The poll, published by the research firm and the Walton Family Foundation... Walton Family Foundation provides financial support to The 74. What kind of fool would believe anything from these grifters? Phony AF at its face.

[image: 62e40d75-1358-46a4-a7a5-1f08c6afe4dc.jpeg] Palantir had a contract with New Orleans starting around ~2012 to create their predictive policing tech that scans surveillance cameras for very vague details and still misidentifies people. It's very similar to Lavender, the tech they use to identify members of Hamas and attack with drones. This results in misidentified targets ~10% of the time, according to the IDF (likely it's a much higher misidentification rate than 10%). Palantir picked Louisiana over somewhere like San Francisco bc they knew it would be a lot easier to violate rights and privacy here and get away with it. Whatever they decide in New Orleans on Thursday during this Council meeting that nobody cares about, will likely be the first of its kind on the books legal basis to track civilians in the U.S. and allow the federal government to take control over that ability whenever they want. This could also set a precedent for use in other states. Guess who's running the entire country right now, and just gave high ranking army contracts to Palantir employees for "no reason" while they are also receiving a multimillion dollar federal contract to create an insane database on every American and giant data centers are being built all across the country.

Segue into sexy time

This sounds like pokemon

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.