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Front Brake Lights Could Drastically Diminish Road Accident Rates

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    whotookkarl@lemmy.worldW
    It's not a back door, it's just a rear entryway
  • Telegram partners with xAI to bring Grok to over a billion users

    Technology technology
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    R
    So you pay taxes to Putin. Good to know who actually helps funding the regime. I suggest you go someplace else. I won't take this from a jerk from likely one of the countries buying fossil fuels from said regime, that have also supported it after a few falsified elections starting in 1996, which is also the year I was born. And of course "paying taxes to Putin" can't be even compared to what TG is doing, so just shut up and go do something you know how to do, like I dunno what.
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    I
    Arcing causes more fires, because over current caused all the fires until we tightened standards and dual-mode circuit breakers. Now fires are caused by loose connections arcing, and damaged wires arcing to flammable material. Breakers are specifically designed for a sustained current, but arcing is dangerous because it tends to cascade, light arcing damages contacts, leading to more arcing in a cycle. The real danger of arcing is that it can happen outside of view, and start fires that aren't caught till everything burns down.
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    fauxpseudo@lemmy.worldF
    Nobody ever wants to talk about white collar on white collar crime.
  • AI cheating surge pushes schools into chaos

    Technology technology
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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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    T
    It's also much easier to implement.
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    W
    What could possibly go wrong? Edit: reads like the substrate still needs to be introduced first
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