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Google’s Advanced Protection Arrives on Android: Should You Use It?

Technology
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    A whole article about how terrible this is, then towards the end they got clarification from Google and, surprise surprise, it was all an overreaction and they were fear mongering. “This update is good for users: they can now use Gemini to complete daily tasks on their mobile devices like send messages, initiate phone calls, and set timers while Gemini Apps Activity is turned off. With Gemini Apps Activity turned off, their Gemini chats are not being reviewed or used to improve our AI models. It’s just giving Gemini more local assistant abilities.
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    tocopherol@lemmy.dbzer0.comT
    I gave you the data, as they say "facts don't care about your feelings."
  • Blocking real-world ads: is the future here?

    Technology technology
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    S
    Also a work of fiction
  • uBlockOrigin is porting uBOL to iOS and macOS

    Technology technology
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    C
    Will never happen unfortunately
  • Have LLMs Finally Mastered Geolocation? - bellingcat

    Technology technology
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    R
    Depends on who programed the AI - and no, it is not Kyoto
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    Agreed - the end of the article does state compiling untrusted repos is effectively the same as running an untrusted executable, and you should treat it with the same caution (especially if its malware or gaming cheat adjacent)
  • AI cheating surge pushes schools into chaos

    Technology technology
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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.
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    Wow, that's really concerning! It's crazy how these breaches can lead to such massive losses. If anyone's dealing with crypto fraud, I’ve heard Segev LLP is a solid firm that helps people and companies navigate these situations. Stay safe, everyone!