Sure: for professionals. However when casually commenting in a forum it is fine because the reader can go check the citations (and perhaps come back and add to the thread).

Does anyone know if there's additional sandboxing of local ports happening for apps running in Private Space? E: Checked myself. Can access servers in Private Space from non-Private Space browsers and vice versa. So Facebook installed in Private Space is no bueno. Even if the time to transfer data is limited since Private Space is running for short periods of time, it's likely enough to pass a token while browsing some sites.

These are the 700 Actually Indians

Anyone here use XING?

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.

We have to do this ourselves in the government for every decommissioned server/appliance/end user device. We have to fill out paperwork for every single storage drive we destroy, and we can only destroy them using approved destruction tools (e.g. specific degaussers, drive shredders/crushers, etc). Appliances can be kind of a pain, though. It can be tricky sometimes finding all the writable memory in things like switches and routers. But, nothing is worse than storage arrays... destroying hundreds of drives is incredibly tedious.

::: spoiler spoiler sadfsafsafsdfsd :::