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Firefox is dead to me – and I'm not the only one who is fed up

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  • When tech hardware becomes paperweights

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    I've been slowly making my way into the smart home ecosystem and was incredibly concerned about these not because of paperweight necessarily but because of needing to send data to a company over the internet which might not be available when it's needed. So I ended up going with Home Assistant and I'm really happy about the launch of the Works with Home Assistant program with the logo on devices.
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    Absolute horseshit. Bulbs don't have microphones. If they did, any junior security hacker could sniff out the traffic and post about it for cred. The article quickly pivots to TP-Link and other devices exposing certificates. That has nothing to do with surveillance and everything to do with incompetent programming. Then it swings over to Matter and makes a bunch of incorrect assertion I don't even care to correct. Also, all the links are to articles on the same site, every single one of which is easily refutable crap. Yes, there are privacy tradeoffs with connected devices, but this article is nothing but hot clickbait garbage.
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    From the same source, Blacklight is really good. https://themarkup.org/series/blacklight Blacklight is a Real-Time Website Privacy Inspector. Enter the address of any website, and Blacklight will scan it and reveal the specific user-tracking technologies on the site So you can see what's happening on a site before you visit it
  • Reddit will help advertisers turn ‘positive’ posts into ads

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    noodlesreborn@lemmy.worldN
    Mmmmmm I love not being on Reddit
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    arararagi@ani.socialA
    Because artists are still there.
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    Headlines have length constraints
  • This Month in Redox - May 2025

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    Niemand hat geantwortet
  • 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.