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Wikipedia editors adopt a policy giving admins the authority to quickly delete AI-generated articles that meet certain criteria, like incorrect citations

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  • True or false

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    vanth@reddthat.comV
    No. They're just providing statistically probable answers based on the information in their training models. Ask, "what size bolt do I need for the spinner in a 2012 Maytag dishwasher model ABC123?". It probably has the dishwasher manual in its training model, maybe even content from Maytag customer forums where multiple people asked this exact question, and so has a high probability of generating a correct answer. Ask it something more controversial or unique, where answers on similar questions are varied or rare, it will be less likely to generate an accurate answer because it has less data to pull from. They also "hallucinate", or generate answers that are entirely false and not directly written anywhere else. Like there have been a number of lawyers caught using an LLM to write their legal briefs, because the LLM reference sources that don't actually exist; it just made up Adam v Bob type case names.
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    E
    Post Bush. The Obama administration.
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    S
    And the rest of the world are not petulant children ready and willing to remove any semblance of cooperation, appreciation or decency.
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    modernrisk@lemmy.dbzer0.comM
    Which group? Israel government or US government?
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    M
    Sure, the internet is more practical, and the odds of being caught in the time required to execute a decent strike plan, even one as vague as: "we're going to Amerika and we're going to hit 50 high profile targets on July 4th, one in every state" (Dear NSA analyst, this is entirely hypothetical) so your agents spread to the field and start assessing from the ground the highest impact targets attainable with their resources, extensive back and forth from the field to central command daily for 90 days of prep, but it's being carried out on 270 different active social media channels as innocuous looking photo exchanges with 540 pre-arranged algorithms hiding the messages in the noise of the image bits. Chances of security agencies picking this up from the communication itself? About 100x less than them noticing 50 teams of activists deployed to 50 states at roughly the same time, even if they never communicate anything. HF (more often called shortwave) is well suited for the numbers game. A deep cover agent lying in wait, potentially for years. Only "tell" is their odd habit of listening to the radio most nights. All they're waiting for is a binary message: if you hear the sequence 3 17 22 you are to make contact for further instructions. That message may come at any time, or may not come for a decade. These days, you would make your contact for further instructions via internet, and sure, it would be more practical to hide the "make contact" signal in the internet too, but shortwave is a longstanding tech with known operating parameters.
  • X/Twitter Pause Encrypted DMs.

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    L
    There may be several reasons for this. If I had to guess, they found a critical flaw and had to shut it down for security reasons.
  • 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.
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    A
    I bet that information was already available to business owners. In other words, they totally knew it was you complaining about the toilet paper they used for example.