reached an altitude of 890 feet 300 meters.

TBH, age verification services exist. If it becomes law, integrating them shouldn't be more difficult than integrating a OIDC login. So everyone should be able to do it. Depending on these services, you might not even need to give a name, or, because they are separate entities, don't give your name to the platform using them. Other parts of regulation are more difficult. Like these "upload filters" that need to figure out if something shared via a service is violating any copyright before it is made available.

Lost In Stupid Parenthesis.

List of people who know what the fuck consciousness even is:

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.

Though babble fish is a funny term, Douglas Adams named the creature "Babel fish", after the biblical story of the tower of Babel.

Why? Because you can’t sell them?

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?