2,336 karma · joined March 8, 2009
Also, bribery isn't really "super illegal" in America. Cases like McDonnell vs. US make it so that as long as you don't go "Thank you for the bag of money, which I hereby accept in exchange for granting you, in my official capacity, that government contract you wanted, which you would not have gotten otherwise," you're pretty much in the clear.
That is not my objection to AI art at all. The value of art for me is that somebody has an idea to express and they're trying to communicate it to me. That's totally absent from AI-generated material. I'm not categorically opposed to AI, but my interest in automatically generated content tailored to indulge my personal taste is absolutely zero.
I happen to have a cat named Kiki who looks rather like the mascot for this project. Her health is failing, now. I just spent the night on my living room floor next to her. I'll, likely have to put her down, today.
I might use this project to make a memorial page for her.
I think that this is actually a reasonable approach. It minimizes the information shared and doesn't create any identity tracking regime.
[0] https://media.reclaimthenet.org/docs/california-ab-1043-digi...
> An alternative to eighth-grade acceleration would be to adjust the high school curriculum instead, eliminating redundancies in the content of current courses, so that students do not need four courses before Calculus. As enacted, Algebra II tends to repeat a significant amount of the content of Algebra I, and Precalculus repeats content from Algebra II. While recognizing that some repetition of content has value, further analysis should be conducted to evaluate how high school course pathways may be redesigned to create more streamlined pathways that allow students to take three years of middle school foundations and still reach advanced mathematics courses such as calculus.
Nor can I find any evidence that they "reject the idea that some kids are more talented at somethings than other kids". Instead, their FAQ [1] includes:
> All students deserve powerful mathematics instruction. High-level mathematics achievement is not dependent on rare natural gifts, but rather can be cultivated.
> All students, regardless of background, language of origin, learning differences, or foundational knowledge are capable and deserving of depth of understanding and engagement in rich mathematics tasks.
This is not remotely the same as the silly framing of "if you can compute a derivative by 12th grade, it's due to racial discrimination". It's about not giving up on students who are undeserved by mathematics education as it is currently constituted.
I myself have mixed feelings on "de-tracking" mathematics courses. I benefited from accelerated math classes and would have been bored to tears if forced to take classes at the standard pace. But I also understand that accelerated classes have tended to allocate more resources to students who are already succeeding. It's a thorny problem. But this comment adopts the framing of right-wing propaganda rather than the actual contents of the framework.
[0] https://www.cde.ca.gov/ci/ma/cf/documents/mathframeworkch8.p... [1] https://www.cde.ca.gov/ci/ma/cf/mathfwfaqs.asp
I've been pretty skeptical of Google laptops ever since.