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Pritzker, taking aim at Trump, crypto ‘bros,’ signs laws to regulate digital currency industry, crypto ATMS

Technology
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    Nah I'm fine with doing this shit myself, this future is really for the laziest fucks.
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    You took my joke too literally
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    People wonder how the Nazis were able to do the things they did. This is how. Cowards fell in line and obeyed. We're repeating history, and Trump and his allies have only just begun. We're not even seven months into this nightmare. The only thing nec­es­sary for the tri­umph of evil is for good men to do noth­ing.
  • Tesla loses Autopilot wrongful death case in $329 million verdict

    Technology technology
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    They wouldn't have used that tactic because they're in the files also. Murca needs reform badly.
  • YouTube will start using your view history to guess if you're an adult

    Technology technology
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    Aww, YouTube thinks you're smart! And short.
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    In propaganda, the main thing is not to confuse militants with insurgents.
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    Yeah, I was going to say that TV wasn't much of a news source to begin with. The real issue is that social media for news is probably worse - now everyone can be spoonfed the news they want.
  • AI cheating surge pushes schools into chaos

    Technology technology
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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.