> Joe #11: Then you’ll be waiting a long time, because that’s a stupid metric. (Or rather: anyone willing to use that metric today, is probably someone you shouldn’t trust.) It’s almost exactly analogous to judging the Manhattan Project in 1942, 1943, 1944 by the metric “how big an explosion can you make, today?” I.e., it’s something that’s going to be basically flat for a long time and then undergo a step change, under the assumption that everything is progressing as it should—because you need a critical mass in the one case and to exceed the fault-tolerance threshold in the other.

https://scottaaronson.blog/?p=4121#comment-1804101

Comments URL: https://news.ycombinator.com/item?id=49546198

Points: 88

# Comments: 39

And what a strange decision indeed.

Where to, if I may ask? Are there any stable FOSS-emphasizing (preferably EU-based) alternatives (outside of just self-hosting)?

So okay, if you're concerned about the risk of liability from unclear copyright status, I suppose that's fine, but then why the “mostly”? It's not like the copyright status becomes less unclear by you supplementing with 50% hand-written code.

[0] https://codeberg.org/Codeberg/org/commit/96fac426a32d1ba91ff...

But think of this trick we use about turning a tricky research paper in maths/science into something more tangible by making an LLM whip up an interactive version. That works at every level of education, and it means that you can completely tailor a piece of educational material to the kid

Tiny example: one kid was introduced to fractions and found it abstract that it was both about partitioning stuff and about numbers on a number line. So while we were practicing, I had an LLM make https://fuglede.codeberg.page/broeklegeplads/ to make it more hands-on.

Obviously for the small kids, this has to be an experience guided by teachers and parents, but for bright older kids with sufficient discipline that ought to be a useful trick for enhancing education.

Of course when we were kids, we would just write such educational programs ourselves and get the same effect /and/ learn to program (before getting banned from the computer room for putting spooky /binaries/ on the computers anyway), so maybe that's better for older kids. And maybe these kids will never have to do any maths or programming because the AI overlords have taken over when they grow up.

So in the game you're taking turns moving coins down a line until no moves are possible. If you've taken a course on combinatorial game theory, you'll have come across the game of nim and you can think of this one as a variant of nim where there can only be a single coin in every square. The theory of how to play it isn't quite as well-established as for nim though; play with enough coins and I certainly find it quite tricky to mentally reason about whether a position is good or not.

One fun fact about Welter's game is that its winning positions form the codewords of a particular error-correcting code called the constant weight binary lexicode (Conway and Sloane, 1986). What that means is that being good at the game is the same as being good at decoding messages in that code. Probably more fun to just play the game though.

Comments URL: https://news.ycombinator.com/item?id=48459929

Points: 2

# Comments: 0

It will, at least, have to be acknowledged by making GDPR Art. 33 notifications.

Comments URL: https://news.ycombinator.com/item?id=48339079

Points: 3

# Comments: 0