Oh no! All those pages i block by turning my youtube history off!

This isn't really the same kind of bug. Those bugs made instructions emit the wrong answer, which is obviously really bad, and they're really rare. The bugs in the article make instructions take different amounts of time depending on what else the CPU has done recently, which isn't something anyone would notice except that by asking the kernel to do something and measuring the time to execute affected instructions, an attacker that only had usermode access could learn secrets that should only be available to the kernel.

Yeah back in the day we made sure no matter who you were and what was going on you had the opportunity to hear our take on it Mind you I suppose that still happens thanks to us being a very loud and online people, but having an "America says x" channel in a time where people liked us sure was a good idea

That means they'll know I'm a citizen, right? RIGHT? Spoilers: "All you Asians look the same, you must be this person" shows a picture of a conpletely unrelated person -ICE Agent said to me, an Asian American US Citizen (Well this didn't happen yet, but I can imagine this happening like... soon.)

Looks like the delay in 2011 was so big the data became available after the 2017 one

It's not just skills, it's also capital investment.

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.