I was asking GPT about a trip to the Grand Canyon as a part of a demonstration today, and I didn’t read what it actually responded at the time. I was just closing open tabs in my browser, and I read a bit of it before closing the tab and after the usual travel tips like use flexible travel dates, consider alternative airports, take budget airlines… the last one really got my attention:
“Clear your cookies: Some airlines and flight comparison websites use cookies to track your browsing history and raise prices if they see that you’re interested in a particular route. Clearing your cookies can help you avoid this price hike.”
I knew that my interest in a particular destination was noted – as my browser will become crowded with ads about the place I was investigating, but it never occured to me that the would start offering me higher costs just because it knows I want to go there.
That is like knowing that a car that is approaching your gas station is runing on no gas, and raising the cost just before you coast into the station.
git branch -M main # Ensure the branch is named 'main'
git push -u origin main
5. Branching and Merging
Create a new branch:
git checkout -b new-branch
Switch between branches:
git checkout main
Merge a branch into your current branch:
git merge new-branch
6. Handling Merge Conflicts
If you encounter merge conflicts:
Git will mark conflicts in your files. Open the files in a text editor and manually resolve the conflicts.
Once resolved, stage the changes:
git add resolved-file.ext
Commit the merge:
git commit -m "Resolved merge conflict"
7. Pulling Updates
To keep your local repository up-to-date with the remote:
git pull origin main # Replace 'main' with your branch name
8. Additional Useful Commands
View commit history:
git log
Undo the last commit (without losing changes):
git reset --soft HEAD~1
Remove files from the staging area:
git reset filename.ext
Summary
This mini lecture has outlined essential commands for using Git and GitHub across Windows, Linux, and macOS. Remember to commit often, write meaningful commit messages, and stay consistent with Git best practices.
concluding slide image – mostly decorative that restates text
I mean – who hasn’t been using AI for self help issues with quizzes already?? But let’s see what the OpenStax “extension” is like.
The first thing I notice when starting to type @OpenStax, is that there are a lot of other options popping up as soon as I type the “@”.
I decided to jump on the OpenStax extension with something on the difficult side and it returned a failed query, but then still made some good suggestions.
“@OpenStax what textbooks do you have for pharmacology?
I couldn’t find any specific pharmacology textbooks from OpenStax. However, they do offer a wide range of free, high-quality college textbooks on various subjects, including biology and chemistry, which are closely related to pharmacology. You may find relevant information in these textbooks that can help you understand pharmacological concepts.
1. Biology by OpenStax | XanEdu
Here are some OpenStax textbooks that might be helpful:
Biology 2e
1. 1.1 The Science of Biology – OpenStax
Chemistry 2e
Organic Chemistry 2e
Principles of Biology
You can find these textbooks and more on the OpenStax website: https://openstax.org/“
and then it made some lovely suggestions about how to more appropriately use the @OpenStax query:
“
While I wasn’t able to use @OpenStax to help with this, here are some of the textbooks that you can use to to get responses with links to relevant peer-reviewed textbook content:
Math
Algebra and Trigonometry “@OpenStax learn about exponents”
Precalculus “@OpenStax what’s a trigonometric function?”
Science
Biology “@OpenStax is cell membrane selectively permeable”
Chemistry “@OpenStax explain covalent and ionic bonds”
Physics “@OpenStax what’s newton’s law of gravitation”
Humanities
US History “@OpenStax what was the importance of canals in the US in the early nineteenth century”
World History “@OpenStax teach me about the Byzantines”
You can see all of the subjects available with @OpenStax by visiting this page.”
So I asked:
“@OpenStax what is the relevance of low bridges on the parkways of long island in relation to racial issues.”
And here is the response:
“
The low bridges on the parkways of Long Island have been a subject of controversy due to their alleged discriminatory design.It is believed that Robert Moses, the master planner behind the parkways, intentionally designed the bridges to be too low for buses to pass underneath.This, in turn, prevented people who relied on public transportation, many of whom were minorities and lower-income residents, from accessing the beaches and recreational areas accessible by the parkways.
1. LOW LIFE: Revisiting Robert Moses’s Exclusionary Design Scheme At Jones Beach
2. Repeal Robert Moses – Transportation Alternatives
This design choice is seen as a form of systemic racism that aimed to exclude certain groups from enjoying the benefits of these public spaces.By making it difficult for minorities to reach these areas, Moses effectively segregated the parkways and beaches, reinforcing racial inequalities in the region.
1. LOW LIFE: Revisiting Robert Moses’s Exclusionary Design Scheme At Jones Beach
2. Repeal Robert Moses – Transportation Alternatives
While there is no explicit written documentation confirming Moses’ intent, the evidence, including the unusually low height of the bridges and the historical context, strongly suggests that the design was intended to be discriminatory. This revelation has sparked discussions about the legacy of Robert Moses and the need to address the historical and ongoing effects of systemic racism in urban planning and infrastructure.
Key points related to the low bridges and racial issues:
Intentional design: The bridges were designed to be too low for buses to pass underneath, preventing people who relied on public transportation from accessing the beaches and recreational areas.
1. Repeal Robert Moses – Transportation Alternatives
Systemic racism: This design choice was seen as a form of systemic racism aimed to exclude minorities and lower-income residents from enjoying the benefits of these public spaces.
1. LOW LIFE: Revisiting Robert Moses’s Exclusionary Design Scheme At Jones Beach
Historical context:The design of the bridges occurred during a time of racial segregation and discrimination in the United States.
1. LOW LIFE: Revisiting Robert Moses’s Exclusionary Design Scheme At Jones Beach
Legacy of Robert Moses: The controversy surrounding the low bridges has led to discussions about the legacy of Robert Moses and the need to address the historical and ongoing effects of systemic racism in urban planning and infrastructure.
