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  • Unionize or die - Drew DeVault

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    and hopefully also elsewhere. as Drew said in the first part, tech workers will be affected by billionaire's decisions even outside of work, on multiple fronts. we must eat the rich, or they will eat us all alive.
  • Where do I install this nvme drive on my laptop?

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    K
    ??? The thing is on the right side of the pic. Your image is up side down. Edit: oh.duh, the two horizontal slots. I'm a dummy. Sorry.
  • The largest cryptocurrency money-laundering ring

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    ulrich@feddit.orgU
    It has their name and where it came from so. Yes? That's not what I asked. Are you expecting people to direct link everything even when it is already atributed? I mean is that really too much to expect of people? To simply copy the link where they found the information and post it along with where they shared it?
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    Arguably we should be imposing 25% DST on digital products to counter the 25% tariff on aluminium and steel and then 10% on everything else. The US started it by imposing blanket tariffs in spite of our free trade agreement.
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    alphane_moon@lemmy.worldA
    I don't drive and have minimal experience with cars. Does it make a big difference whether your Android Automotive solution is based on Android 13 or 15? It's been a long time since I've cared about OS upgrades for Android on smartphones, perhaps the situation is different with Android Automotive?
  • AI cheating surge pushes schools into chaos

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    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.
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    But they did give! They did not chose to deny and not have pizza.
  • Things at Tesla are worse than they appear

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    halcyon@discuss.tchncs.deH
    [image: a4f3b70f-db20-4c1d-b737-611548cf3104.jpeg]