sponsored content lol

Is the 30B calculated before or after Oracle arbitrarily increases their pricing for no reason?

Youtube is just lazy. These bots are laughably easy to detect and block.

Yes, every application has access to everything. The only exception are those weird apps that use the universal framework or whatever that thing is called, those need to ask for permissions. But most of the apps on your PC have full access to everything. And Windows does collect and upload a lot of personal information and they could easily upload everything on your system. The same of course applies for the apps as well, they have access to everything except privileged folders (those usually don't contain your personal data, but system files).

You're using a messaging app that was built with the express intent of being private and encrypted. Yes. You're asking why you can't have a right to privacy when you use your real name as your display handle in order to hide your phone number. I didn't ask anything. I stated it definitively. If you then use personal details as your screen name, you can't get mad at the app for not hiding your personal details. I've already explained this. I am not mad. I am telling you why it's a bad product for activism. Chatting with your friends and clients isn't what this app is for. That's...exactly what it's for. And I don't know where you got the idea that it's not. It's absurd. Certainly Snowden never said anything of the sort. Signal themselves never said anything of the sort. There are other apps for that. Of course there are. They're varying degrees of not private, secure, or easy to use.

Tokyo banned diesel motors in the late 90s. As far as I know that didn't kill Toyota. At the same time European car makers started to lobby for particle filters that were supposed to solve everything. The politics who where naive enough to believe them do share responsibility, but not as much as the european auto industry that created this whole situation. Also, you implies that laws are made by politicians without any intervention of the industries whatsoever. I think you know that it is not how it works.

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.