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You're not alone: This email from Google's Gemini team is concerning

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    My wife, when she's not wearing her prosthetic corneal lenses.
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    GOP = Group of Pedophiles
  • Fatphobia Is Fueled by AI-Created Images, Study Finds

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    I pretty much agree. The only thing I would add is that it's not our place to tell others to lose weight or to point out their weight; people already know they are overweight and that it's unhealthy. We shouldn't be policing other people's bodies. It's also possible to be overweight and have body positivity; being overweight doesn't equate to being unattractive.
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    And then price us out
  • Power-Hungry Data Centers Are Warming Homes in Nordic Countries

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    This is also a thing in Denmark. It's required by law to even build a data center.
  • Is there anybody over here who can tell me more about smart meters ?

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    jordanlund@lemmy.worldJ
    I should say too, that was almost 12:30 last night so you couldn't really see what solar was doing. Here it is at 9:45 this morning: [image: 4f578a85-5ef2-4975-a501-7deafa8c5c09.jpeg]
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    Arguably we should be imposing 25% DST on digital products to counter the 25% tariff on aluminium and steel and then 10% on everything else. The US started it by imposing blanket tariffs in spite of our free trade agreement.
  • 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.