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Florida sues some of the biggest porn platforms( XVideos, XNXX, BangBros, GirlsGoneWild, GTFlix TV and more) accusing them of not complying with the state's age verification law

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    Is this the same Maury Blackman who violently beat a woman less than half his age? I'm not sure, which is why I'm asking a question.
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    If openai can find a use for the government that'll be swell. They tend to get it under everybody's feet otherwise.
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    That has always been the two big problems with AI. Biases in the training, intentional or not, will always bias the output. And AI is incapable of saying "I do not have suffient training on this subject or reliable sources for it to give you a confident answer". It will always give you its best guess, even if it is completely hallucinating much of the data. The only way to identify the hallucinations if it isn't just saying absurd stuff on the face of it, it to do independent research to verify it, at which point you may as well have just researched it yourself in the first place. AI is a tool, and it can be a very powerful tool with the right training and use cases. For example, I use it at a software engineer to help me parse error codes when googling working or to give me code examples for modules I've never used. There is no small number of times it has been completely wrong, but in my particular use case, that is pretty easy to confirm very quickly. The code either works as expected or it doesn't, and code is always tested before releasing it anyway. In research, it is great at helping you find a relevant source for your research across the internet or in a specific database. It is usually very good at summarizing a source for you to get a quick idea about it before diving into dozens of pages. It CAN be good at helping you write your own papers in a LIMITED capacity, such as cleaning up your writing in your writing to make it clearer, correctly formatting your bibliography (with actual sources you provide or at least verify), etc. But you have to remember that it doesn't "know" anything at all. It isn't sentient, intelligent, thoughtful, or any other personification placed on AI. None of the information it gives you is trustworthy without verification. It can and will fabricate entire studies that do not exist even while attributed to real researcher. It can mix in unreliable information with reliable information becuase there is no difference to it. Put simply, it is not a reliable source of information... ever. Make sure you understand that.
  • How to transform your Neovim to Cursor in minutes - Composio

    Technology technology
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    Niemand hat geantwortet
  • Trump Mobile launches $47 service and a gold phone

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    Why mention it? Because the media has a DUTY to call out a corrupt government! Because they're not doing their job!
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    It's one of those things where periodically someone gets sanctioned and a few others get scared and stop doing it (or tone it down) for a while. I guess SHEIN are either overdoing it or they crossed the popularity threshold where companies become more scrutinized
  • 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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    By giving us the choice of whether someone else should profit by our data. Same as I don't want someone looking over my shoulder and copying off my test answers.