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AI Utopia, AI Apocalypse, and AI Reality: If we can’t build an equitable, sustainable society on our own, it’s pointless to hope that a machine that can’t think straight will do it for us.

Technology
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  • Honda Acty 1.0 to 4.0: The Full Generational Breakdown

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  • Tracing the Honda Acty’s Evolution: Generation by Generation

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  • Fully remote control your Nissan Leaf (or other modern cars)

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    B
    Never buy a tesla, Elon and any employee can just watch you, hell if they really wanted they could drive you into on coming traffic for the fun of it. Majority of those accidents were not.
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    Corrupted politicians and greedy people don't want you know about this one neat truck to fix climate crisis.... Oh, too late.
  • 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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    Just for the record, even in Italy the winter tires are required for the season (but we can just have chains on board and we are good). Double checking and it doesn’t seem like it? Then again I don’t live in Italy. Here in Sweden you’ll face a fine of ~2000kr (roughly 200€) per tire on your vehicle that is out of spec. https://www.europe-consommateurs.eu/en/travelling-motor-vehicles/motor-vehicles/winter-tyres-in-europe.html Well, I live in Italy and they are required at least in all the northern regions and over a certain altitude in all the others from 15th November to 15th April. Then in some regions these limits are differents as you have seen. So we in Italy already have a law that consider a different situation for the same rule. Granted that you need to write a more complex law, but in the end it is nothing impossible. …and thus it is much simpler to handle these kinds of regulations at a lower level. No need for everyone everywhere to agree, people can have rules that work for them where they live, folks are happier and don’t have to struggle against a system run by bureaucrats so far away they have no idea what reality on the ground is (and they can’t, it’s impossible to account for every scenario centrally). Even on a municipal level certain regulations differ, and that’s completely ok! So it is not that difficult, just write a directive that say: "All the member states should make laws that require winter tires in every place it is deemed necessary". I don't really think that making EU more integrated is impossibile
  • AI cheating surge pushes schools into chaos

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    C
    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.