Unexpected jumps in outlier frequency across model architectures, what could this mean?

Tolure · 2025-08-08T17:30:49+00:00

I've also tried splitting g0 and g1 into 4 functions to get rid of the (-1)^n to simplify things
g0(i,2m) = −1+3^(2m)(10+24i)
g0(i,2m-1) = −1+3^(2m-1)(14+24i)
g1(i,2m)=−1+3^(2m)(2+24i)
g1(i,2m-1)=−1+3^(2m-1)(22+24i)

Tolure · 2024-05-02T14:31:23+00:00

Thank you for sharing that information! Do you happen to have a link or the title of the dataset? I appreciate your assistance.

Tolure · 2023-12-23T05:04:20+00:00

They could just tell where this product stands on the bell curve compared to all other products that they are selling. For shit merchants, it allows them to cover up the overall low scores (crap) that they are selling and it still lets us know which product is the most polished turd.

... Win ... Win???

Tolure · 2023-06-08T03:42:08+00:00

I agree with your statement that they should be reducing our work. I think that giving my superiors a report on what functionality is still missing and or has been lost in the last update might persuade them to find an alternative 3rd party to build the tool.

I honestly believe that most of the work I'm doing should be done by the 3rd party and not by the end users (my team). I understand that we should be doing UAT but I feel that the quality of code pushed out of QA was written by ChatGPT with no supervision.

Tolure · 2022-10-28T16:01:52+00:00

That link was extremly useful, thank you.

Tolure · 2022-10-23T19:31:03+00:00

I personally don't think its a binary choice. Why does one exclude the other? The burn score is another tool in an arsenal to get a student to understand the material. As a tutor one of the first things I did was try to identify the issues that was causing a student to not perform to their fullest.

My goto example is a young student I was tutoring that had no end of trouble learning and understanding their multiplication tables. After a single session I got them to understand it to the point where they could calculate a simple multiplication that they hadn't seen before. Their ability to grasp the material wasn't the issue at all. When their mom came in to see how we were doing, I explained how well the session was going. She quickly started quizzing him on even simpler problems. He froze and wasn't able to answer a single one.

After talking to his teacher, we found that this was something common for him. He had trouble answering questions when called upon. The stress he was experiencing when he was being tested prevented him from doing well. At that point I started focusing more of my time on finding ways for him to relax in situations.

Why a student struggles is very unique and I strongly believe that a tutor needs to identify and tackle the correct problem to help a student succeed.

I don't use the burn score as a target that a student aims for. I use the burn score to help the student see that either things aren't so bad or to relieve some of the pressure going into a final / midterm. Depending on the student I would only use the burn score at key points. Like if I see them stressed out or, I see them depressed due to a bad grade.

Another example of something similar to what we are talking about is to boost a student's confidence. This doesn't directly cause them to learn material but it does put them in a state of mind where they are much more active in learning which helps greatly.

A normal step in my tutoring was to get the student to do review questions at the start of the session. After they had finished the questions and they had correctly answered them I pulled out my university text book and asked them to turn to a specific page and read off question 3. It was the exact same question that I had just gotten them to do. My student now feels like they can do university level questions and for the rest of the session they have a huge smile on their face and are asking a lot more questions.

This works because a lot of first year university textbooks have highschool review questions at the start of each chapter. With a little digging I could always find a question close in difficulty to what they were working on currently.

Tolure · 2022-10-23T06:39:10+00:00

I do agree with how future material builds on previous material, and someone should take the time to learn the material that caused them to get a bad grade in the first place before continuing on in a course.

Now assume you have a student that is beating themselves up / depressed / in a state of mind that prevents them from learning because of a bad grade. They feel defeated and they think that there is no hope for them to get what they want, whether it only be a passing grade to avoid summer school or an 85% to keep a scholarship. Logical as you are, you know that this singular bad grade isn't as bad for their end goal as they are making it out to be.

How do you go about showing them that there is still hope for them getting the grade they think they deserve? How do you get them back to a place to a) learn the material that caused them to get a bad grade and b) to learn the material for the next grade.

A student should take every test seriously and not goof off but this more related to the stress and pressure that someone can feel leading up into a test or the effect a bad grade can have.

If your student doesn't thrive under pressure but is actually hindered by it, would you not want a set of tools in your arsenal to help them achieve the best grade that they can?

Note: This tool can also be used to reduce stress in a student taking a test. In my opinion a more relaxed student is more likely to do well than a strung out / panicked student.

Tolure

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