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Former GM Executive: BYD cars are good in terms of design, features, price, quality. If we let BYD into the U.S. market, it could end up destroying american manufacturers

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  • The weaponization of Waymo

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    Not a warzone. A protest. A protest where over twice as many reporters have been assaulted and/or shot than waymo cars have burned.
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    AFAIK, you have the option to enable ads on your lock screen. It's not something that's forced upon you. Last time I took a look at the functionality, they "paid" you for the ads and you got to choose which charity to support with the money.
  • 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.
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    Phew okay /s
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    johnedwa@sopuli.xyzJ
    You do not need to ask for consent to use functional cookies, only for ones that are used for tracking, which is why you'll still have some cookies left afterwards and why properly coded sites don't break from the rejection. Most websites could strip out all of the 3rd party spyware and by doing so get rid of the popup entirely. They'll never do it because money, obviously, and sometimes instead cripple their site to blackmail you into accepting them.