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Say Hello to the World's Largest Hard Drive, a Massive 36TB Seagate

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    R
    In propaganda, the main thing is not to confuse militants with insurgents.
  • 'I can't drink the water' - life next to a US data centre

    Technology technology
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    C
    They use adiabatic coolers to minimize electrical cost for cooling and maximize cooling capacity. The water isn't directly used as the cooling fluid. It's just used to provide evaporative cooling to boost the efficiency of a conventional refrigeration system. I also suspect that many of them are starting to switch to CO2 based refrigeration systems which heavily benefit from adiabatic gas coolers due to the low critical temp of CO2. Without an adiabatic cooler the efficiency of a CO2 based system starts dropping heavily when the ambient temp gets much above 80F. They could acheive the same results without using water, however their refrigeration systems would need larger gas coolers which would increase their electricity usage.
  • What Does a Post-Google Internet Look Like

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    blisterexe@lemmy.zipB
    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.
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    A
    they may have bunkers as a contingency but i doubt they think that existence is inevitable.
  • Apple acquires RAC7, its first-ever video game studio

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    Niemand hat geantwortet
  • AI cheating surge pushes schools into chaos

    Technology technology
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    C
    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.
  • Data Bill: First They Came for Trans People

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  • The Document Foundation is proud to release LibreOffice 25.2.3

    Technology technology
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    somethingburger@jlai.luS
    View -> User Interface -> Tabs It already exists but is nowhere near as good as MS Office (like everything with LO).