"Science" under capitalism has always been funded and developed by/for fascists. The originals in the USA were the founding enslavers. The nazis had their time. Now it's the zios. R&D for genocide as usual.

The cost of consuming media doesn’t match its worth. I never used ad blockers until they became invasive and disruptive.

Right? The surprise would be if they weren't doing that.

This is a tough one for me: I'm opposed to femicide, but I only wish the absolute worst on influencers.

Well if they're collating data, not that difficult to add a new table for gun ownership.

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.

A private company is selling cheap tablets to inmates to let them communicate with their family. They have to use "digital stamps" to send messages, 35 cents a piece and come in packs of 5, 10 or 20. Each stamp covers up to 20,000 characters or one single image. They also sell songs, at $1.99 a piece, and some people have spent thousands over the years. That's also now just going away. Then you get to the part about the new company. Who already has a system in Tennessee where inmates have to pay 3-5 cents per minute of tablet usage. Be that watching a movie they've bought or just typing a message.

... robo chomo?