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Google hit with $314m fine for collecting data from idle Android phones without permission

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    That’s a very emphatic restatement of your initial claim. I can’t help but notice that, for all the fancy formatting, that wall of text doesn’t contain a single line which actually defines the difference between “learning” and “statistical optimization”. It just repeats the claim that they are different without supporting that claim in any way. Nothing in there, precludes the alternative hypothesis; that human learning is entirely (or almost entirely) an emergent property of “statistical optimization”. Without some definition of what the difference would be we can’t even theorize a test
  • In Militarizing Push, Russian School Children To Build Drones

    Technology technology
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    https://yourlogicalfallacyis.com/tu-quoque
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    It's one of those things where periodically someone gets sanctioned and a few others get scared and stop doing it (or tone it down) for a while. I guess SHEIN are either overdoing it or they crossed the popularity threshold where companies become more scrutinized
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    Time to start chopping down flock cameras.
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    Business Insider was founded in 2007.
  • 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.
  • Apple Watch Shipments’ Continuous Decline

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    i mean as a core feature of a watch/smartwatch in general. garmin is going above and beyond compared to the competition in that area, and that's great. But that doesn't mean every other smartwatch manufacturer arbitrarily locking traditional watch features behind paywalls. and yeah apple does fitness themed commercials for apple watch because it does help with fitness a ton out of the box. just not specifically guided workouts.
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    ... robo chomo?