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We Should Immediately Nationalize SpaceX and Starlink

Technology
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    Yes. I can't imagine that they will go after individuals. Businesses can't be so cavalier. But if creators don't pay the extra cost to make their models compliant with EU law, then they can't be used in the EU anyway. So it probably doesn't matter much. The Llama models with vision have the no-EU clause. It's because Meta wasn't allowed to train on European's data because of GDPR. The pure LLMs are fine. They might even be compliant, but we'll have to see what the courts think.
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    Relocate those Native American to reservations because those computers need a place to live. Or something like that.
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  • Sierpinski triangle programs by 5 AI models

    Technology technology
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    M
    oh, wow! that's so cool!
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    If anyone ever tells you they can't hire enough of blank they are lying to you. People have been running excellent 911 service all over the country for longer than I've been alive maybe they should ask someone?
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  • Hands-On: EufyMake E1 UV Printer

    Technology technology
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    I watched a bit of Michael Alm's video on this, but noped out when I saw all of the little boxes of consumables appearing. If regular printer ink is already exorbitant, I can only imagine what these proprietary cartridges will cost.
  • AI cheating surge pushes schools into chaos

    Technology technology
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    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.