While details of the Pentagon's plan remain secret, the White House proposal would commit $277 million in funding to kick off a new program called "pLEO SATCOM" or "MILNET." Please do not call it "MILNET". That term's already been taken. https://en.wikipedia.org/wiki/MILNET In computer networking, MILNET (fully Military Network) was the name given to the part of the ARPANET internetwork designated for unclassified United States Department of Defense traffic.[1][2]

Did you, by any chance, ever wonder, why people deal with hunger instead of just eating cake?

If anyone ever tells you they can't hire enough of blank they are lying to you. People have been running excellent 911 service all over the country for longer than I've been alive maybe they should ask someone?

And I think you swallowed one too many Apple ads.

I thought we were going to get our share of the damages

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.

Divide and conquer. Non state-actors and special interest have a far easier time attacking a hundred small entities than one big one. Because people have much less bandwidth to track all this shit than it is to spread it around. See ALEC and the strategy behind state rights. In the end this is about economic power. The only way to curb it is through a democratic government. Lemmy servers too can be bought and sold and the communities captured that grew on them.