I don't believe a legal solution is possible. We need a three-tiered response to Flock's surveillance state business strategy, depending on what level of meddling each citizen is comfortable with.
1. Protest via yard signs and awareness (what you're doing)
2. Impermanent vandalism. I like the idea of hanging copies of the fourth amendment over the lenses
3. Permanent vandalism. I think we need bounties on camera destruction and public legal funds to assist in defense, bail, etc.
The police as a class/caste are not interested in the fundamental principles that America was founded on. Individual officers may be interested in civil freedom and privacy but as an entity they only ever march in the direction of total surveillance and domination of the citizenry.
In what possible way would the broader public destroying Flock cameras on sight and allying with one another to defend those caught doing it benefit intelligence agencies?
You'll never gain traction with your post on social internet forums like this despite the reality and truth of it. You'll be downvoted to quiet and eliminate your opinion.
My father-in-law grew up on a small-time farm and then went into environmental engineering as a professor, and briefly worked on the Secretary of Agriculture's staff in the Biden administration. He has told me that there are 3-5 (can't remember the number) colossal meatpacking corporations in the US that have laid waste to smaller-time competition, and now that the market is captured their owners and shareholders can skim basically whatever they want out of the enterprise. He also was advocating to have policy written that would stop chronic underpayment of slaughterhouse and meatpacking workers at these colossal firms and was told it was politically inviable.
Unrelated to this, but I have Alpha-Gal Syndrome, the anaphylactic allergy to red meat, which is spreading rapidly as the ticks colonize every square inch of nature in the US. In Arkansas 20% of people tested on a big free testing day were sensitized to the galactose-alpha-1,3-galactose molecule (AGS is sensitization + symptoms, not just sensitization.)
I think that things are going to get weird with beef in the US in the next few decades.
The article specifically talks about how some of those huge meatpacking companies are losing money on cattle. I don't think it's them to blame in totality here.
I just learned about Alpha-Gal Syndrome yesterday through a Radiolab podcast. It was really interesting, but they didn't mention that it was spreading. I guess I shouldn't be surprised, since climate change.
I wouldn't take the 20% figure at face value. If you only test for antibody reaction, you get an implausibly high number.
>A study of blood samples from military recruits, taken between 2001 and 2007, found that nearly half the recruits from south-central Missouri, where Ellison lives, had allergy antibodies for alpha-gal. [...]
>Only a fraction of people with antibodies to alpha-gal become allergic to it, and those who are often don’t realize it. Some react only to red meat. Some also react to milk, cheese, and other animal products that have alpha-gal. The symptoms are so delayed that people often blame them on food poisoning, irritable-bowel syndrome, gluten intolerance. In the U.S., according to the Centers for Disease Control and Prevention, as many as half a million people have alpha-gal syndrome, but other researchers suspect that the number is higher.
Humanity hasn't caught up to the reality of the times; we should adjust copyright laws so anything over say 10 years old can be hosted for free on the Internet. We should have colossal databases of music, books, movies, etc. that can be freely traded and downloaded without breaking any laws. Maybe in the past the commerical protection of art and IP was necessary but with the Internet and AI I think we need to, as a species, get over it and focus on information archival and dissemination over protecting income streams.
What's blowing my mind lately though is the people complaining about copyright today are some of the same people I saw 30 years ago screaming "Information wants to be free" and running around with the DeCSS code on their T-Shirts. But suddenly, now that they hate AI, copyright is important and the information should be locked away. I can't wait for this all to settle down.
far too often people care about things for purpose, not because they care. There are things of equal sorrow that don't get cared for because it serves no purpose. If your cause isn't ammunition for something that people already want to do then it will struggle to gain traction.
For example, nobody cared about data centre water or electricity use when it was serving us up cat pictures. Collectively the past 20 years of doing that is still significantly more use than AI data centres so far. We suddenly care about it because its anti-AI ammunition, not because we care.
People suddenly care about data center water and electricity use because a lot more data centers are being built now (there are more under construction now in the US than the total we had in 2020).
Things being done as part of a massive boom are usually harder to accommodate then things done as part of longer term growth and data centers are no exception.
I don't think the average person is poring over data centre plans and requesting blueprints from local governments using FOI requests. The average person is understandably apprehensive about AI and water and electricity use serve as a convenient attack vector.
I don't think I've ever seen people query with such fervour; the energy usage of our existing internet structure. or supply chains to provide us all with electronic devices, despite them being inherently problematic in similar ways.
