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Chrome VPN Extension With 100k Installs Screenshots All Sites Users Visit

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    This depends on 1) us making it to 2027 and 2) the bubble not bursting before then
  • Leather Jacket Black – Redefining Timeless Style

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  • Watermarks offer no defense against deepfakes, study suggests

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    You can have whatever token you want with all the metadata, licensing and ownership information you want... ...unless you plan on only seeing images in your own platform, nobody gives a shit, people will take screenshots and image files and share and use them however they want. There's no world in which you load a full DRM plugin or do 4 different types of handshake with a full blockchain just to load a jpeg into a comment.
  • Inside the face scanning tech behind social media age limits

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  • 85K – A Melhor Opção para Quem Busca Diversão e Recompensas

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  • A World Without iPhones?

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    I believe the world was a better place before smartphones started dominating everyone's attention. It has had a profound impact on how people are socializing, and not in a positive way if you ask me.
  • AI cheating surge pushes schools into chaos

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    C
    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.
  • How the Signal Knockoff App TeleMessage Got Hacked in 20 Minutes

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    Not to mention TeleMessage violated the terms of the GPL. Signal is under gpl and I can't find TeleMessage's code anywhere. Edit: it appears it is online somewhere just not in a github repo or anything https://micahflee.com/heres-the-source-code-for-the-unofficial-signal-app-used-by-trump-officials/