Well, em dashes are not all that common in text that people have written on computers, because em dashes were left out of ASCII. They're common in high-quality text like Wikipedia, academic papers, and published books.
My guess is that comma-separated lists tend to be a feature of text that is attempting to be either comprehensively expository—listing all the possibilities, all the relevant factors, etc.—or persuasive—listing a compelling set of examples or other supporting arguments so that at least one of them is likely to convince the reader.
I was surprised to learn from your comment that em dashes were left out of ASCII, because I thought I've been using them extensively in my writing. Perhaps I'm just relying heavily on the hyphen key. I mention that because it's likely instances of true em dash use (e.g. in the high-quality text you cite) and hyphen usage by people like me are close enough together in a vector space that the general pattern of a little horizontal line in the middle of a sentence is perceived as a common writing style by the LLMs.
I find myself constantly editing my natural writing style to sound less like an AI so this discussion of em dash use is a sore spot. Personally I think many people overrate their ability to recognize AI-generated copy without a good feedback loop of their own false positives (or false negatives for that matter).
On typewriters all characters are the same width, typically about ½em wide. Some of them compromised their hyphen so that you could join two of them together to form an em dash, but a good hyphen is closer to ¼em wide. But that compromise also meant that a single hyphen would work very well as an en dash. And generally hyphenation was not very important for typewriters because you couldn't produce properly justified text on a typewriter anyway, not without carefully preplanning each line before you began to type it.
Computers unfortunately inherited a lot of this typewriter crap.
Related compromises included having only a single " character; shaping it so that it could serve as a diaeresis if overstruck; shaping some apostrophes so that they could serve as either left or write single quotes and also form a decent ! if overstruck with a .; alternatively, shaping apostrophe so that it could serve as an acute accent if overstruck, and providing a mirror-image left-quote character that doubled as a grave accent; and shaping the lowercase "l" as a viable digit "1", which more or less required the typewriter as a whole to use lining figures rather than the much nicer text figures.
What definition are you using to say chimps don't have human level intelligence?
By any useful definition, the intelligence of human ancestors very closely resembled that of chimps for about 4 million years after the human and chimp lineages diverged. While it's impossible to say for certain, that's around the time that endocranial volumes started growing consistently beyond the range seen in chimps. That is also around the time of the first evidence of stone tool making.
You should always have an architecture in mind. But it should be appropriate for the scale and complexity of your application _right now_, as opposed to what you imagine it will be in five years. Let it evolve, but always have it.
In Australia this is actually an issue for low-income/underprivileged children in schools. Some parents don't give their kids breakfast or lunch, because they can't afford it or they just don't care.
Some schools run a "breakfast club" that everybody's welcome to attend, where they provide things like toast or cereal to kids that don't get breakfast at home, and it's couched in shame-softening language, though most kids know that if you go to breakfast club it's probably because you can't actually afford breakfast.
Schools will often have some bread and spreads available in the office for kids who are sent to school without lunch. I'm not sure how widespread it is, but I know that in some schools this is just funded voluntarily by some of the staff who will pick up more bread or whatever when it's required, because they don't want to see kids go hungry.
I think the idea of having lunch provided as part of your school fees is actually a good one. No kid should go hungry, or be subject to humiliation and shame, because their parents can't afford or can't be bothered to provide them lunch.
I use LLMs a huge amount in my work as a senior software engineer to flesh out the background information required to make my actual contributions understandable to those without the same background as me. eg, if I want to write a proposal on using SLO's and error budgets to make data driven decisions about which errors need addressing and which don't, inside a hybrid kubernetes and serverless environment, I could do a few things:
* Not provide background information and let people figure it out for themselves. This will not help me achieve my goals.
* Link them to Google's SRE book and hope they read it. Still not achieving my goals, because they won't.
* Spend 3 hours writing the relevant background information out for them to read as part of my proposal. This will achieve my goals, but take an extra 3 hours.
* Tell the LLM what I'm looking for and why, then let it write it for me in 2 minutes, instead of 3 hours. I can check it over, make sure it's got everything, refine it a little, and I've still saved 2.5 hours.
So for me, I think the author has missed a primary reason people use LLMs. It saves a bunch of time.
For a teacher, they want to see you spend those 3h to see what you come up with, and if there's something they should direct your attention to, or something they should change in their instruction.
But ultimately, getting the concise summary for a complex topic (like SLIs and SLOs are) is brilliant, but would be even better if it was full of back-links to deeper dives around the Internet and the SRE book.
> I somewhat feel that there was a generation that had it easier
I don't think so. I've been doing this for nearly 35 years now, and there's always been a lot to learn. Each layer of abstraction developed makes it easier to quickly iterate towards a new outcome faster or with more confidence, but hides away complexity that you might eventually need to know. In a lot of ways it's easier these days, because there's so much information available at your fingertips when you need it, presented in a multitude of different formats. I learned my first programming language by reading a QBasic textbook trying to debug a text-based adventure game that crashed at a critical moment. I had no Internet, no BBS, nobody to help, except my Dad who was a solo RPG programmer who had learned on the job after being promoted from sweeping floors in a warehouse.
Based on the contract you signed, yes. Though there still are stipulations for you as a designer. You can't design Mickey Mouse and then Disney says "you're not allowed to say you designed Mickey Mouse". Accreditation of the individuals is the very mimunum of protections you have as an artist who surrenders their copyright.
You don't necessarily need to actually attempt to globally enforce it. It's like speeding, right? Everybody knows the law, and a lot of people choose to break it. We can't check everybody's speed all the time, so instead we selectively enforce.
The real change though comes from parent's perceptions. Right now there's age limits of 14-years-old on most social media platforms, however most parents just see this as a ToS thing, and nobody cares about actually violating it. Once it becomes law, the parents are suddenly responsible (and liable) for ensuring their children are not breaking the law by accessing social media. It's not going to stop everybody, but it'll certainly move the needle on a lot of people who are currently apathetic to the ToS of social media platforms.
Yeah, you're right about the liability part. But regardless, as a parent of teenagers, being able to justify an unpopular decision with "it's the law" instead of "research shows it's potentially bad for you in the medium to long term" is extremely valuable.
