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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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  • A Forensic Examination of GIS Arta

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  • Is AI Apocalypse Inevitable? - Tristan Harris

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    Define AGI, because recently the definition is shifting down to match LLM. In fact we can say we achieved AGI now because we have machine that answers questions. The problem will be when the number of questions will start shrinking not because of number of problems but number of people that understand those problems. That is what is happening now. Don't believe me, read the statistics about age and workforce. Now put it into urgent need to something to replace those people. After that think what will happen when all those attempts fail.
  • Strategies to Enhance the Efficiency of Livestock Conveyor Systems

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    Yes and no. Yes people are this stupid. But also bot networks. But also alt accounts. And many of those stupid people let the algorithm to pick them their political views, which is manipulated by both the bot activity and the platform holders.
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    One of the greatest videos ever.
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  • 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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