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Study finds persistent spike in hate speech on X

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  • autofocus glasses

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    Hm. Checking my glasses I think there is something on the top too. I can see distance ever so slightly clearer looking out the top. If I remember right, I have a minus .25 in one eye. Always been told it didn't need correction, but maybe it is in this pair. I should go get some off the shelf progressive readers and try those.
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    A
    If you are taking business advice from ChatGPT that includes purchasing a ChatGPT subscription or can’t be bothered to look up how it works beforehand then your business is probably going to fail.
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    Clearly the author doesn't understand how capitalism works. If Apple can pick you up by the neck, turn you upside down, and shake whatever extra money it can from you then it absolutely will do so. The problem is that one indie developer doesn't have any power over Apple... so they can go fuck themselves. The developer is granted the opportunity to grovel at the feet of their betters (richers) and pray that they are allowed to keep enough of their own crop to survive the winter. If they don't survive... then some other dev will probably jump at the chance to take part in the "free market" and demonstrate their worth.
  • Stepping outside the algorithm

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    sentient_loom@sh.itjust.worksS
    I want to read his "Meaning of the City" because I just like City theory, but I keep postponing in case it's just Christian morality lessons. The anarchist Christian angle makes this sound more interesting.
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    Business Insider was founded in 2007.
  • 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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