Couch, Couch, Couch, woo!

Briar is Android only. Bitchat is an iOS app (may have an Android port in the future though, I think).

Is the red cross involved? Because if not, using a red cross in the article is misleading and potentially a crime.

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"One slop please"

Thanks man! Really appreciate the type up! Have a great weekend!

Maybe you're right: is there verification? Neither content policy (youtube or tiktok) clearly lays out rules on those words. I only find unverified claims: some write it started at YouTube, others claim TikTok. They claim YouTube demonetizes & TikTok shadowbans. They generally agree content restrictions by these platforms led to the propagation of circumspect shit like unalive & SA. TikTok policy outlines their moderation methods, which include removal and ineligibility to the for you feed. Given their policy on self-harm & automated removal of potential violations, their policy is to effectively & recklessly censor such language. Generally, censorship is suppression of expression. Censorship doesn't exclusively mean content removal, though they're doing that, too. (Digression: revisionism & whitewashing are forms of censorship.) Regardless of how they censor or induce self-censorship, they're chilling inoffensive language pointlessly. While as private entities they are free to moderate as they please, it's unnecessary & the effect is an obnoxious affront on self-expression that's contorting language for the sake of avoiding idiotic restrictions.

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.