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Trump social media site brought down by Iran hackers

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  • How not to lose your job to AI

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    rikudou@lemmings.worldR
    A nice "trick": After 4 or so responses where you can't get anywhere, start a new chat without the wrong context. Of course refine your question with whatever you have found out in the previous chat.
  • Here's your first look at the rebooted Digg | TechCrunch

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    M
    Digg has been basically dead for 15 years.
  • Firefox is dead to me – and I'm not the only one who is fed up

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    F
    Never had issue with Firefox in my day to day use, sites load fine, uBlock stops all the annoyances and thankfully youtube works well for me.
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    M
    Mr President, could you describe supersonic flight? (said with the emotion of "for all us dumbasses") Oh man there's going to be a barrier, but it's invisible, but it's the greatest barrier man has ever known. I gotta stop
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    S
    %100 inherited and old lonely boomers. You'd be surprised how often the courts will not allow POA or Conservatorship to be appointed to the family after they get scammed. I have first hand experience with this and also have a friend as well.
  • 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 Document Foundation is proud to release LibreOffice 25.2.3

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    somethingburger@jlai.luS
    View -> User Interface -> Tabs It already exists but is nowhere near as good as MS Office (like everything with LO).