Who exactly asked for this? Wikipedia isn't publicly traded, they aren't a for profit company, why are they trying to shove Ai into people's faces? For those few who wanted it, there are dozens of bots who can summarize the (already kinda small) Wikipedia articles

Well if they're collating data, not that difficult to add a new table for gun ownership.

Did I say that it did? No? Then why the rhetorical question for something that I never stated? Now that we're past that, I'm not sure if I think it's okay, but I at least recognize that it's normalized within society. And has been for like 70+ years now. The problem happens with how the data is used, and particularly abused. If you walk into my store, you expect that I am monitoring you. You expect that you are on camera and that your shopping patterns, like all foot traffic, are probably being analyzed and aggregated. What you buy is tracked, at least in aggregate, by default really, that's just volume tracking and prediction. Suffice to say that broad customer behavior analysis has been a thing for a couple generations now, at least. When you go to a website, why would you think that it is not keeping track of where you go and what you click on in the same manner? Now that I've stated that I do want to say that the real problems that we experience come in with how this data is misused out of what it's scope should be. And that we should have strong regulatory agencies forcing compliance of how this data is used and enforcing the right to privacy for people that want it removed.

"Not Interested" is just free data for them to fill out your account's advertising profile.

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.

Oh, I get it. You're a purposefully ignorant dumbass.

I really wish their whole lap-dock concept had succeeded. Or at least ran a few more generations, so I could get an upgraded model with USBc