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Why Denmark is dumping Microsoft Office and Windows for LibreOffice and Linux

Technology
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  • 583 Stimmen
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    B
    No, LCOE is an aggregated sum of all the cash flows, with the proper discount rates applied based on when that cash flow happens, complete with the cost of borrowing (that is, interest) and the changes in prices (that is, inflation). The rates charged to the ratepayers (approved by state PUCs) are going to go up over time, with inflation, but the effect of that on the overall economics will also be blunted by the time value of money and the interest paid on the up-front costs in the meantime. When you have to pay up front for the construction of a power plant, you have to pay interest on those borrowed funds for the entire life cycle, so that steadily increasing prices over time is part of the overall cost modeling.
  • 32 Stimmen
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    G
    Yes. I can't imagine that they will go after individuals. Businesses can't be so cavalier. But if creators don't pay the extra cost to make their models compliant with EU law, then they can't be used in the EU anyway. So it probably doesn't matter much. The Llama models with vision have the no-EU clause. It's because Meta wasn't allowed to train on European's data because of GDPR. The pure LLMs are fine. They might even be compliant, but we'll have to see what the courts think.
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    S
    So they're doing good work at least.
  • 165 Stimmen
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    D
    That means they'll know I'm a citizen, right? RIGHT? Spoilers: "All you Asians look the same, you must be this person" shows a picture of a conpletely unrelated person -ICE Agent said to me, an Asian American US Citizen (Well this didn't happen yet, but I can imagine this happening like... soon.)
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    Niemand hat geantwortet
  • Napster/BitTorrent for machine learning?

    Technology technology
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    G
    What would a use case look like? I assume that the latency will make it impractical to train something that's LLM-sized. But even for something small, wouldn't a data center be more efficient?
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    I
    Arcing causes more fires, because over current caused all the fires until we tightened standards and dual-mode circuit breakers. Now fires are caused by loose connections arcing, and damaged wires arcing to flammable material. Breakers are specifically designed for a sustained current, but arcing is dangerous because it tends to cascade, light arcing damages contacts, leading to more arcing in a cycle. The real danger of arcing is that it can happen outside of view, and start fires that aren't caught till everything burns down.
  • AI cheating surge pushes schools into chaos

    Technology technology
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    C
    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.