I looked into that and the only question I really have is how geographically distributed the samples were. Other than that, It was an oversampled study, so <50% of the people were the control, of sorts. I don't fully understand how the sampling worked, but there is a substantial chart at the bottom of the study that shows the full distribution of responses. Even with under 1000 people, it seems legit.

Right? I never click these useless links.

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.

Which big companies lose money? Frontier or other companies? People switch where? To frontier or away from frontier? Who has faster internet? Frontier or frontier competitors? What does it matter that there are leftists and centrists in the state? How does this have anything to do with the comment u writing about?

Why mention it? Because the media has a DUTY to call out a corrupt government! Because they're not doing their job!

In short, we will need an open-source alternative to these implants, of course.

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.

So they.just reinvented the DVB-T tuner. Edit: I looked it up and it's literally just that. The fact they're shoving it into feature phones is interesting.