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Scientists in Japan develop plastic that dissolves in seawater within hours

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    uriel238@lemmy.blahaj.zoneU
    algos / AI has already been used to justify racial discrimination in some counties who use predictive policing software to adjust the sentences of convicts (the software takes in a range of facts about the suspect and the incident and compares it to how prior incidents and suspects were similar features were adjudicated) and wouldn't you know it, it simply highlighted and exaggerated the prejudices of police and the courts to absurdity, giving whites absurdly lighter sentences than nonwhites, for example. This is essentially mind control or coercion technology based on the KGB technology of компромат (Kompromat, or compromising information, or as CIA calls it biographical leverage, ) essentially, information about a person that can be used either to jeopardize their life, blackmail material or means to lure and bribe them. Take this from tradecraft and apply it to marketing or civil control, and you get things like the Social Credit System in China to keep people from misbehaving, engaging in discontent and coming out of the closet (LGBTQ+ but there are plenty of other applicable closets). From a futurist perspective, we homo-sapiens appear just incapable of noping out of a technology or process, no matter how morally black or heinous that technology is, we'll use it, especially those with wealth and power to evade legal prosecution (or civil persecution). It breaks down into three categories: Technologies we use anyway, and suffer, e.g. usury, bonded servitude, mass-media propaganda distribution Technologies we collectively decide are just not worth the consequences, e.g. the hydrogen bomb, biochemical warfare Technologies for which we create countermeasures, usually turning into a tech race between states or between the public and the state, e.g. secure communication, secure data encryption, forbidden data distribution / censorship We're clearly on the cusp of mind control and weaponizing data harvesting into a coercion mechanism. Currently we're already seeing it used to establish and defend specific power structures that are antithetical to the public good. It's currently in the first category, and hopefully it'll fall into the third, because we have to make a mess (e.g. Castle Bravo / Bikini Atol) and clean it up before deciding not to do that again. Also, with the rise of the internet, we've run out of myths that justify capitalism, which is bonded servitude with extra steps. So we may soon (within centuries) see that go into one of the latter two categories, since the US is currently experiencing the endgame consequences of forcing labor, and the rest of the industrialized world is having to bulwark from the blast.
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    The poll, published by the research firm and the Walton Family Foundation... Walton Family Foundation provides financial support to The 74. What kind of fool would believe anything from these grifters? Phony AF at its face.
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    A
    Why would the article’s credited authors pass up the chance to improve their own health status and health satisfaction?
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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.
  • Sunsetting the Ghostery Private Browser

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    P
    Sunsetting Dawn? Of course
  • 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.
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