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Penn Engineers Discover a New Class of Materials That Passively Harvest Water from Air

Technology
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  • 182 Stimmen
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    C
    Some of the stories do also include solutions to those same issues, though that also tends to lead to limiting the capabilities of the robots. The message could be interpreted as it being a trade off between versatility and risk.
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    S
    What a piece of shit. Luckily the lady did not take her life.
  • 162 Stimmen
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    L
    I wonder if they could develop this into a tooth coating. Preventing biofilms would go a long way to preventing cavities.
  • 136 Stimmen
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    C
    So is there a way to fill my social media with endless markov chains without: Spamming other users. Just sticking them all in some dedicated channel that would allow them to be easily filtered out.
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    Jimmy Carter gave up his tiny peanut farm. Yet people nowadays are just incapable of understanding the concept of conflict of interest?
  • 136 Stimmen
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    J
    Yeah, I was going to say that TV wasn't much of a news source to begin with. The real issue is that social media for news is probably worse - now everyone can be spoonfed the news they want.
  • autofocus glasses

    Technology technology
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    M
    Hm. Checking my glasses I think there is something on the top too. I can see distance ever so slightly clearer looking out the top. If I remember right, I have a minus .25 in one eye. Always been told it didn't need correction, but maybe it is in this pair. I should go get some off the shelf progressive readers and try those.
  • AI cheating surge pushes schools into chaos

    Technology technology
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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.