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  • P

    For All That Is Good About Humankind, Ban Smartphones

    Technology technology
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    D
    Do counts with and without the civil war.
  • D

    Dyson Has Killed Its Bizarre Zone Air-Purifying Headphones

    Technology technology
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    rob_t_firefly@lemmy.worldR
    I have been chuckling like a dork at this particular patent since such things first became searchable online, and have never found any evidence of it being manufactured and marketed at all. The "non-adhesive adherence" is illustrated in the diagrams on the patent which you can see at the link. The inventor proposes "a facing of fluffy fibrous material" to provide the filtration and the adherence; basically this thing is the softer side of a velcro strip, bent in half with the fluff facing outward so it sticks to the inside of your buttcrack to hold itself in place in front of your anus and filter your farts through it.
  • P

    CBDC Explained : Can your money really expire?

    Technology technology
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    S
    CBDCs could well take the prize for most dangerous thing in our lifetime, similar to nuclear weapons during the Cold War. I'm thinking of that line from the song in Les Mis. Look down, look down. You'll always be a slave. Look down, look down. You're standing in your grave.
  • D

    China's electric cars are becoming slicker and cheaper - but is there a deeper cost?

    Technology technology
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    db0@lemmy.dbzer0.comD
    VC-backed OpenAI is the most valuable company in the world and is engaging in massive environmental destruction. The US state just went into cahoots with them to the tune of billions VC-backed Uber and AirBnb disrupted multiple estabilished industries for the worst by undercutting them through loss-leading. VC-backed Facebook killed or purchased all its rivals and consolidated almost all social media to the detriment of the whole world.
  • P

    Community Notes vanishes from X feeds, raising 'serious questions' amid ongoing EU probe

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    L
    Make them publishers or whatever is required to have it be a legal requirement, have them ban people who share false information. The law doesn't magically make open discussions not open. By design, social media is open. If discussion from the public is closed, then it's no longer social media. ban people who share false information Banning people doesn't stop falsehoods. It's a broken solution promoting a false assurance. Authorities are still fallible & risk banning over unpopular/debatable expressions that may turn out true. There was unpopular dissent over covid lockdown policies in the US despite some dramatic differences with EU policies. Pro-palestinian protests get cracked down. Authorities are vulnerable to biases & swayed. Moreover, when people can just share their falsehoods offline, attempting to ban them online is hard to justify. If print media, through its decline, is being held legally responsible Print media is a controlled medium that controls it writers & approves everything before printing. It has a prepared, coordinated message. They can & do print books full of falsehoods if they want. Social media is open communication where anyone in the entire public can freely post anything before it is revoked. They aren't claiming to spread the truth, merely to enable communication.
  • P

    AI cheating surge pushes schools into chaos

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    C
    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.
  • P

    Groups of AI agents spontaneously form their own social norms without human help

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    A
    Turns out dry sarcasm doesn't come across well in text form, if only there was a way to indicate it
  • F

    *deleted by creator*

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