Godspeed Deno and mandatory fuck Oracle

The amount of times the shit breaks down combined with the slower speeds means it doesn't really matter if they work 24/7 right now. Yes, robots are coming, but amazon has been acting like they will be here tomorrow since it's inception. The reality is robots that cost less than people that at least do comparable work in the same time frame is still a decade or 2 away optimistically. Amazon trying to force it doesn't change that. Amazon is to robots what meta is to vr. Dumping tons of money trying to force the 'future' today.

That means they'll know I'm a citizen, right? RIGHT? Spoilers: "All you Asians look the same, you must be this person" shows a picture of a conpletely unrelated person -ICE Agent said to me, an Asian American US Citizen (Well this didn't happen yet, but I can imagine this happening like... soon.)

Lots of people have kids nowadays in their houses, we should ban all of that and out them all in a specialized center or something. I can't imagine what all those people are doing with kids behind close doors under he guise of "family". Truly scary if you think about it.

Now we need an open source browser runtime...

I don't think so, and I believe not even the current technology used for neural network simulations will bring us to AGI, yet alone LLMs.

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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