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  • Nexus Mods to Enforce Digital ID Age Checks Under UK and EU Laws

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    As someone who VPNs into the EU specifically for the privacy laws, this is troubling. I do wonder what my next move should be. I’d hate to lose my Steam account in particular.
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    Yeah, sure. Like the police need extra help with racial profiling and "probable cause." Fuck this, and fuck the people who think this is a good idea. I'm sure the authoritarians in power right now will get right on those proposed "safeguards," right after they install backdoors into encryption, to which Only They Have The Key, to "protect" everyone from the scary "criminals."
  • BSOD is dead, long live BSOD

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    Right? I never click these useless links.
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    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.)
  • 85K – A Melhor Opção para Quem Busca Diversão e Recompensas

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    Niemand hat geantwortet
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    that sub seems to be fully brigaded by bots from marketing team of closed-ai and preplexity
  • 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.
  • Windows Is Adding AI Agents That Can Change Your Settings

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    Edit: no, wtf am i doing The thread was about inept the coders were. Here is your answer: They were so fucking inept they broke a fundamental function and it made it to production. Then they did it deliberately. That's how inept they are. End of.