Alpro Not Milk comes pretty close for me, oat drink.

I'm just sad I'm too young to have ever seen that old internet, and what it was like... Makes me more determined to try and steer the current internet back in that direction though.

It's not just tax credits for new cars, they are also getting rid of the Used EV Tax Credit which has helped to keep the prices of used EVs (relatively) lower.

This isn't the Cthulhu universe. There isn't some horrible truth ChatGPT can reveal to you which will literally drive you insane. Some people use ChatGPT a lot, some people have psychotic episodes, and there's going to be enough overlap to write sensationalist stories even if there's no causative relationship. I suppose ChatGPT might be harmful to someone who is already delusional by (after pressure) expressing agreement, but I'm not sure about that because as far as I know, you can't talk a person into or out of psychosis.

Agreed - the end of the article does state compiling untrusted repos is effectively the same as running an untrusted executable, and you should treat it with the same caution (especially if its malware or gaming cheat adjacent)

I watched a bit of Michael Alm's video on this, but noped out when I saw all of the little boxes of consumables appearing. If regular printer ink is already exorbitant, I can only imagine what these proprietary cartridges will cost.

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.