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Last year China generated almost 3 times as much solar power as the EU did, and it's close to overtaking all OECD countries put together (whose combined population is 1.38 billion people)

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    B
    Dude, what is this book. Who writes like this? I fucking adore it
  • 295 Stimmen
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    A
    I have a rough idea of their efficiency as I've used them, not in professional settings but I wager it would not be too different. My point is more that it feels like the rugs are finally starting to get pulled. This tech is functionnal as you said, it works to a point and that point is enough for a sizeable amount of people. But I doubt that the price most people are paying now is enough to cover the cost of answering their queries. Now that some people, especially younger devs or people who never worked without those tools are dependant on it, they can go ahead and charge more. But it's not too late, so I'm hoping it will make some people more aware of that kind of scheme and that they will stop feeding the AI hype in general.
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    J
    It doesn't seem to be the case. As far as I can tell, the law only covers realistic digital imitations of a person's likeness (deepfakes), with an exception for parody and satire. If you appear in public that is effectively license for someone to capture your image.
  • AI Pressure from the Top: CEOs Urge Workers to Adapt

    Technology technology
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    Niemand hat geantwortet
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  • 353 Stimmen
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    L
    If AI constantly refined its own output, sure, unless it hits a wall eventually or starts spewing bullshit because of some quirk of training. But I doubt it could learn to summarise better without external input, just like a compiler won't produce a more optimised version of itself without human development work.
  • Whatever happened to cheap eReaders? – Terence Eden’s Blog

    Technology technology
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    T
    This is a weirdly aggressive take without considering variables. Almost petulant seeming. 6” readers are relatively cheap no matter the brand, but cost goes up with size. $250 to $300 is what a 7.8” or 8” reader costs, but there’s not a single one I know of at 6” at that price. There’s 10” and 13” models. Are you saying they should cost the same as a Kindle? Not to mention, regarding Kindle, Amazon spent years building the brand but selling either at cost or possibly even taking a loss on the devices as they make money on the book sales. Companies who can’t do that tend to charge more. Lastly, it’s not “feature creep” to improve the devices over time, many changes are quality of life. Larger displays for those that want them. Frontlit displays, and later the addition of warm lighting. Displays essentially doubled their resolution allowing for crisper fonts and custom fonts to render well. Higher contrast displays with darker blacks for text. More recently color displays as an option. This is all progress, but it’s not free. Also, inflation is a thing and generally happens at a rate of 2% to 3% annually or thereabouts during “normal” times, and we’ve hardly been living in normal times over the last decade and a half.
  • 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.