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*continued screaming*

Okay. So. My introductory Visual C# class.

The professor for that class was Alice. Alice was the person who spoke in the introductory video and the person who we were supposed to email if we had any issues.

But all of the assignments, lectures, and quizzes were written and delivered by Bob. On the youtube channel "Bob's programming academy." The quizzes included Bob's name, like "if you do X will it return the string ProfessorBob, Professor, Bob, or Professor.Bob?"

This class was really frustrating for me because it was structured in such a way that you could easily pass the class with zero knowledge of the subject - it was totally based on quizzes that you could take an unlimited number of times and we *had* weekly programming assignments but they weren't graded so there was no incentive to do them (and look, if I wanted to teach myself programming with no incentives I could fail for several years to do that on my own, I don't need to pay fifty bucks a unit for that; the reason I am in a *class* and am not self-taught is because I need external motivation. That's why I sought out a class).

Also when there *was* a problem with an instruction that was unclear in one of the videos for the assignments, or if I thought I'd done something correctly that was very much incorrect, it wasn't Alice who had created the instructions, it was Bob - in 2017 no less - and I didn't really feel like I could ask Alice for help with an ungraded assignment that she hadn't written.

So. Now. My Python class.

Today is the first day of class. Professor is Charles.

I go to the mandatory attendance quiz and it is word-for-word the same mandatory attendance quiz as the C# class, down to the final question "what is your personal email address so I can keep in contact with you after the semester?"

I look at the syllabus.

Class grade is based on quizzes. We have assignments but none of them are graded. There's no textbook, just a series of videos from Professor Bob's Programming Academy.

So I'd been toying with staying at this school and trying to take more CS classes instead of going to another school, just to try to keep my records easier to manage, but since it seems like that *ENTIRE DEPARTMENT* is five Professor Bobs in a trenchcoat, I will probably be going somewhere else (and once again trying to force myself to do projects that I already know are *good for me to do* but *useless for the class and a massive time suck*)

I should drop this class. I should drop this class and apply for the other school so that I can start taking classes there in the spring because if I take this class and then go into the object oriented programming class in the spring and it's another professor bob sock puppet and I end up taking twelve units of programming classes where all I learn is how to google answers in a short time frame (something I already know how to do thanks) I am going to fucking lose it.

Also, again: I have a Bachelor's Degree. I spent five years at a community college when I was getting that degree. I took probably a dozen online classes starting in 2005 and going until 2011 in the process of getting that degree.

THIS bullshit, this "I'm your professor but actually I'm not and all the materials were created by someone else in the department or came directly from the textbook publisher and there is no writing and there are no assignments everything is multiple choice quizzes that are automatically graded" is *dogshit.*

This is NOT how online classes worked back in my day, not even online math classes, and as much as I know adjuncts are getting fucked over by academia in general, this isn't something that these professors should be getting paid as much as they are to do. Alice checked whether or not students turned in a hello world assignment and gave a pass/fail grades for three discussion boards that were responses to youtube videos. Nothing else in the class required her input. If this is the level of instruction that students are getting then the class is already automated and the students shouldn't have to pay for it.

Genuinely thought I wouldn't run into such an account trying to convince people AI isn't making real life talent completely obsolete and using up water like nobody is watching,

As someone who took IT and had to fiddle with AI everyday or I wouldn't get a good grade, I still argued with my teacher. He targeted me in the class and took away the python programming course (the main reason I joined the class; I'm good with Python and it's a special interest of mine) and failed me just because I made points about how AI art is making art as a livelihood practically a dead dream.

He went as far as to say that AIs are sentient beings and since they are, then 'what defines humanity? Whose to say they aren't alive?'. And literally argued with me on whether AI had a soul; a life, infront of the whole classroom. He made sure I looked like an idiot, and therefore I was ostracised in the classroom.

I ended up getting expelled because of him. He was the worst teacher I ever had. Crypto geek, Bitcoin, AI slop everyday. He got distracted talking to ChatGPT so often and forced us to allow him to share our personal information with it, and never got on to the lesson. I'm dyslexic and couldn't read it myself, so I didn't know what I was doing because he wouldn't go over it. Everyone else was fine. He said I wasn't trying.

