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  • Ex-Google CEO: Power Grid Crisis Could Kill AI's Next Big Leap

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    Our CPUs and GPUs are many orders of magnitude simpler than our brains. https://www.scientificamerican.com/article/100-trillion-connections/ But I largely agree! We need to optimize software. OTOH, some of the smartest people in IT have been working on this, who are we to second guess them.
  • The rise of Whatever / fuzzy notepad

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    db0@lemmy.dbzer0.comD
    I hate this repeated idea that everyone can make good art, and it just takes time and hard work. Motherfucker, we ain't got the time! Just let people enjoy seeing an expression for an idea in the their head without spending time or money they don't have
  • Microsoft axe another 9000 in continued AI push

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    J
    Yeah my friend is dating a Google recruiter and he overhears some absurd offers. Like, a reasonable person could retire on a few years at that salary. I have a hypothesis that rich people are bad at money
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    P
    That takes zero ingenuity.
  • Most Common PIN Codes

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    Came here for this comment. Did not disappoint!
  • Android 16 is here

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    bjoern_tantau@swg-empire.deB
    [image: be056f6c-6ffe-4ecf-a137-9af60aef4d90.png] You people are getting updates? I really hate that I cannot just do everything with the pocket computer I own that is running a supposedly free operating system.
  • 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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    Apparently, it was required to be allowed in that state: Reading a bit more, during the sentencing phase in that state people making victim impact statements can choose their format for expression, and it's entirely allowed to make statements about what other people would say. So the judge didn't actually have grounds to deny it. No jury during that phase, so it's just the judge listening to free form requests in both directions. It's gross, but the rules very much allow the sister to make a statement about what she believes her brother would have wanted to say, in whatever format she wanted. From: https://sh.itjust.works/comment/18471175 influence the sentence From what I've seen, to be fair, judges' decisions have varied wildly regardless, sadly, and sentences should be more standardized. I wonder what it would've been otherwise.