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In Militarizing Push, Russian School Children To Build Drones

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  • Remote MCP servers for VSCode

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  • Meta Filed a Lawsuit Against The Entity Behind CrushAI Nudify App.

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    I know everybody hates AI but to me it's weird to treat artificially generated nudity differently from if somebody painted a naked body with a real person's face on it - which I assume would be legally protected freedom of expression.
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    Whew..... None of the important file hosters ..
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    Active ISA would be a disaster. My fairly modern car is unable to reliably detect posted or implied speed limits. Sometimes it overshoots by more than double and sometimes it mandates more than 3/4 slower. The problem is the way it is and will have to be done is by means of optical detection. GPS speed measurement can also be surprisingly unreliable. Especially in underground settings like long pass-unders and tunnels. If the system would be based on something reliable like local wireless communications between speed limit postings it would be a different issue - would also come with a significant risc of abuse though. Also the passive ISA was the first thing I disabled. And I abide by posted speed limits.
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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.
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    Oh, I get it. You're a purposefully ignorant dumbass.
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