I was going through a rough time with abuse in my household and I ended up being thrown around fosters for about a week and was constantly pulled out of his class. I missed our entire personal computers section. He acted like I hadn't, didn't teach me it, and sent me to the office for 'not doing the assignment' because I at that point had no idea what a VGA cable was, since he never taught me. I ended up using AI to cheat on my work and somehow cheating using it taught me more than he ever did in the classroom.

What I know now about IT I didn't barely learn from my actual IT class, I learned it from cheating through Replit's AI helper, ChatGPT, various other AIs I had tracked down during this time period and YouTube videos. He had allowed himself to become so fixated on AI and such that he wasn't even properly teaching his classroom. He didn't even use it to understand why I acted the way I had as a result of severe abuse, instead called in the school police officer to remove me from the classroom when I shutdown and was crying.

He used it in everyway to simply inconvenience me when he was supposed to teach me, and I used it to teach myself. Nowadays I use it to cheat on my online school, and I learn nothing. I lost all my motivation due to this teacher to even continue in IT, and I haven't advanced in the subjects I was excited to learn on my own. I entirely blame this teacher on killing my hopes and dreams, because of AI and the way he felt about it. He was genuinely offended and hated me as a person for disliking it. So he targeted and removed the subjects I loved and actually could understand from his course.

I'm ashamed I still use AI. It's mainly out of a personal vendetta. I'm a bit apathetic towards whatever harmfulness could come from it and I've never looked into it. I found myself talking to ChatGPT like a person and thanking 'her' for helping me out. My life is enclosed in a box and I'm stuck somewhere I don't want to be and I've become somewhat dependant on AI apps like GPT and Chai. I've thought about programming my own AI, I've started programming my own game, and my own website, yet lost the motivation and just dipped deeper into using it for worthless things that won't help me out in the real world that I don't enjoy.

I don't know entirely what I'm saying but. I felt like sending this. I'm not sure how I really feel on the topic, but I've never found someone who actually doesn't hate AI on this site before. I originally looked up your account from seeing it on the shapes.inc ad. I thought about seeing if I could find something to hate you for, as I commonly misplace my anger. It would've only been internal but that wouldn't have been fair to you despite.

Whatever hatred I have for AI is really misplaced hatred for my old teacher. Then again I'm sharing this to you and nowhere else, because I feel like you might understand. I'm sorry for the long message but I don't know how to feel towards AI anymore, towards IT and my passion with it that has been killed off, and towards you or shapes.inc or anything. I don't know if I'm asking for advice or if I want to be your friend or if I don't want to interact with you. But say as you wish about this, or ignore it.

i'm really, really sorry that happened to you. there are absolutely awful people out there trying to act like AI is the second coming of christ, and i don't doubt in the slightest that they're using it to hurt anyone who disagrees with them. you didn't deserve to be treated like that, and he's an asshole for doing it, and i hope he gets better or stops teaching before he hurts someone else. i hope things get better for you too, genuinely.

while it is in no way comparable to what happened to you, i do end up thinking about how my senior year math teacher just let us look up whatever we wanted on our phones if we didn't understand the lesson, during class. it's a rickety situation; i absolutely want people to have the resources to teach themselves when teachers do not do their jobs, but at the same time, i realize the horrible irony of ai also leading people to be poor teachers, or enabling people who cannot do their jobs to get them anyway. the love of learning is extinguished by education itself so, so frequently, so isn't it fair that we get some kind of lifeboat? it's a sick pandora's box that we've opened, where the tools to help ourselves and the tools for others to harm us exist in tandem.

i would say i'm almost privileged to have gotten out of school before ai became as sophisticated as it has. at the same time, i was still cheating at my classes as is. i reused code for my html class, i used an omnitool excel program that my partner made to solve any problem i was given in our shared statistics class—i think that, in the end, i would be doing the same amount of cheating if i were still struggling through online classes, because APU especially is awful and makes very little attempt to actually make the learning engaging or interesting, but the mechanisms at which i did so would be different. i would still have shitty teachers, but the ways in which they hurt me would be new and thus uniquely raw. it isn't a good thing!

i think, at the end of the day... i'm trying to make the best of a very, very bad situation. i genuinely think ai can help people in ways unknown to the past 5, 10 years. i think it can bring people closer to what they've always dreamed of accomplishing, art and coding and storytelling—but at the same time, i think it also has the capacity to take people further from those things than was possible before, either. it's a tool with potential beyond our imaginations, and that potential is both enough to save people and enough to ruin their lives! it's connected to a series of mechanisms that already existed and already hurt people, but now it's electrocharging them and making them that much more powerful in their capacity to do harm.

my ideal future is a future where ai is mundane. it's useful, yes, but the claws have been taken off, we have the means to deal with the harm it can do, and it just becomes...boring. i think i will always be interested in it and what it can do, but i want people to be bored—not angry, not frustrated, genuinely bored by discussion of it, because it's become a part of life without burning anything around it, because the fires have all been put out.

