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Google Gemini is coming for your private apps. Here's how to stop it

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    Z
    It's clear you don't really understand the wider context and how historically hard these tasks have been. I've been doing this for a decade and the fact that these foundational models can be pretrained on unrelated things then jump that generalization gap so easily (within reason) is amazing. You just see the end result of corporate uses in the news, but this technology is used in every aspect of science and life in general (source: I do this for many important applications).
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    W
    that's not just useless defeatism, but also false. effective end to end encryption exists in multiple forms today. signal, maybe even with a custom server. matrix if the server is being ran on trusted hardware. XMPP too with the right extensions.
  • Researchers develop recyclable, healable electronics

    Technology technology
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    T
    Isn't the most common failure modes of electronics capacitors dying, followed closely by heat in chips? This research sounds cool and all.
  • Companies are using Ribbon AI, an AI interviewer to screen candidates.

    Technology technology
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    P
    I feel like I could succeed in an LLM selection process. I could sell my skills to a robot, could get an LLM to help. It's a long way ahead of keyword based automatic selectors At least an LLM is predictable, human judges are so variable
  • 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.
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    HE is amazing. their BGP looking glass tool is also one of my favorite troubleshooting tools for backbone issues. 10/10 ISP
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    P
    I applaud this, but I still say it's not far enough. Adjusted, the amount might match, but 121.000 is still easier to cough up for a billionaire than 50 is for a single mother of two who can barely make ends meet
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