Remember when zuck asked for your nudes? https://www.aol.com/facebook-asks-users-send-nude-144105362.html

It's not just trying to build solar capacity, it's building all solar capacity in the planet. Solar photovoltaics is essentially exclusively manufactured in China, as are e.g. EV batteries. China is definitely the leading country when it comes to solar and batteries, while maybe the peak of wind technology is in Europe. They're also innovating on nuclear and they approved to build the largest hydroelectric generation plant in the planet, producing twice as much as the current largest (three gorges dam, also in China?.

Never had issue with Firefox in my day to day use, sites load fine, uBlock stops all the annoyances and thankfully youtube works well for me.

Interesting! Python and Bash do the same as British.

and hopefully also elsewhere. as Drew said in the first part, tech workers will be affected by billionaire's decisions even outside of work, on multiple fronts. we must eat the rich, or they will eat us all alive.

Religion and fiat are always at the top

Nlow that was a great show. I always wanted in on that too. Back when Radio Shack still dealt in parts for remote control cars.

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.