I was in a British supermarket today and there were apples on the shelves that were transported there from New Zealand. Again, no protests. Do we really care about energy usage or do we simply find convenient ammunition to attack ideas that we are already apprehensive about? We live in a world that is overheating as a consequence of the energy bounty of fossil fuels and yet people are still driving cars, SUVs are more popular than ever. There is no global carbon tax in sight while every nation on the planet slinks from their responsibility for all the co2 in the atmosphere, blaming each other and charging towards our scientist's worst case outcomes. So who really cares about energy consumption on its own?
It's possible to be opposed to excessive copyright and also be opposed to the mass theft of media for profit and subsequent abuse of copyright that the scrapers are guilty of. The AI pillagers are taking everything in, then gatekeeping access. And as they acknowledge with their "nothing after 2022" preferences, they (or their users at least) are salting the earth for future seekers of knowledge.
There's a substantial economic literature on this topic.
Among other factors: time value of money and future-value discounting mean that economically ever-expanding copyright terms offer virtually no present-value benefit.
Most works see virtually all of their economic value in the first few years of publication. There are some (rare) long-tailed exceptions. The original US copyright term of 14 years, with extensions, actually fits the economics pretty well.
What extreme copyright duration does do is:
1. Create vast copyright-holding monopolies, often of works for which authors were poorly compensated if at all. (For the latter: academic publishing.)
2. Create a vast category of "orphan works" which aren't or cannot be published, in the latter case because rights simply cannot be clearly established, or competing claims (survivors, estates, publishers) exist.
People must realize that it is easy to built some sentiment against on part of legislation that seems to restrict them, however, it is much more difficult to establish legislation that serves everyone. In the end we need smart people in politics and lawmaking instead of populists and libertarian cry-babies.
I think part of the problem is that current copyright law doesn't compensate artists, only mega corporations who figured out the right bureaucratic tricks (copyright assignment) to get paid in lieu of the artists.
I think it’s pretty clear in GP’s first sentence that they believe artists should get compensation during the first 10 years. I personally would change it to something more like 20 years but I share the idea.
The days where middle and high-end goods were of a relatively higher quality were also produced under a capitalist system, though. The US was capitalist when it built my parents' normal washer/dryer combination that lasted for 25 years with no interruptions to service, and it was capitalist when Google was first invented and you could conduct literal string searches on the internet. I don't think there's anything inherent to "capitalism" that causes degradation of product lines that doesn't also cause the creation of the product lines in the first place.
My suspicion is that the "great enshittification" has more to do with the swelling in numbers and purchasing/borrowing power of the lower classes. The middle class now has worse computers and dryers [1], but the lower class now has computers and dryers. Corporations can still make colossal sales numbers with degraded products because they're selling to people for whom possessing a product at all is a major life upgrade, and aren't worried about "the best version of this product". The same is happening to movies and TV.
[1] Many will point out that on paper and in certain metrics modern goods outperform past goods, but I think the extremely high prices commanded by quality vintage and near-vintage goods across all genres of product lines speaks for itself.
I'm inclined to agree with this. If management can't personally code, and they don't know how the big companies acquire talent, the company ends up in a deadspin of not paying enough, not adequately examining coding skills during interview and probationary periods, and having mediocre seniors who have been around long enough to understand the eccentricities of the stack but still aren't actually any good controlling the hiring and training pipeline and selecting the new architecture.
I was part of a company that was doing 10s of M in revenue, a few hundred employees, and had the technical prowess and IP to become a multi billion unicorn but the blue blood CEO was so clueless that he lost literally his entire technical core staff to incredible mismanagement. My favorite memory of him, and this sounds like a fake anecdote, is that on a big emergency call where he was pulling a huge amount of engineers and project managers off an account that was on fire to help with an account that was even more on fire (thus depriving the original account of labor and guaranteeing it would be in the same state in a few weeks), he spent 5 minutes talking about the chartered fishing trip he was on in Canada and then asked the audience if anyone and any plans for the weekend. Someone spoke up and said "yeah, I'll be working."
Sure, but his equity award deadline had passed, thus the fishing trip. And if things go well with Everett on the trip, the new funding would mean he can ditch those risky accounts.
This doesn't go far enough, in my opinion. I think all screens should be banned from schools. No TV, no phones, no projectors, no slides. No shortcuts for anybody, no distractions. Everything handwritten. I know this sounds like I'm sarcastically criticizing phone bans but I'm serious.
