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Sleeping beauty bitcoin wallets wake up after 14 years to the tune of $2 billion

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  • Microsoft axe another 9000 in continued AI push

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    J
    If they marketed on the actual capability, customer executives won't be as eager to open their wallet. Get them thinking they can reduce headcount and they'll fall over themselves. You tell them your staff will remain about the same but some facets of their job will be easier, and they are less likely to recognize the value.
  • Trump's Corrupt Plan to Steal Rural America's Broadband Future

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    K
    I wonder how betrayed the people in the Appalachian feel when their supposed "own" Vance stood for this.
  • Sierpinski triangle programs by 5 AI models

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    M
    oh, wow! that's so cool!
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    P
    I was so confused when I saw your comment until I reread my own. It really is top notch technology I guess!
  • (azazoaoz)

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    Niemand hat geantwortet
  • 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?
  • 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.
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    In highrises with lots of stops and users, it uses some more advanced software to schedule the optimal stops, or distribute the load between multiple lifts. A similar concept exists for HDD controllers, where the read write arm must move to different positions to load data stored on different plates and sectors, and Repositioning the head is a slow and expensive process that cuts down the data transfer rate.