It's hard to overstate my satisfaction.

Weird headline. Is it the city making this recommendation, or the... Despite universal opposition by the dozens of residents present at the meeting, commissioners voted to recommend changes to the city’s zoning laws to allow data centers in areas zoned for light industrial use and to rezone a 700-acre property from agricultural to light industrial to accommodate the construction of a hyperscale data center.

So first, even here we see foundation money and big tech, not government. Facebook, Google, etc mostly love net neutrality, tolerate encryption, anf see utility in anonymous internet access, mostly because these things don't interfere with their core advertising businesses, and generally have helped them. I didn't see Comcast and others in the ISP oligopoly on that list, probably because they would not benefit from net neutrality, encryption, and privacy for obvious reasons. The EFF advocates for particular civil libertarian policies, always has. That does attract certain donors, but not others. They have plenty of diverse and grassroots support too. One day they may have to choose between their corpo donors and their values, but I have yet to see them abandon principles.

I believe the world was a better place before smartphones started dominating everyone's attention. It has had a profound impact on how people are socializing, and not in a positive way if you ask me.

Priorities man, priorities

For sure they are! Meta more then the others though

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.