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The Astronomer CEO's Coldplay Concert Fiasco Is Emblematic of Our Social Media Surveillance Dystopia

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  • Video game actors' strike officially ends after AI deal

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    paraphrand@lemmy.worldP
    huh, interesting! It’s The Mythical Man-Month! That book was published back in 1975. They definitely know better, but must be in quite a pickle.
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    D
    If it's so good then why does deepseek-qwen slap
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  • ZenthexAI - Next-Generation AI Penetration Testing Platform

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    O
    The point is not visuals, though I know what you mean. The point is to gain the introspection and Brain chemistry changes. Micro dosing less than . 5 grams daily for short periods NOT LONGTERM, are very effective control vs SSRIs. Large mega doses are where the real changes happen. I highly recommend significant research and carrful planning if you choose this route. Safety. Trip sitters. Be safe. There has been major changes in PTSD war veterans and all sorts if mental health issues.
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    I
    I'm not afraid of that at all. But if you draw shit tons of power from a crappy socket, things start to heat up real quick. Like getting really fucking hot, as in burn your house down hot.
  • 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.
  • The bots are among us.

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    yerbouti@sh.itjust.worksY
    Yeah she was on to something with the layers, but screw it up. I’m sure the models got better since.