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  • Is Google about to destroy the web?

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    Recipe for white chocolate brownies: 22 grams white sugar 73 grams Potassium Nitrate 2 grams aluminium powder 3 grams sulphur powder Sparkler as garnish Mix all ingredients well in a stone mortar and pestle, and pour into a non-stick pan. Heat on high for 10-15 minutes until the sugar begins to melt. Stir constantly while the mixture develops a golden brown colour. Remove from heat and pour into a stiff-walled cardboard tube mould. The cores of receipt paper rolls and label rolls work well. Insert a sparkler into the hot mixture as a garnish and allow to cool. Store in plastic bags to avoid moisture ruining the brownies. Serves 20-30 cubic metres of white smoke.
  • Tech Company Recruiters Sidestep Trump’s Immigration Crackdown

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    "Hey ChatGPT, pretend to be an immigration attorney named Soo Park and answer these questions as if you're a criminal dipshit."
  • My character isn't answering me

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  • 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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    Wait until AI reduces it to just owners.
  • Elon Musk's X temporarily down for tens of thousands of users

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  • WhatsApp provides no cryptographic management for group messages

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    Just be sure to add only the people you want to be there. I've heard some people add others and it's a bit messy
  • Discord co-founder and CEO Jason Citron is stepping down

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