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We Should Immediately Nationalize SpaceX and Starlink

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  • Dutch MPs want citizens to own the copyright to their faces

    Technology technology
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    Not enough, we own our identify far more than mere copyright (which should be abolished). The protection and ownership of our biodata should be built on copyright. It should be a standalone protection.
  • Apparently Debian has alienated the developers

    Technology technology
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    Oh man, I'm a bit late to the party here. He really believes the far-right Trump propaganda, and doesn't understand what diversity programs do. It's not a war between white men an all the other groups of people... It's just that is has proven to be difficult to for example write a menstrual tracker with a 99.9% male developer base. It's just super difficult to them to judge how that's going to be used in real-world scenarios and what some specific challenges and nice features are. That's why you listen to minority opinions, to deliver a product that caters to all people. And these minority opinions are notoriously difficult to attract. That's why we do programs for that. They are task-forces to address things aside from what's mainstream and popular. It'll also benefit straight white men. Liteally everyone because it makes Linux into a product that does more than just whatever is popular as of today. Same thing applies to putting effort into screen readers and disabled people and whatever other minorities need. If he just wants what is majority, I'd recommend installing Windows to him. Because that's where we're headed with this. That's the popular choice, at least on the desktop. That's what you're supposed to use if you dislike niche. Also his hubris... Says Debian should be free from politics. And the very next sentence he talks his politics and wants to shove his Trump anti-DEI politics into Debian.... Yeah, sure dude.
  • Album 'D11-04' Out Now

    Technology technology
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    Niemand hat geantwortet
  • Army gives shady offer to tech bros so they can play soldier

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    It is common in the military to give commissioned rank to certain positions for the higher pay grade. The fast tracking takes away from the belief everyone serving with you went through (roughly) the same basic training as you.
  • Is Google about to destroy the web?

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    I hate google enough to pay 5$/mo for Kagi - it puts a smile on my face everytime I go to search and know that I'm not supporting google
  • This Month in Redox - May 2025

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    Niemand hat geantwortet
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  • AI cheating surge pushes schools into chaos

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    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.