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We Should Immediately Nationalize SpaceX and Starlink

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  • Learn About Climate Change with Stunning Visual Flashcards 🌍📚

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  • AI Leaves Digital Fingerprints in 13.5% of Scientific Papers

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    F
    So they established that language patterns measured by word frequency changed between 2022 and 2024. But did they also analyse frequencies across other 2-year time periods? How much difference is there for a typical word? It looks like they have a per-frequency significance threshold but then analysed all words at once, meaning that random noise would turn up a bunch of "significant" results. Maybe this is addressed in the original paper which is not linked.
  • Secure Your Gmail Now As Google Warns Of Password Attacks

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    I tried to but they wanted to force me to give them my phone number. Fuck them, they don't need it.
  • Tech Company Recruiters Sidestep Trump’s Immigration Crackdown

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  • Is there anybody over here who can tell me more about smart meters ?

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    jordanlund@lemmy.worldJ
    I should say too, that was almost 12:30 last night so you couldn't really see what solar was doing. Here it is at 9:45 this morning: [image: 4f578a85-5ef2-4975-a501-7deafa8c5c09.jpeg]
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    merde@sh.itjust.worksM
    is the linked article or the title edited? This was a post about VA GPT
  • AI cheating surge pushes schools into chaos

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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.
  • Backblaze Drive Stats for Q1 2025

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