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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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    Of course, if they’re in the army, can’t they be executed for treason and the like?
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    01189998819991197253@infosec.pub0
    I meant to download from the official Microsoft site. Kudos on getting your mum on Linux! I was unable to keep mine on it : / Maybe I'm missing something, but this is from the "Download Windows 11 Disk Image (ISO) for x64 devices" section from the official Microsoft site, but I don't see any option to buy or mention of it: Before you begin downloading an ISO Make sure you have: An internet connection (internet service provider fees may apply). Sufficient data storage available on the computer, USB, or external drive you are downloading the .iso file to. A blank DVD disc with at least 8GB (and DVD burner) to create a bootable disc. We recommend using a blank USB or blank DVD, because any content on it will be deleted during installation. If you receive a “disc image file is too large” message while attempting to burn a DVD bootable disc from an ISO file, consider using a higher capacity Dual Layer DVD.
  • In Militarizing Push, Russian School Children To Build Drones

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    https://yourlogicalfallacyis.com/tu-quoque
  • 40K IoT cameras worldwide stream secrets to anyone with a browser.

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    For the Emperor!
  • We Should Immediately Nationalize SpaceX and Starlink

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    How many of those Saturn V rockets landed themselves back on the launch pad? NASAs milestones were not the same as, nor anywhere near as hard as, SpaceX’s. Your incompetence line shows you’re not capable of being impartial in this so there’s no real point continuing. You’re saying the guy responsible for the EV market we have no, the almost fully self driving cars we have now, the satellite internet network we have now, and the reusable spaceship booster rockets we have now is “incompetent”. You’re not here to actually have a discussion.
  • There's no chance he signs it but I still hope he does

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    And they've been doing it more blatantly and for longer than most tech companies.
  • ICE Taps into Nationwide AI-Enabled Camera Network, Data Shows

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    Their problem with China is the supposed atheism, and that they're not christian fundamentalists.
  • 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.