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Tesla confirms it has given up on its Cybertruck range extender to achieve promised range

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  • Tesla debuts in India with upscale showroom launch in Mumbai

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    Far too late. India has Chinese cars which are much cheaper and superior to the Teslas by now. Only people you will see in these are idiots with too much money.
  • OpenAI's $210K Residency Program Tackles AI Talent Shortage

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    Why don’t they use AI to replace human AI developers?
  • Trump Team Has Full Meltdown Over CNN Story on ICE-Tracking App

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    Now GrapheneOS the privacy based Android OS is calling them out https://bsky.app/profile/grapheneos.org/post/3lt2prfb2vk2r He really must be thinking just about himself, and not that Apple had the info.
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    What if everyone started talking about how “woke” Apple, Amazon, and Google are? Maybe it would pass, then. Remember, we don’t need to define woke, we just need to point and say the magic word and GOP politicians will vote against it.
  • Science and Technology News and Commentary: Aardvark Daily

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    What are you on about with this? Last news post 2013?
  • uBlockOrigin is porting uBOL to iOS and macOS

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    Will never happen unfortunately
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    If you are taking business advice from ChatGPT that includes purchasing a ChatGPT subscription or can’t be bothered to look up how it works beforehand then your business is probably going to fail.
  • 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.