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UK wants to weasel out of demand for Apple encryption back door

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    A
    Good thing I don’t use it
  • AI slows down some experienced software developers, study finds

    Technology technology
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    damaskox@lemmy.worldD
    Ah. True. I realise it now.
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    B
    I get that, but it's more logical to me that of I'm going to whistleblow on a company to not use one of their devices to do it. That way it doesn't matter what apps are or are not secure, you're not using their device that can potentially track you.
  • No, Social Media is Not Porn

    Technology technology
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    Z
    This feels dystopian and like overreach. But that said, there definitely is some porn on the 4 platforms they cited. It's an excuse sure, but let's also not deny reality.
  • Tide42 – A Fast, Minimalist CLI IDE for Terminal-Centric Devs

    Technology technology
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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

    Technology technology
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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.
  • WhatsApp provides no cryptographic management for group messages

    Technology technology
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    S
    Just be sure to add only the people you want to be there. I've heard some people add others and it's a bit messy
  • MDM Thoughts?

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    R
    Hello folks! Interested in learning new skills? Check out the best courses in graphic design- https://www.admecindia.co.in/courses/graphic-design-courses/ https://www.admecindia.co.in/course/advanced-graphic-design-master-course/ https://www.admecindia.co.in/course/most-advanced-graphic-design-course-master-plus/