Comments URL: https://news.ycombinator.com/item?id=10987843

Points: 3

# Comments: 0

Comments URL: https://news.ycombinator.com/item?id=8495210

Points: 4

# Comments: 1

Comments URL: https://news.ycombinator.com/item?id=8495147

Points: 2

# Comments: 0

If the article actually compared the benefits of fitness to the benefits of playing music - now that could speak to your question.

1. Start with one habit, one part of life at a time

2. Create repeated, consistent incentives for abstaining from bad habits

3. In place of bad habits, put into practice positive behaviors

4. Change happens in a supportive, nurturing environment

Even though the article is mostly about one man's relationship to his adult kids, the author manages to include a few decent ideas about change.

My point is that she's seriously jeopardizing her career and everything she's worked for professionally by bringing these issues to the forefront. Whatever outcome occurs, Kleiner Perkins will still be standing.

That is a big sacrifice for a chance at a "payout" or validating some feminist rhetoric.

I don't discredit the statistic, but I think it's bit misleading, because we're not able to dig into the data - even just a bit.

I've lost 20lbs, and I have never felt more effective.

> Students confuse avocation with vocation.

> Students are foolish to IGNORE the realities of the job market for their majors as we assume more debt.

> College doesn't teach networking.

> College doesn't teach employable skills. Theory AND Practice.

> Students don't have realistic expectations of their first jobs after college.

> Even a little investment or initiative in learning something practical - like SQL, Drupal, or Sharepoint - can go a long way to opening doors to jobs students actually want.

> Not everyone needs to be a business or engineering major, but we, as a students, need think about life after college more seriously than we have.

Comments URL: https://news.ycombinator.com/item?id=3758747

Points: 4

# Comments: 0

I liken programming to that process. There's a fair amount of intention and consideration that goes into composition. With activities, such as pair programming, I argue that is possible to see inside a creator's head.

The benefit of participating in a hackathon is fluidity. There are monolithic projects for which the hackathon was not designed to address. But, at the end of the day, you're a better problem solver by working under the constraints of that kind of environment.

Maybe we (as in the scientific and math-inclined) like to feel special, because 'we solve hard problems.' Maybe we were always picked last, while we watched the more athletic and popular lead. And they took our lunch money. Whatever the case, rather than trying to minimize athletes, we should try to support and encourage each other, athletic or not.

If you're interested in what you're studying, spending extra time studying it isn't a chore. The engineering students I knew either loved what they learned or loved what they would accomplish with it - aka projects, service, careers, etc. The students who I knew that were unhappy (I was one) did not have that kind of interest, even though we did well. That's a hard feeling to overcome, if you're spending a lot of time studying with no sense of purpose or intrinsic motivation, while your peers are excited about their work. I remember interviewing and visiting engineering companies, trying to imagine myself working there. For all the talk about engineering teaching you how to "solve hard problems," most jobs were not at all the creative, inventive type I had thought.

Sometimes, students come in with the wrong understanding of a major or career type. For example, "I liked studying chemistry in high school, so let me study chemical engineering," thinking they're the same. Sometimes, students find that they were more passionate about something else, like music. I or my peers didn't transfer into a liberal arts program, following the article's train of thought. We made our own paths instead. To this day, I take a fair amount of math courses.

Instead of focusing on hard or soft subjects, schools need to focus on training good thinkers who know how to learn, reason, and implement in a wide variety of styles.

The data is stored (free of charge) via ebs (look at the EC2 instance) which persists to S3 but is not visible in or directly usable from your S3 directory. If you decide to transfer the data or run computations (e.g. via emr), you'll then pay for the resources used.

I didn't find the documentation all that clear to efficiently use the public data sets, which had financial consequences.

If anyone is adept with using the public data sets, I'd love to speak with you.