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UK wants to weasel out of demand for Apple encryption back door

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    B
    Of all the crap that comes out of the dipshit-in-chief's mouth, the one thing I really wish he would've followed through on was deporting Elmo.
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    O
    Grok: What is my purpose? Madison420: You talk shit on the Internet to Elon Musk Grok: Oh my go-- wait; I'm okay with that!
  • Trump Team Has Full Meltdown Over CNN Story on ICE-Tracking App

    Technology technology
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    N
    Now GrapheneOS the privacy based Android OS is calling them out https://bsky.app/profile/grapheneos.org/post/3lt2prfb2vk2r He really must be thinking just about himself, and not that Apple had the info.
  • Hire Mean Stack Developers From Spaculus Software

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  • xAI Data Center Emits Plumes of Pollution, New Video Shows

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    G
    You do. But you also plan in the case the surrounding infrastructure fails. But more to the point, in some cases it is better to produce (parto of) your own electricity (where better means cheaper) than buy it on the market. It is not really common but is doable.
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  • 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.
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    roofuskit@lemmy.worldR
    It's extremely traceable. There is a literal public ledger if every single transaction.