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  • Lawmakers Demand Palantir Provide Information About U.S. Contracts

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    Sauron Denies Request for Contract Information Reading a prepared statement from the tower of Barad-dûr, the Mouth of Sauron indicated today that the Dark Lord would not be complying with the demands of lawmakers to provide information on its contracts with the Trump Administration. The Messenger of Mordor further called the demands "ridiculous" and "unnecessary government intrusion into private affairs of Sauron, who does not answer to any higher authority, save that of his fallen master Morgoth." Furthermore, the statement chastised the lawmakers for contacting Sauron through the Palantir, which he described as "an illegal privacy breach," and said he planned to seek legal action for this invasion of his personal communications.
  • Iran asks its people to delete WhatsApp from their devices

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    Niemand hat geantwortet
  • 4 Stimmen
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    Niemand hat geantwortet
  • A ban on state AI laws could smash Big Tech’s legal guardrails

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    It's always been "states rights" to enrich rulers at the expense of everyone else.
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    J
    Because there is profit in child exploitation.
  • 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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    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.
  • Instacart CEO Fidji Simo is joining OpenAI as CEO of Applications

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    paraphrand@lemmy.worldP
    overseeing product development for Facebook Video So she’s the one who oversaw the misleading Facebook Video numbers that destroyed a whole swath of websites?