(Edit: obviously will need some accommodations for disabled students, and computer labs will have to exist for technical literacy classes.)
Actually, I benefited from a school-issued Chromebook. I mostly used it for note-taking (I'm bad at handwriting) and homework. Even though it allowed some simple browser games, I suspect it was less distracting, and the browser games could've been banned if the school used a whitelist to make it even less so. Even with paper students can be distracted by doodling and daydreaming.
But I wouldn't oppose banning those as long as the schools provided an AlphaSmart (because again, I'm really bad at handwriting). I think e-readers would be best but those are expensive.
I think banning tools for teachers, like projectors, is unnecessary. I suspect I learned easier from projected computer screens vs. staring at a whiteboard, but anything projected on the screen (e.g. powerpoint presentations) could be passed to students on paper, except movies but those may rarely be necessary.
Whether those things are distractions depends on what they're used for.
I'm fairly certain schools had projectors a few decades ago, and nothing bad came of it.
You don't really need to ban phones from schools; just ban them in class. I don't know why this stuff is treated as such a big deal. Students should pay attention in class, which means not using anything (not devices, paper, books, etc.) except as needed for instruction.
> books, radio, film, television, and game consoles
None of these tools is designed for the sole purpose of interacting with random people on the internet.
A child can get all the potential benefits of a phone from books, radio, film, television and game consoles — all the while not interacting with random people on the internet.
How would that be beneficial? We don't need to make teachers' jobs more difficult than they already are by removing all the aid brought by digitalization.
Teachers' jobs are difficult because they're expected to be behavioral specialists, social workers, and prison wardens. If they didn't have to do that, they wouldn't need to rely so terribly on printed worksheets and PowerPoints.
I use it for lilypond for notation. I always considered it superior to Finale and Sibelius anyway. Not sure how it stacks up against the more modern commercial notation apps. But I love having a real trackable version history of my pieces.
What's also cool is the more advanced llms know lilypond and music theory too, so they can do things like... I don't know, check for counterpoint errors. I've used it with limited success to expand my jazz lead sheets into two-hand piano arrangements just for practice exercises.
I've considered using Lilypond, but I really like the autoplay feature in Musescore, as well as the lack of delay between placing notes and seeing the result.
there are plenty of text-based digital music notation systems. Then, you commit periodically as your composition evolves, and you can have all the history/fork/undo whatever that you might want.
Also, files don't have to be text-based at all to version them with Git. When you're versioning things for your own sake, there's often not much difference between keeping text and binary files there, as it's not like you'll have to resolve an unexpected conflict.
I find it really useful to be able to diff two commits, which if you're using a binary format is only possible if you have a meaningful-diff tool for that format. Some formats have one already created, more formats don't. (Though these days, an LLM might be able to produce something suitable).
I admit this leans into pedantry, but I think it's important not to conflate "amount of education received" with "amount of knowledge possessed". In the US our people are more educated than they've ever been, but I wouldn't say they're more knowledgeable than ever.
I completely agree that the more knowledgeable a society is the better off it is, but if the education industry is allowed to prop itself up with the widespread belief that more years of education necessarily result in a better-off population, you get the military-industrial-style propagation of institutions, loans, debt, and wasted time that we're familiar with today.
I don't think that's really a counterpoint. My point was that I get the impression that even those in the humanities seem to be losing familiarity with liberal ideas. So it's even worse now (or we've just lied to ourselves as we pretend to expand access to higher education).
Where do you get this impression from? Faculty? Published research? My observation is that people working in the humanities have a deeper and wider reading list than at any point in prior history.
If you are complaining about students then I don't see what the problem is with not having read these particular texts. The humanities is so incredibly wide and it is good that we have widened curricula to not just focus everybody down a particular reading list of western intellectual tradition. A humanities education isn't there to just pump out classical liberals.
A polisci major who studies ancient chinese politics or 21st century dictatorships is just as legitimate as somebody who studies Locke and western liberal democracy.
I'm mostly speaking to the students, but certainly there are faculty that would apply to as well.
If we're talking about some intangible benefit to society for having lots of educated people, I would interpret that as being in service to civic contributions, so yes I would expect that means a liberal arts education should teach Western canon, and certainly it should not undermine it. If not in service to economic utility or propagating our values and traditions, then why exactly would we support a large portion of the population to do nothing but pursue hobby study in something no one else wants for years? Actually it's not even clear that the students even want to do that study either, given the apparent mass cheating or AI usage. So who is it for?
