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The end of Windows 10 is approaching, so it's time to consider Linux and LibreOffice

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  • M

    Why do AI company logos look like buttholes?

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    Adalytics finds 9,000+ pirated movies, including summer blockbusters, TV shows, and live sports on YouTube, amassing a collective 250M+ views from July to May

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    adespoton@lemmy.caA
    Most major content producers have agreements with YouTube such that as their content is discovered, monetization all goes to the rights holders. In general, this seems like a pretty good idea, and better than copyright maximalism. However, I’ve had original works of my own “monetized by rights holder” because they used my work (with permission) in one of their products, and so now have co-opted all expressions of my work on YouTube. So the system isn’t perfect.
  • jimmydoreisalefty@lemmy.worldJ

    Huawei Open Source AI Model Optimized for Ascend Hardware -- China Keeps Beating USA [17:05 | JUL 02 2025 | Eli the Computer Guy]

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  • P

    PauseAI presents: The Google DeepMind Protest

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    mcasq_qsacj_234@lemmy.zipM
    At 17:00, on Monday, the 30th of June, in Granary Square, London, PauseAI will be holding our biggest protest yet. It's already Tuesday, July 1st
  • return2ozma@lemmy.worldR

    Amazon deploys its one millionth robot, releases generative AI model

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    That is a drive unit. The robot is bending down next to it wearing a vest.
  • S

    I Tried Pre-Ordering the Trump Phone. The Page Failed and It Charged My Credit Card the Wrong Amount

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    It's something Americans say.
  • P

    When AI-generated art enters the market, consumers win – and artists lose

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    myopinion@lemm.eeM
    AI is robbery.
  • P

    AI cheating surge pushes schools into chaos

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    C
    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.