At 17:00, on Monday, the 30th of June, in Granary Square, London, PauseAI will be holding our biggest protest yet. It's already Tuesday, July 1st

they may have bunkers as a contingency but i doubt they think that existence is inevitable.

meanwhile i set a wait and save so i have time to finish getting ready and uber tells me it's already arrived.

Suffering from asthma? 9/10 Doctors recommend menthol cigarettes! Peppermint fresh puts the pep in your step!

Emacs has panes. Is this supposed to imitate a fraction of the holy power?

That's a valid point! I've been searching for places to hangout for a while, sometimes called "campfires". Found a cool Discord with generous front-end folks (that's a broad spectrum!), on frontend.horse.

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.

"Extra Verification steps" I know how large social media companies operate. This is all about increasing the value of Reddit users to advertisers. The goal is to have a more accurate user database to sell them. Zuckerberg literally brags to corporations about how good their data is on users: https://www.facebook.com/business/ads/performance-marketing Here, Zuckerberg tells corporations that Instagram can easily manipulate users into purchasing shit: https://www.facebook.com/business/instagram/instagram-reels Always be wary of anything available for free. There are some quality exceptions (CBC, VLC, The Guardian, Linux, PBS, Wikipedia, Lemmy, ProPublica) but, by and large, "free" means they don't care about you. You are just a commodity that they sell. Facebook, Google, X, Reddit, Instagram... Their goal is keep people hooked to their smartphone by giving them regular small dopamine hits (likes, upvotes) followed by a small breaks with outrageous content/emotional content. Keep them hooked, gather their data, and sell them ads. The people who know that best are former top executives : https://www.theguardian.com/technology/2017/oct/05/smartphone-addiction-silicon-valley-dystopia https://www.nytimes.com/2019/03/01/business/addictive-technology.html https://www.today.com/parents/teens/facebook-whistleblower-frances-haugen-rcna15256