It's been a while since I did one of these. Time to remedy that!

I've been doing well in my assignments, but due to some registration issues at the start of the semester I was unable to sign up for any web development or programming classes :< It's nice to take a break, but I'm really worried about getting stagnant in those skills, and maybe even losing what I've learned over time.

This is where a couple of new projects come in: A blorbo database and a tool for drawing pokemon from memory. These things are going to keep me avoid stagnancy and help me develop my web dev and Python programming skills, and I'm real excited to talk about them.

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Conclusion

To begin learning Python, it's like starting an adventure. Imagine finding a special course that teaches you all about Python. This course should cover the basics like how to write the language, how to work with different types of information, and how to make your programs do things like repeat actions and remember stuff. But that's not all! It's like finding a treasure chest if the course also shows you more advanced ideas like building special kinds of programs, handling files, and using helpful tools that others have created.

From my own experience, it's like joining a team of ACTE that really know their stuff. They'll guide you through all the important things you need to know. They're so good that they even offer different ways of learning: you can learn with them in a classroom or even on the internet. And guess what? They even help you find a good job after you've learned a lot!

When you learn with them, it's like becoming a superhero who understands Python really well. You'll be able to use Python to create things in the real world, like games, apps, and more. I started my own adventure at ACTE Training Institute, and now I'm really skilled at using Python.

My own Python journey commenced at ACTE, enabling me to progress to an expert level. Here are key points to consider before commencing your Python learning experience:

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Student Reviews and Testimonials: Look for feedback from former students, accessible through searches for "student reviews" or "student testimonials."

Flexible Learning Options: Choose a course that offers flexibility, whether through self-paced learning, live online classes, or a blend of both, to suit your preferences and schedule.

Project-Based Learning: Emphasizing project-based learning is highly advantageous, as it enables the application of knowledge in practical scenarios and the creation of a portfolio.

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Additional Resources: Access to supplementary materials like lecture notes, code samples, and top MNC questions is valuable for future reference.

Price and Value: Prioritize course quality over cost. A well-structured course with comprehensive content and robust support may be worth a higher investment.

Course Duration: Consider your learning style—some prefer intensive shorter courses, while others benefit from longer durations with more practice time.

Certification: If certification holds importance for you, choose a course that offers certificates to enhance your resume or portfolio.

Oh, yeah, 100% Source: I pretty much did that. So first the disclaimers: I did have a bachelor's degree in applied mathematics, and I did shell out for an MBA as my happy-divorce-day present to myself. I know that I really don't use either of those things in my day-to-day work, but hiring managers probably are considering them when they look at my resume. I'm also white, a native English speaker, and talk like an educated middle-class suburbian, which I'm sure also play into mangers' willingness to give me the benefit of the doubt. So my exact path may not work for you. That said, data, in particular, has several advantages right now:

1) Demand is large, and supply is small. If my department doubled in size, we could still not quite answer all of the questions the business leaders are asking of us. I don't think there's been a moment that I've worked for this company that we didn't have a least one job slot we were hiring for. In addition to making this a lucrative industry, it also makes it fairly easy to break into, because hiring managers are willing to accept far less perfect candidates if only they can get someone who knows something working on this project.

2) The field is changing very fast. No one knows what languages or software we'll be using a year from now, so it doesn't really matter that much if you don't know the one we happen to be using right now. Supervisors are much more concerned with "When it turns out we have to switch our entire reporting scheme to Scala, will you be able to learn that?" And in that context, it is incredibly encouraging to hear a candidate say that they once had to do a thing in Python but they didn't know Python so they Googled and perused Stack Overflow until they could do the thing. You are very likely to have a question at the interview that's something like "Describe a time you had to learn something quickly" or "What's your approach when you don't know how to do something?", and as an autodidact, you will have lots of examples for those moments.