What does it mean to undermine it? Is your position that no matter what the rigorous application of some research method produces that you should always come to a predetermined conclusion that some particular form of western liberalism fro the 17th century is the best? Or is it possible to place these texts in complex and even critical dialog with other texts?
Can you be specific about which "values and traditions" you need to see forcefully propagated through higher education? And are we to assume that a particular form of libertarian economic project is best for "economic utility?" And should we even be optimizing for economic utility rather than human flourishing?
Hobby study? Graduates in the humanities also consistently get jobs that require degrees and go into the work force.
I am curious how much time you've spent engaged with the college humanities departments of today.
You can place them in a dialog with other texts, but that implies that students are reading and becoming intimately familiar with the canon being critiqued. And generally speaking, I'd expect more of a refinement than a critique per se.
I didn't say we should forcefully propagate anything; I said we shouldn't fund things that aren't useful somehow. Some basic values would be that e.g. governments derive their authority from the citizenry, and should therefore always act in the interests of the citizens. If the citizens aren't seeing some benefit, then they shouldn't be taxed to fund a thing. Assuming people disagree on whether they want something, it follows that government should be as local as possible, so if we do fund such things, we shouldn't do so at the federal level unless there is widespread agreement (e.g. maybe we all agree to fund STEM degrees for their economic utility but there is disagreement on social science so those are done locally).
Or that as a high level idea, our entire system is predicated on the idea that people are qualified and able to define their own destiny and self-govern, which is generally in opposition to the idea that we are determined by various privileges and circumstances that require all sorts of compensatory adjustments. Basically, if you want to flourish, just go do that. Again, the books are all there. Most if not all of them are free. We already have 13 years of free, compulsory schooling to learn how to read them.
Or the idea that rights should be principled (e.g. carry some symmetry), not arbitrary. c.f. elsewhere in the thread about natural rights. And by extension, that some systems (e.g. ours) are better than others.
The context here is targeting programs that do not produce economic benefit, so that is hobby study, yes. There's nothing wrong with hobby study. I read textbooks all the time for fun. I think we should encourage everyone to do a lot more of it instead of e.g. Instagram. But I also have a day job.
I don't understand how the only use of the humanities is to teach people about classical liberalism. Surely my polysci friend who worked on 21st century dictatorships and my history friend who worked on early modern communication networks are doing something valuable too? You are begging the question here and just starting from a position that only your very narrow conception of the humanities has any value at all.
I don't think that your claim that "our entire system is predicated on the idea that people are qualified and able to define their own destiny and self-govern" is actually well supported by the evidence. You are excising nuance and evidence in favor of a top down constraint on allowable ideas. You are doing the thing that University of Iowa is doing now, which is insisting on coursework that explicitly teaches things like "capitalism is the best system" rather than being driven by expert analysis and research.
I also feel that my wife, also a historian, contributes far more to our society than somebody working at Instagram finding a way to make children look at more ads or somebody working at DraftKings find a way to get problem gamblers to restart their addiction. But those people have STEM degrees so they are automatically net benefits to the world.
Also, a humanities education is not typically built from textbooks.
I'm not making nearly that strong of an argument, and indeed neither is the regulation under discussion. They need to demonstrate that it's somehow beneficial on average to economic outcomes. That could mean:
* You were able to apply that knowledge to something someone wanted.
* The experience somehow inspired you to find your own path to success.
* Your degree helped convince someone else that you're a generally intelligent or knowledgeable person and therefore more valuable to them.
etc. I added on top that as a liberal society, we could perhaps agree that being well versed in liberal tradition is itself valuable.
I take your friends' work to mean they're in some academic position? Because funding some small number of those is a different proposition from funding a significant portion of the population to study whatever.
Though actually if we back up a bit here, my original point was more that I doubt people are even learning things. e.g. if your history friend is unfamiliar with important parts of their own country's history (stuff that might even be expected in high school or earlier, but people don't do the readings), I'd be skeptical of the value of their program in the same way that I'd be skeptical of an engineer that doesn't know the difference between an ionic and covalent bond, or Newton's laws, or some basic programming, or RLC circuits, or other basic things that someone technical should know.
Self-governance and self-determination are the founding assumptions underlying our democracy. This is pretty clearly stated in our founding documents. This has nothing to do with capitalism.
I agree that people at Instagram and DraftKings are negatives to society, and probably they also failed to obtain their liberal arts education. Largely I think people with these things on their resume should be blacklisted by others as they proudly wear their lack of morals, and we should do more to regulate such things.
