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This new 40TB hard drive from Seagate is just the beginning—50TB is coming fast!

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    Hold on let me find something[image: 1b188197-bd96-49bd-8fc0-0598e75468ea.avif]
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    that's not just useless defeatism, but also false. effective end to end encryption exists in multiple forms today. signal, maybe even with a custom server. matrix if the server is being ran on trusted hardware. XMPP too with the right extensions.
  • 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]
  • Palantir’s Idea of Peace

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    "Totally not a narc, inc."
  • 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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    I don't think accuracy is an issue either. I've been on the web since inception and we always had a terribly inaccurate information landscape. It's really about individual ability to put together found information to an accurate world model and LLMs is a tool just like any other. The real issues imo are effects on society be it information manipulation, breaking our education and workforce systems. But all of that is overshadowed by meme issues like energy use or inaccuracy as these are easy to understand for any person while sociology, politics and macro economics are really hard.
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    Domain or azure ad join is what I'm used to, but for personal machines and friends/family I do local accounts.
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