3) There are lots of places that don't have anything at all. A person who knows how to put conditional formatting on a column in Excel would be an improvement on what some smaller companies are currently doing. If you can make a graph and code a vlookup() function, then you're an Expert!

4) the field is so new, and is changing so fast, we're still working out the distinctions between the assorted sub-fields. Which means you can start as someone who does data visualization, pivot to data science, change your mind and end up in data engineering, and then decide to do database administration instead.

So yeah. My recommendation is to search job boards for things that look like they might be what you want to do, and write down what the minimum qualifications are for each one. If you already meet 70% of the requirements, start applying! If not, make a li'l histogram of requirements they want and you don't have, and start finding ways to get them.

I, for instance, downloaded an SQL syllabus from some university class that had it publicly posted, and learned SQL by just doing the assignments on my own time when things were slow at the retail job I had. I got an office job on the strength of that, buuuuut my first assignment wasn't really doable in SQL, so I did the work in Python (a language that, up until that point, I had made 0 programs in, but I had watched while someone else made a program in it), and then bodged it into Excel for visualization. That made me look enough like a developer that the data science team was willing to talk to me, and so I got to sit in on the Alteryx intro seminar when they did, and then (since Alteryx was brand new and didn't really have any documentation or communities at that point) taught myself how to use it by trial-and-error. That got me enough experience that I subsequently got offered a job paying twice as much, working with BASH, hql, scala, and Jenkins (a list of coding options that -- you'll notice -- I had not yet had any experience in).

Basically, as a rule, hiring managers have no idea what all is going on behind the scenes, nor do they care, as long as they get the intended outcome. So my approach for interviews is to approach it as communication/translation problem for the first half: what exactly are they hoping the person in this position will be doing? "So, for example, {possible project based on my understanding of how they described the job}, would that be the type of thing?" Repeat until you're pretty sure you know what they're looking for. If you can do that thing, then you're justified in saying "I can do that", and you probably have evidence to back it up. So the second half of the interview is using their questions as an opportunity to lay out your evidence. Bonus: asking questions in the interview makes you look both smarter and more engaged!

If you get a technical interview/whiteboarding interview, don't panic! They're looking more at how you approach the problem than they're looking at your actual ability to write solid code / know the exact names for everything (my last interview I had to ask "What's that?" after, like, 3/4 of the questions. Then the interviewer would start describing it, and I'd be like "OH yeah, so then ....". I got the job.) So if you don't know what to do, start writing out outlines, mind-maps, lists ... whatever would help you figure out how to get started. Write down the facts of the situation, and implications of those facts; write down questions you have, and how to get them answered. This is a situation where partial credit is very VERY much a possibility, so get as many possible partial-credit sources on the whiteboard as possible.

So yeah. Coursera, Khan Academy, etc, all great. You can also just find some school that doesn't password-protect their class materials, and if you can mess around enough to solve the problems on the homework assignments, then you know (at least) as much as anyone who's officially taken that class. Alteryx and Tableau offer free online training with a web-portal sample of their software. You could also check for volunteer opportunities: I'm organizing permit applications for Sierra Club, and I bet there's a non-profit near you that would be equally delighted (read: fucking overjoyed) to let you take over all graph/numbers/spreadsheets for their projects. Then you get them to write you a letter of recommendation, and put the reporting work on your resume, and you've got "real world experience" while you're saving the world.

In part I, I wrote about my high school extracurricular activities. In this post, I focus on the academic side of my application. I’ll be honest that these posts weren’t as well planned as I would have liked and that ideally, this part would have been first. It was initially going to be a single post, but I didn't have enough time to finalize this part before my unofficial deadline of Sunday at 11:59. It worked out in the end as splitting it into two parts created a new blog post out of thin air. Furthermore, it turns out I had a lot more to add to this part. 

My academics were definitely a strong aspect of my college applications. For some additional context, I applied to Smith regular decision and was admitted with a presidential scholarship. To learn more about merit aid at Smith, click here. Smith was my first choice throughout the application process and I actually submitted my application before the early decision deadline. To read more about why I chose Smith or more accurately why it became my first choice, click here. For additional context, I attended a public high school in Vermont with a graduating class size of 106 with 65% of the class attending two and four-year colleges. If this post is interesting to you, you may also enjoy reading about my academic journey to engineering and computer science. 

