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Grok 4 has been so badly neutered that it's now programmed to see what Elon says about the topic at hand and blindly parrot that line.

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    They don't treat their people like shit, they treat them like slaves. In countries outside China at that. https://www.bbc.com/news/articles/c3v5n7w55kpo
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  • AI Pressure from the Top: CEOs Urge Workers to Adapt

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  • 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.
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    I think the issue is people started buying etf instead of using Bitcoin themselves. Bitcoin as such has no value at all, it's only valuable if people use it for transactions.
  • Cory Doctorow on how we lost the internet

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    fizz@lemmy.nzF
    This is going to be my goto example of why people need to care about data privacy. This is fucking insane. I'd fire someone for even throwing that out as a suggestion.
  • 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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    Wow... Just learned about that NOW. I wanted to play some games today and wondered why my account doesnt work nor the "forgot password"-Function... Fuck Meta. Fuck Oculus... Fuck this whole Enshittification that is going on lately... Is there ANY Way, to get my CV1 to run Without an account?!