Maybe my wording was off; by textbook my meaning was more along the lines of treatise, i.e. not casual.
> They need to demonstrate that it's somehow beneficial on average to economic outcomes.
Well we can demonstrate conclusively with data that people who get a humanities education have lower unemployment and earn higher wages than people without college degrees. What else is needed?
> I added on top that as a liberal society, we could perhaps agree that being well versed in liberal tradition is itself valuable.
I do not agree that being well versed in liberal tradition is more valuable than being well versed in other humanities domains. The things that a humanities education teaches that are good for society are not adherence to libertarian philosophy.
> Though actually if we back up a bit here, my original point was more that I doubt people are even learning [these] things
And I asked where you are getting this conclusion from. This is a pretty strong claim given that you don't seem to be engaged with humanities departments in a meaningful way.
> I agree that people at Instagram and DraftKings are negatives to society, and probably they also failed to obtain their liberal arts education. Largely I think people with these things on their resume should be blacklisted by others as they proudly wear their lack of morals, and we should do more to regulate such things.
Why then can we assume that a STEM education is good for society in ways that you insist we cannot assume for a humanities education? If this education can be actively harmful to society then surely we need to apply your same concerns there.
> Maybe my wording was off; by textbook my meaning was more along the lines of treatise, i.e. not casual.
Usually "monograph" is the term used for academic books in the humanities.
People earning higher wages as the result of their degree are explicitly and exactly not the topic of discussion. The discussion is about funding for programs that measurably do not produce economic benefits, and some supposed intangible benefit to just being educated.
I get the conclusion from having been a student, having socialized with other students, observing discussions from teachers online and seeing that things are either the same or worse, and observing my fellow citizens. It's like asking how I know most young people in the US have premarital sex or how I know the obesity epidemic isn't actually a bodybuilder epidemic: because I live here. If studies said otherwise, I'd have to assume the study was wrong.
STEM education is easy to demonstrate the utility of because it shows how to make things that improve our lives. People working at Instagram should face criminal stalking charges, and gambling (or at least advertising it) should likely be made widely illegal again. That doesn't mean people programming inventory management systems or ensuring bridges have adequate safety factors and avoid catastrophic resonance aren't directly providing value with skills they learned.
I don't understand what you mean by "do not produce economic benefits" then. So you say STEM majors do this and that humanities majors do not. But I truly do not understand.
I really do not think that your understanding of a modern humanities education is correct. I get my conclusion by being married to a humanities professor and friends with a lot of humanities professors. I also get this from reviewing syllabi at large universities. The idea that there is some widespread project to deliberately undermine texts that are part of the western canon because of some bias against them is just simply not based in reality.
What would be an example of a piece of evidence that you see that you find compelling here?
> The test itself is simple: If an undergraduate program's graduates don't earn more than workers who never went to college, that program could be cut off from federal student loans. The same goes for any graduate program whose graduates earn less than someone with only a bachelor's degree.
I'm not going to go so far as to claim that there's a widespread project to undermine our society (as opposed to individual indifference or disdain), but you yourself demonstrated the issue: when I express my doubts that supposedly educated Americans have ever actually read their own constitution, you ask why that's an issue an why we should privilege that above other reading. Ancient Chinese political theory is neat and all but how about knowing the basics of our own country?
If that is the test then it is plainly obvious from the data that humanities majors earn more than workers who never went to college. Where are you getting this idea that this isn't happening?
In my state the text of the constitution is taught in 8th grade civics as part of the mandated state curriculum. How is this tied to undergraduate education? You immediately expanded this to "liberal ideas" and then "western canon." Are you just talking about the constitution or are you talking about reading Locke and Shakespeare?
I didn't say humanities majors don't earn more. People who earn more with their degree aren't the contention. The contention is the nebulous, intrinsic value of a "more educated society", c.f. https://news.ycombinator.com/item?id=48880930
The constitution might've been mandated as part of the curriculum. That doesn't say much. The question in this subthread was about the relation between "education received" and "amount of knowledge possessed", to which I replied that I doubt most American college educated adults have actually read the constitution.
To illustrate, I had never actually bothered to read the constitution at the time that I got a 4 on the AP US History Exam. It is not hard to pass tests without reading or thinking about the material, and when it comes to what's part of state standards, we all know it's nearly impossible to fail US K-12.
