure it to two decimal places?) with a very concrete notion of "do this simple thing or get a worse GPA".
Agreed. I don't know how they plan to enforce this but this is way better than some other articles that have come up indicating educational bans on AI use, in-person proctoring, verbal assessments, pen and paper exams etc. This is the first attempt at an approach I've seen that doesn't seek to isolate education from reality; students that are effective at integrating AI into their work and actually understand what they're doing are going to get jobs, which is ultimately the goal of school.
AI has made my experience as a fully remote worker in a not-fully-remote company worse. It is adding a layer of indirection between myself and the juniors I'm mentoring, or the product manager I'm working on a feature with, and many other mundane facets of work. The opportunity to passively pick up on my coworkers' idiosyncrasies is now gone and all I can do is guess at what prompt they might have used.
I'm trying to have more face-to-face calls, and to talk to people without a bot involved, but can be difficult, frustrating, and not "productive" either.
Man, I really miss Terry Pratchett too. He has been my favourite author for as long as I can remember (maybe Roald Dahl before that?). It helped having such a volume of work to go through at the time in my life where I was reading the most. I swear he has the most re-readable books too; so many small details and jokes that would be missed on a first pass.
As someone whose work enforced a switch from Cursor to Claude Code, I do keep on top of the code by pairing it with an IDE, tracking/viewing changes etc. There's no real obstacle to using an IDE as you normally would, with Claude Code as a sidecar.
