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Supreme Court to decide whether ISPs must disconnect users accused of piracy

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  • Fatphobia Is Fueled by AI-Created Images, Study Finds

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    I pretty much agree. The only thing I would add is that it's not our place to tell others to lose weight or to point out their weight; people already know they are overweight and that it's unhealthy. We shouldn't be policing other people's bodies. It's also possible to be overweight and have body positivity; being overweight doesn't equate to being unattractive.
  • Your TV Is Spying On You

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    Still gonna need a large screen somehow unless you watch all your stuff at the desk or through a laptop.
  • Is Matrix cooked?

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    Didn't know it only applied to UWP apps on Windows. That does seem like a pretty big problem then. it is mostly for compatibility reasons. no win32 programs are equipped to handle such granular permissions and sandboxing, they are all made with the assumption that they have access to whatever they need (other than other users' resources and things that require elevation). if Microsoft would have made that limitation to every kind of software, that Windows version would have probably been a failure in popularity because lots of software would have broken. I think S editions of windows is how they tried to go in that direction, with a more drastic way of simply just dropping support for 3rd party win32 programs. I don't still have a Mac readily available to test with but afaik it is any application that uses Apple's packaging format. ok, so if you run linux or windows utils in a compatibility layer, they still have less of a limited access? by which I mean graphical utilities. just tried with firefox, for macos it wanted to give me an .iso file (???) if so, it seems apple is doing roughly the same as microsoft with uwp and the appx format, and linux with flatpak: it's a choice for the user
  • YouTube might slow down your videos if you block ads

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    And as an added bonus yt-dlp defaults to maximum quality! Even more strain on YouTube servers!
  • An earnest question about the AI/LLM hate

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    ineedmana@lemmy.worldI
    It might be interesting to cross-post this question to !fuck_ai@lemmy.world but brace for impact
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    My ports are on the front of the router. No backdoors for me, checkmate Atheists.
  • 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.
  • Building a personal archive of the web, the slow way

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    Or just use Linkwarden or Karakeep (previously Hoarder)