Likely. The coils only job is to ignite the lamp by whacking it with high voltage to strip some barium elections off the coil to induce plasma and therefore electrical flow. The plasma then excites the phosphorus to make light. After that the coils could just be stubs of wire so long as current keeps flowing through the excited plasma. If you did it inductively it would achieve the same means but I don't think the plasma would be as dense so the lamp not as bright. My theory anyways.

So they established that language patterns measured by word frequency changed between 2022 and 2024. But did they also analyse frequencies across other 2-year time periods? How much difference is there for a typical word? It looks like they have a per-frequency significance threshold but then analysed all words at once, meaning that random noise would turn up a bunch of "significant" results. Maybe this is addressed in the original paper which is not linked.

My understanding is that, in broad strokes... Aurora acts like a proxy or mirror that doesn't require you to sign in to get Google Play Store apps. It doesn't provide any other software besides what you specifically download from it, and it doesn't include any telemetry/tracking like normal Google Play Store would. microG is a reimplementation of Google Play services (the suite of proprietary background services that Google runs on normal Android phones). MicroG doesn't have the bloat and tracking and other closed source functionality, but rather acts as a stand-in that other apps can talk to (when they'd normally be talking to Google Play services). This has to be installed and configured and I would refer to the microG github or other documentation. GrapheneOS has its own sandboxed Google Play Services which is basically unmodified Google Play Services, crammed into its own sandbox with no special permissions, and a compatibility layer that retains some functionality while keeping it from being able to access app data with high level permissions like it would normally do on a vanilla Android phone.

Clear copyright over reach. News titles or tiny excerpts should not copyrightable - that's just idiotic. If thag stops readers from reading your article then it was never good enough to begin with.

And they all suck, my boss is still alive.

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.