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Fairphone announces the €599 Fairphone 6, with a 6.31" 120Hz LTPO OLED display, a Snapdragon 7s Gen 3 chip, and enhanced modularity with 12 swappable parts

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  • Understanding the Debate on AI in Electronic Health Records

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    Well yeah exactly why I said "the same risk". ideally it's going to be in the same systems... and assuming no one is stupid enough (or the laws don't let them) attach it to the publicly accessible forms of existing AIs It's not a new additional risk, just the same one. (though those assumptions are largely there own risks.
  • Hire Mean Stack Developers From Spaculus Software

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  • Fully remote control your Nissan Leaf (or other modern cars)

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    Never buy a tesla, Elon and any employee can just watch you, hell if they really wanted they could drive you into on coming traffic for the fun of it. Majority of those accidents were not.
  • Firefox 140 Brings Tab Unload, Custom Search & New ESR

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    Read again. I quoted something along the lines of "just as much a development decision as a marketing one" and I said, it wasn't a development decision, so what's left? Firefox released just as frequently before, just that they didn’t increase the major version that often. This does not appear to be true. Why don't you take a look at the version history instead of some marketing blog post? https://www.mozilla.org/en-US/firefox/releases/ Version 2 had 20 releases within 730 days, averaging one release every 36.5 days. Version 3 had 19 releases within 622 days, averaging 32.7 days per release. But these releases were unscheduled, so they were released when they were done. Now they are on a fixed 90-day schedule, no matter if anything worthwhile was complete or not, plus hotfix releases whenever they are necessary. That's not faster, but instead scheduled, and also they are incrementing the major version even if no major change was included. That's what the blog post was alluding to. In the before times, a major version number increase indicated major changes. Now it doesn't anymore, which means sysadmins still need to consider each release a major release, even if it doesn't contain major changes because it might contain them and the version name doesn't say anything about whether it does or not. It's nothing but a marketing change, moving from "version numbering means something" to "big number go up".
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  • Album 'Hysteria' Out Now

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    And I think you swallowed one too many Apple ads.
  • 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.