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We Should Immediately Nationalize SpaceX and Starlink

Technology
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  • What Does a Post-Google Internet Look Like

    Technology technology
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    blisterexe@lemmy.zipB
    I'm just sad I'm too young to have ever seen that old internet, and what it was like... Makes me more determined to try and steer the current internet back in that direction though.
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    tocopherol@lemmy.dbzer0.comT
    I gave you the data, as they say "facts don't care about your feelings."
  • Big Brother Trump Is Watching You

    Technology technology
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    Niemand hat geantwortet
  • 40 Stimmen
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    N
    That they didn't have enough technicians trained in this to be able to ensure that one was always available during working hours, or at least when it was glaringly obvious that one was going to be needed that day, is . . . both extremely and obviously stupid, and par for the course for a corp whose sole purpose is maximizing profit for the next quarter.
  • Firefox 140 Brings Tab Unload, Custom Search & New ESR

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    S
    Read again. I quoted something along the lines of "just as much a development decision as a marketing one" and I said, it wasn't a development decision, so what's left? Firefox released just as frequently before, just that they didn’t increase the major version that often. This does not appear to be true. Why don't you take a look at the version history instead of some marketing blog post? https://www.mozilla.org/en-US/firefox/releases/ Version 2 had 20 releases within 730 days, averaging one release every 36.5 days. Version 3 had 19 releases within 622 days, averaging 32.7 days per release. But these releases were unscheduled, so they were released when they were done. Now they are on a fixed 90-day schedule, no matter if anything worthwhile was complete or not, plus hotfix releases whenever they are necessary. That's not faster, but instead scheduled, and also they are incrementing the major version even if no major change was included. That's what the blog post was alluding to. In the before times, a major version number increase indicated major changes. Now it doesn't anymore, which means sysadmins still need to consider each release a major release, even if it doesn't contain major changes because it might contain them and the version name doesn't say anything about whether it does or not. It's nothing but a marketing change, moving from "version numbering means something" to "big number go up".
  • Texting myself the weather every day

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    G
    Even being too lazy to open the weather app, there are so many better and free ways of receiving a message on your phone. This is profoundly stupid.
  • Copy Table in Excel and Paste as a Markdown Table

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    ptz@dubvee.orgP
    That's based on https://github.com/jonmagic/copy-excel-paste-markdown Would be awesome to see some Lemmy clients incorporate that. I've had it requested but haven't had a chance to really dig into it yet.
  • 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.