Yes, they are even republished by OCCRP.

That’s not the right analogy here. The better analogy would be something like: Your scary mafia-related neighbor shows up with a document saying your land belongs to his land. You said no way, you have connections with someone important that assured you your house is yours only and they’ll help you with another mafia if they want to invade your house. The whole neighborhood gets scared of an upcoming bloodbath that might drag everyone into it. But now your son says he actually agrees that your house belongs to your neighbor, and he’s likely waiting until you’re old enough to possibly give it up to him.

Outlook has search?!

Arcing causes more fires, because over current caused all the fires until we tightened standards and dual-mode circuit breakers. Now fires are caused by loose connections arcing, and damaged wires arcing to flammable material. Breakers are specifically designed for a sustained current, but arcing is dangerous because it tends to cascade, light arcing damages contacts, leading to more arcing in a cycle. The real danger of arcing is that it can happen outside of view, and start fires that aren't caught till everything burns down.

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.

Same on all counts.