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Gamers Bombard Visa & MasterCard With Emails and Calls Over Steam and itch.io Censorship

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    The supported hardware/targets with Debian 13.0 on RISC-V include the SiFive HiFive Unleashed, SiFive HiFive Unmatched, Microchip Polarfire, and the VisionFive 2 and other JH7110 SoC platforms. Plus QEMU can work with Debian RISC-V as an emulated/VM target. Other RISC-V single board computers may work fine with Debian 13.0 if resorting to using their vendor kernels. Support for additional boards in the future may come to Debian 13 via Trixie-Backports.
  • The effects of AI on firms and workers

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    brobot9000@lemmy.worldB
    Your response is: want to be more productive? Replace the CEO and pointless middle management with Ai! Image how much money the shareholders would save!
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    lordgarmadon@lemmy.worldL
    All hail our tiny head terminator overlords.
  • Pope Leo urges politicians to respond to challenges posed by AI

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    Niemand hat geantwortet
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    Nobody is ignoring these imperial invasions, genocides, etc. USA is actively supporting them.
  • I'm making a guide to Pocket alternatives: getoffpocket.com

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    B
    Update: https://lemmy.world/post/31554728
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    I don't see Yarvin on here... this needs expansion.
  • 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.