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Millions of Americans Who Have Waited Decades for Fast Internet Connections Will Keep Waiting After the Trump Administration Threw a $42 Billion High-Speed Internet Program Into Disarray.

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  • Trump says US will start talks with China on TikTok deal this week

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    Walk me thru how the tariffs will work on that, will ya taco boy?
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    According to the case website, it looks like it's only people who own a device made by Google that runs their voice assistant. So, Samsung Android users are not included, but anyone with a Google Home device or a Chromecast is included
  • Cloudflare to AI Crawlers: Pay or be blocked

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    Make a dummy Google Account, and log into it when on the VPN. Having an ad history avoids the blocks usually. (Note: only do this if your browsing is not activist related/etc) Also, if it's image captchas that never end, switch to the accessibility option for the captcha.
  • Tesla customers in France sue over brand becoming 'extreme right'

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    sorry I meant it in a joking way, I should have worded that better
  • Tech Company Recruiters Sidestep Trump’s Immigration Crackdown

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    "Hey ChatGPT, pretend to be an immigration attorney named Soo Park and answer these questions as if you're a criminal dipshit."
  • Tide42 – A Fast, Minimalist CLI IDE for Terminal-Centric Devs

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    anzo@programming.devA
    Emacs has panes. Is this supposed to imitate a fraction of the holy power?
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    paraphrand@lemmy.worldP
    Network Effects.
  • 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.