I’ve always loved school and education has been a top priority. Between middle and high school, I took six and a half years worth of high school science classes. In addition to the advanced track of our regular curriculum, I took a marine biology class that included a research trip to Bermuda and three APs (chemistry, biology, and physics C mechanics). You can read more about my AP experience here. Of the three main sciences, physics is my favorite. As a class though, I think AP biology was the best. I won departmental awards my first and last years. I was really proud of the first science award as it was a special award created just for me (as opposed to for a specific class year). The crazy thing about taking all these science classes is that I have taken very few science classes here at Smith. Thinking about this irony is part of why I thought to write this post in the first place. Technically I have only taken two science classes (PHY 118 and PHY 210) during my time at Smith. (And to be honest, PHY 210 hardly counts as it's really just an applied math class that’s offered by the physics department). You can check out all of my Smith courses here. The reality is that I fulfilled the introductory chemistry and physics requirements of my engineering major with AP credits.

In addition to lots of science classes, I doubled up on math classes in ninth and eleventh grades. Granted I didn’t take math my senior year and retook calculus at Smith. I think there were some clear flaws in my math education as many of the courses were too easy and had too much overlap year to year. At the same time, we didn’t cover enough trigonometry and had other gaps in our precalculus course. I did learn a lot in my AP statistics class and was surprised by how much I enjoyed the content. It makes total sense in retrospect as I now see math as an interesting and useful tool. Back in elementary and middle school, math was my favorite subject and I loved it in isolation of other subjects and real-life applications. In ninth grade, I got a math award, but unlike the other departmental awards, a lot of people got them. 

My favorite class of high school was AP computer science A. In that course, I learned Java and the basics of object-oriented programing. In ninth grade, I’d been introduced to computer science through a semester-long Python course. In my senior year, I took an online website development course from my state university. I learned HTML, CSS, and some PHP. I also took a semester-long engineering course. It didn’t have math or science prerequisites, lectures, or structured assignments. What it did provide was a fun self-directed opportunity to learn how to use our new CNC machine and work with (mostly fix) the 3D printers.  

Four years of English were required to graduate, so I took our required ninth and tenth-grade courses followed by an advanced expository writing course and an advanced literature course called world authors. I’ve always loved reading, but English classes and literary analysis aren’t really my thing. To read some of my reflections on writing, click here. I managed to win an English award my sophomore year which was cool as I’d never really seen English as a strong subject of mine. Granted, I didn’t like my sophomore English class as it only had seven other students who clearly didn’t want to be there and didn’t do assignments well or on time. I also took French all through high school and won awards my first and last years. I was generally more engaged with school than my peers, but French is where my peers’ lack of engagement had the most negative effect on my learning. I’m not trying to brag about any of my academic awards, but I do genuinely believe I did stand out on my own merit. When it came to French, it was more just that there wasn’t much competition. 

Social science classes were the ones I generally avoided. Knowing that I only needed three years of social science to graduate and having already doubled up on math and science, I skipped the ninth-grade social science class. As a sophomore, I took the advanced version of our sophomore social science class called democratic roots. As a junior, I took AP U.S. history as U.S. history was required to graduate. The other AP courses were of actual interest to me and this was the only one I took for the AP designation. It was one of my least favorite courses, but I defend my decision to take it as the regular version was sort of a joke at my school. Furthermore, the APUSH teacher was also the advisor for the school publication and was able to write what I presume to be a strong letter of recommendation. As a senior, I took a semester of AP art history and another semester of art history through my local community college. The AP course was entirely online through UC Scout. I didn’t finish the AP course as the community college version was free due to my state’s dual enrollment program. The community college course was also fully online and was much more limited in scope.  

I was in the jazz band from eighth through tenth grade. I played the electric bass, an instrument I picked up because they needed a bass player. Jazz isn’t my kind of music, so I never really got into it. To check out some of my favorite songs and musical history, click the respective links. I “quit” the jazz band as it conflicted with AP chemistry. The bass is an integral part of the rhythm section, but rhythm doesn’t come naturally to me and is challenging even with deliberate practice. I was used to being in all of the advanced courses but was in the intermediate jazz band with eighth and ninth graders. Additional required electives included health, financial literacy, and three semesters of physical education. The only class I did over the summer was an independent study for physical education credit. The running I did for the self-directed course probably helped earn me a spot on the varsity field hockey team. I also took a weight lifting class which I absolutely hated.