This video complements the text tutorial at https://trevors-tutorials.com/0001-game-dev-fundamentals/ Trevors-Tutorials.com is where you can find free programming tutorials. The focus is on Go and Ebitengine game development. Watch the channel introduction for more info.

FYI- insurance company data breaches impact more than just customers. I had my identity stolen a few years ago because a small car insurance company I've never heard of was able to buy data on me from my state's government to build a potential customer profile, and then they got hacked. I would assume Aflac has data on just about everyone in the US.

Can we get more than just a picture of an Abstract?

"Hey ChatGPT, pretend to be an immigration attorney named Soo Park and answer these questions as if you're a criminal dipshit."

Tech execs when the shortage hits: I just had a brilliant idea! Let's just give untrained junior vibe-coding engineers the power of senior engineers, and even more AI tools. Problem solved forever, bonus please!

Sorry for the late reply, I had to sit and think on this one for a little bit. I think there are would be a few things going on when it comes to designing a course to teach critical thinking, nuances, and originality; and they each have their own requirements. For critical thinking: The main goal is to provide students with a toolbelt for solving various problems. Then instilling the habit of always asking "does this match the expected outcome? What was I expecting?". So usually courses will be setup so students learn about a tool, practice using the tool, then have a culminating assignment on using all the tools. Ideally, the problems students face at the end require multiple tools to solve. Nuance mainly naturally comes with exposure to the material from a professional - The way a mechanical engineer may describe building a desk will probably differ greatly compared to a fantasy author. You can also explain definitions and industry standards; but thats really dry. So I try to teach nuances via definitions by mixing in the weird nuances as much as possible with jokes. Then for originality; I've realized I dont actually look for an original idea; but something creative. In a classroom setting, you're usually learning new things about a subject so a student's knowledge of that space is usually very limited. Thus, an idea that they've never heard about may be original to them, but common for an industry expert. For teaching originality creativity, I usually provide time to be creative & think, and provide open ended questions as prompts to explore ideas. My courses that require originality usually have it as a part of the culminating assignment at the end where they can apply their knowledge. I'll also add in time where students can come to me with preliminary ideas and I can provide feedback on whether or not it passes the creative threshold. Not all ideas are original, but I sometimes give a bit of slack if its creative enough. The amount of course overhauling to get around AI really depends on the material being taught. For example, in programming - you teach critical thinking by always testing your code, even with parameters that don't make sense. For example: Try to add 123 + "skibbidy", and see what the program does.

Nextdoor is an absolute black hole social media site, it absorbs the worst of humanity so we don't have to see them anywhere else.