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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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  • NVIDIA is full of shit

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    DLSS is applied in the rendering pipeline before post processing effects. It is part of the rendering pipeline. You clearly don’t know what you’re talking about. We’re done here.
  • Comment utiliser ChatGPT : le guide complet - BDM

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    I believe that's what a write down generally reflects: The asset is now worth less than its previous book value. Resale value isn't the most accurate way to look at it, but it generally works for explaining it: If I bought a tool for 100€, I'd book it as 100€ worth of tools. If I wanted to sell it again after using it for a while, I'd get less than those 100€ back for it, so I'd write down that difference as a loss. With buying / depreciating / selling companies instead of tools, things become more complex, but the basic idea still holds: If the whole of the company's value goes down, you write down the difference too. So unless these guys bought it for five times its value, they'll have paid less for it than they originally got.
  • WordPress has formed an AI team

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    Mmm fair point
  • 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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    Sure, he wasn't an engineer, so no, Jobs never personally "invented" anything. But Jobs at least knew what was good and what was shit when he saw it. Under Tim Cook, Apple just keeps putting out shitty unimaginative products, Cook is allowing Apple to stagnate, a dangerous thing to do when they have under 10% market share.
  • Discord co-founder and CEO Jason Citron is stepping down

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