I don’t think they like it…
Protecting Kids on Social Media Act Cloaks Attack on Privacy Behind Concern for Children
J.D. Tuccille writes:
There’s seemingly no policy turd that lawmakers are unwilling to polish in the name of “the children.” That brings us to the Protecting Kids on Social Media Act, currently working its way through the U.S. Senate. This measure borrows bad proposals from another federal bill and combines them with legislative idiocy enacted at the state level. The resulting concoction could destroy internet privacy, subjecting all our online activity to government scrutiny in the name of shielding wee ones from harm.
Read more at Reason.
Because we should not rely on our AI to tell us… (Full disclosure: My AI disagrees with me.)
https://dailynous.com/2023/09/01/how-to-tell-whether-an-ai-is-conscious-guest-post/
How to Tell Whether an AI Is Conscious (guest post)
“We can apply scientific rigor to the assessment of AI consciousness, in part because… we can identify fairly clear indicators associated with leading theories of consciousness, and show how to assess whether AI systems satisfy them.”
In the following guest post, Jonathan Simon (Montreal) and Robert Long (Center for AI Safety) summarize their recent interdisciplinary report, “Consciousness in Artificial Intelligence: Insights from the Science of Consciousness”.
Because it’s coming, no matter what we think.
https://mashable.com/article/chatgpt-ai-guide-for-educators-teachers
OpenAI releases new teacher guide for ChatGPT in classrooms
Amid continued uncertainty — and equal amounts of growing interest — surrounding the use of ChatGPT in classrooms, OpenAI released a new Teaching with AI guide to help educators effectively incorporate the generative AI tool in their students' learning.
The resource includes an Educator FAQ on ChatGPT's use, as well as learning prompts to support interested educators seeking ways to incorporate ChatGPT in learning environments or their own classroom planning. It also includes OpenAI's suggested uses for the AI chatbot, including generating lesson plans and quizzes, roleplaying conversations or debates, and mediating classroom hurdles for English language learners.
Implied in OpenAI's guide is the expectation that educators maintain oversight over ChatGPT's use, suggesting that both teachers and students collaborate and share their ChatGPT conversations with each other as they explore the technology. The prompts function as primers for the AI chatbot that the educator can then offer as examples for students or fellow teachers, or send directly to students for their own use in assignments.
Resource.
https://gwtoday.gwu.edu/database-gw-law-informs-users-litigation-relating-ai
A Database from GW Law Informs Users on Litigation Relating to AI
Perhaps no area of law is growing so quickly as that surrounding artificial intelligence (AI). It can be a challenge to keep up with recent developments in this field, but Robert Brauneis, the Michael J. McKeon Professor of Intellectual Property Law, is making it easier with a database dedicated to AI litigation.
Spearheaded by Brauneis, the online, searchable AI Litigation Database was created to help lawyers, scholars, journalists and others stay informed. The database might also be useful for potential plaintiffs or potential defendants who want to research a specific question. Brauneis and the students in his course “Law in the Algorithmic Society” update the database when they learn of relevant cases.
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