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Honda successfully launched and landed its own reusable rocket

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  • Album 'Hysteria' Out Now

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  • iFixit says the Switch 2 is even harder to repair than the original

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    My understanding is that if they've lasted at least a month and haven't died on you, you probably got a "good" batch and what you have now will be what it stays as for the most part, but a fair number of gulikits just sort of crap out at the 1-2 mo mark. So heads up on that.
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    I have zero problems with this on Lineage. ?? No spoofing either, just Lineage.
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    Yeah, but that's a secondary attribute. The new ones are stupid front and center.
  • 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.
  • The technology to end traffic deaths exists. Why aren’t we using it?

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    You’re seriously attempting to argue with me about whether or not transportation existed before cars?
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    I made a PayPal account like 20 years ago in a third world country. The only thing you needed then is an email and password. I have no real name on there and no PII, technically my bank card is attached but on PP itself there's no KYC. I think you could probably use some types of prepaid cards with it if you want to avoid using a bank altogether but for me this wasn't an issue, I just didn't want my ID on any records, I don't have any serious OpSec concerns otherwise. I'm sure you could either buy PayPal accounts like this if you needed to, or make one in a country that doesn't have KYC laws somehow. From there I'd add money to my balance and send money as F&F. At no point did I need an ID so in that sense there's no KYC. Some sellers on localmarket were fancy enough to list that they wanted an ID for KYC, but I'm sure you could just send them any random ID you made in paint from the republic of dave and you'd be fine.