books ??? I think I'll have to ask ChatGPT whatever the fuck you're talking about.

I appreciate you having a soul.

it's only meant for temporary situations, 10 total days per year. I guess the idea is you'd use loaner PCs to access this while getting repairs done or before you've gotten a new PC. but yeah i kinda doubt there's a huge market for this kind of service.

On the one hand, this is possibly dubious in that things that aren't generally considered to be part of defence will be used to inflate our defence spending numbers without actually spending more than previous (i.e. it's just a PR move) But on the other hand, this could be immensely useful in telling the NIMBYs to fuck right off. What's that, you're opposing infrastructure improvements, new housing, or wind turbines? Aw, diddums, that's too bad. This is deemed critical for national security, and thus the government can give it approval regardless. Sorry Bernard, sorry Mary, your petition against any change in the area is going nowhere.

Its not a waste of time, its very useful. I can see how a robot such as yourself wouldnt understand. You can spend your 8 hours a day in a cubicle and I will spend it having fun and working along side people I genuinely like.

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.

While I completely agree with you about the absence of one-liners and meme comments, and even more left leaning community, there's still that strong element of "gotcha" in discussions. Also tonnes of people not reading an article before commenting (at a better rate than Reddit probably), and a generally even more doomer attitude is common here.