So I am talking about all of those things; the constitution and Locke and Shakespeare and Homer are all supposed to be on the curriculum. How many people actually read them? To what extent is even more education a delusion? If you don't need expensive lab equipment (and this includes some STEM fields like math/CS), do we need everyone going to universities? Or if you actually want to learn the material, can you just do so?
> I didn't say humanities majors don't earn more. People who earn more with their degree aren't the contention. The contention is the nebulous, intrinsic value of a "more educated society", c.f. https://news.ycombinator.com/item?id=48880930
What? What is going on with this quote then?
"The test itself is simple: If an undergraduate program's graduates don't earn more than workers who never went to college, that program could be cut off from federal student loans. The same goes for any graduate program whose graduates earn less than someone with only a bachelor's degree."
> The constitution might've been mandated as part of the curriculum. That doesn't say much. The question in this subthread was about the relation between "education received" and "amount of knowledge possessed", to which I replied that I doubt most American college educated adults have actually read the constitution.
Up thread you said you doubted most college educated adults had read the constitution. You then repeated this. Now reading it isn't relevant? I have absolutely no idea what you are looking for here.
If your position is to simply assume that everybody is not doing any of the reading in a humanities class and then conclude that the classes must be useless then what can I possibly do here? We can have data demonstrating that humanities graduates earn higher wages than non-graduates. We can have curricula that include the materials you want people to learn.
> Or if you actually want to learn the material, can you just do so?
A university education gives you access to faculty members who are experts in the material they are teaching and who construct syllabi that are effective at teaching certain concepts and who can provide feedback on a student's analysis of those readings. They can also teach archival research skills that you'd never learn by just looking up famous books online. That is valuable.
----
I still am really struggling to understand specifically what you are frustrated by here. Can you give me an example of some specific interaction you've had with a person that you would attribute to the ineffectiveness of a contemporary humanities education?
Those texts were a standard part of grade school social studies when I was young, and my children read all in the course of a typical public education long before graduating.
They might be part of the curriculum, but apparently ~half the country doesn't know what we just celebrated[0], so I somehow doubt they actually did their reading. It's pretty easy to pass or even do well in classes without really engaging with the material at all, even at the university level. Like I got an A in a philosophy course by just reading the professor's notes on exam morning and spitting them back out on an essay. I've still never gone back and actually read Grotius.
Right but that's just it: it's barely the upper half (over 40% of young people now get a degree apparently[0]), and the age breakdown indicates that 40% is also apparently the proportion of 18-29s that know we declared independence 250 years ago. So assuming continuity and rough correspondence of the two distributions, that's approximately the level of knowledge at the threshold of degree holders now.
Actually the census data says ~43% get a degree and the article says 39% of 18-29s know what we celebrated, so presumably at least 4% (~9% of degree holders) are able to get a degree and don't know.
If this is our bottom end, I get the sense that even above-average students (even of liberal arts) aren't reading Montesquieu or whatever image people try to evoke about highly educated societies.
The thing that annoys me about AI discourse is that AI is a mathematical technique of rapidly increasing efficacy, and yet everyone personifies it. It would help if every time someone said "AI" they supplemented "a mathematical method where extensions onto a very large corpus of information are statistically simulated".
It's not true that "AI makes mistakes" or "ChatGPT is sycophantic". It's just that sometimes the simulated extensions to the training material are accurate, and sometimes they're not.
I think this draws too strong a line between the matrix-math core and the harness that uses it. Those harnesses undoubtedly were built with purpose and the systems fail to achieve that goal. Common usage says the the DMV can make mistakes, like any systems, despite the DMV itself not being a person (and it is common to allege large organizations make mistakes even when no specific individual is making an identifiable mistake). This isn't person-language it's systems/purpose-language.
I understand and somewhat agree with your point, and might have phrased my comment differently. I think my main point is that experts aren't always going to beat "a dynamically simulated extension onto the training material". Often they will, maybe even usually, but sometimes they won't, and I feel like the people in this thread insisting that the experts will always know better are thinking about a competition between experts and a crazy robot instead of a competition between experts and math.
1. Protest via yard signs and awareness (what you're doing)
2. Impermanent vandalism. I like the idea of hanging copies of the fourth amendment over the lenses
3. Permanent vandalism. I think we need bounties on camera destruction and public legal funds to assist in defense, bail, etc.
The police as a class/caste are not interested in the fundamental principles that America was founded on. Individual officers may be interested in civil freedom and privacy but as an entity they only ever march in the direction of total surveillance and domination of the citizenry.
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