It seems there are already systems like this in place in the EU: https://sh.itjust.works/comment/20021267

Deserved it. Shouldn't have beem a racist xenophobe. Hate speech and incitement of violence is not legally protected in the UK. All those far-right rioters deserves prison.

I wouldn't call it unprecedented, just more obvious

Yup, but the control mechanisms are going to shit, because it sounds like they are going to maybe do a half assed rollout

Even if they're wrong. It's too late. You're already on the list. .... The only option is to destroy the list and those who will use it

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.

Soon this all will be much easier. From 12 of September we’re going into a new world of EU Data Act that forces all companies to allow third parties to communicate with iot devices. Which a car is. So soon Mazda will need to provide those APIs in an official way.

'member Aug 6 2024: https://www.ft.com/content/31919b4e-4a5a-4eba-ada7-88d3fec455f8 ;D UK faces resistance from X over taking down disinformation during riots Social media site owner Elon Musk has also been posting jibes at UK Prime Minister Keir Starmer Waiting to see those jibes at Modi... And who could forget in April 11, 2024: https://apnews.com/article/brazil-musk-x-twitter-moraes-bef06c0dbbb8ed87495b1afbb0edf211 What to know about Elon Musk’s ‘free speech’ feud with a Brazilian judge gotta see that feud with Indian judges, nobody asked him to block 8000 accounts, including western media outlets, whatever is he gonna do?