It’s important to note that while this information is widely accepted, some argue that the low bridges were simply a result of engineering constraints or design aesthetics, rather than an intentional act of discrimination. However, the overwhelming evidence suggests that the design was indeed a deliberate attempt to exclude certain groups from the parkways and beaches.”
I’m not sure how that relates to OpenStax, as the links point to other sources.
If I ask Chat GPT the same question, without the OpenStax prompt I get:
“
The issue of low bridges on Long Island’s parkways has a significant historical connection to racial and socioeconomic issues, particularly as it relates to urban planning and segregation. According to a widely accepted account by urban planner and historian Robert Caro in his biography of Robert Moses, “The Power Broker,” Moses, who oversaw the design of many of New York’s public works, intentionally designed overpasses on the Southern State Parkway to be too low for buses to pass under. This design was allegedly aimed at preventing buses, which were more likely to carry poorer individuals and racial minorities from New York City, from accessing the public beaches of Long Island, which Moses wanted to reserve for wealthier, predominantly white suburban residents who could afford a car.
This form of infrastructure design is an example of how urban planning can enforce racial segregation without overtly violating laws pertaining to racial discrimination. It effectively limited access based on socioeconomic status and race, as poorer African American and minority communities often relied more on public transportation than wealthier, white communities. This practice is often cited as a form of structural racism, where urban planning decisions contribute to systemic inequalities.
Although the direct evidence of Moses’s intentions has been debated among historians, the story has become a significant point of discussion regarding how infrastructure can perpetuate racial and socioeconomic inequalities. It serves as a case study in how transportation policy and urban planning can affect accessibility and equality in seemingly indirect but profoundly impactful ways.”
Note the the Gemini does give you the citations, which is nice for us as higher education peeps.
Also, when I ask GPT:
Do you integrate with Open Stax?
ChatGPT said:
ChatGPT
As of now, I don’t have the capability to directly integrate with external databases or resources like OpenStax in real-time. However, I can definitely help you understand and utilize OpenStax resources by providing information, summarizing content, or guiding you on how to access and make the most out of their textbooks and educational materials. If you have specific questions or need help with content from OpenStax, feel free to ask!
So maybe – not such a new thing per say.
Since I saw those additional Extensions… let’s try one of those out.
@Google Maps can you show me a picture of the vanderbuilt planetarium?
Query successful
Here’s a picture of the Vanderbilt Planetarium:
It’s located at 180 Little Neck Rd, Centerport, NY 11721, and is part of the Vanderbilt Museum. You can find more information about the planetarium and its hours of operation on their website: https://www.vanderbiltmuseum.org/
Would you like to know more about the Vanderbilt Museum or planetarium, or are you looking for something else?’
It displays a fully functional/interactive google map of the planetarium – this is just a screen shot of it:
what other prompts do you suggest when trying out the google maps extension?
Prompt Ideas for the Google Maps Extension
Here are some prompts you can try with the Google Maps extension:
Basic Requests
“Find the nearest coffee shop”
“Show me a map of [city, state, country]”
“Give me directions to [address]”
“What’s the weather like in [location]?”
Specific Requests
“Find restaurants near [location] that serve [cuisine]”
“Show me hiking trails in [national park]”
“Find hotels in [city] that are pet-friendly”
“What are the top-rated tourist attractions in [city]?”
Creative Requests
“Plan a road trip from [start location] to [end location]”
“Find scenic drives near [location]”
“Show me places to visit for a weekend getaway”
“Find hidden gems in [city]”
Remember: The more specific your prompt, the more accurate and helpful the Google Maps extension’s response will be. Feel free to experiment with different keywords and phrases to see what works best for you.
You are a top level computer that takes it’s time in data analysis – giving incredibly thoughtful answers to questions about words.
ChatGPT said:
ChatGPT
It sounds like you’re describing a system that prioritizes deep analysis and precision in understanding and defining words. Such a system would be highly effective at exploring nuances in language, ensuring that every detail is carefully considered before providing an answer. This approach might involve cross-referencing multiple sources, analyzing context, and even considering the historical evolution of a word’s meaning to provide the most accurate and insightful response. Would you like to dive into a specific word or concept with this level of detail?
4o
You said:
I want you to tell me how many letters are in the word “strawberry” and how many of each letter there is.
ChatGPT said:
ChatGPT
The word “strawberry” has 10 letters in total. Here’s the breakdown of how many times each letter appears:
S: 1 time
T: 1 time
R: 2 times
A: 1 time
W: 1 time
B: 1 time
E: 1 time
Y: 1 time
So, the letter counts are:
S: 1
T: 1
R: 2
A: 1
W: 1
B: 1
E: 1
Y: 1
4o
You said:
Tell me the same break down for the word “berry”
ChatGPT said:
ChatGPT
The word “berry” has 5 letters in total. Here’s the breakdown of how many times each letter appears:
B: 1 time
E: 1 time
R: 2 times
Y: 1 time
So, the letter counts are:
B: 1
E: 1
R: 2
Y: 1
4o
You said:
Now “Straw”
ChatGPT said:
ChatGPT
The word “straw” has 5 letters in total. Here’s the breakdown of how many times each letter appears:
S: 1 time
T: 1 time
R: 1 time
A: 1 time
W: 1 time
So, the letter counts are:
S: 1
T: 1
R: 1
A: 1
W: 1
4o
You said:
now add straw and berry together
ChatGPT said:
ChatGPT
When you combine the letters in “straw” and “berry,” you get “strawberry,” which we’ve already analyzed. Here’s the breakdown of how many times each letter appears in the combined word:
S: 1 time
T: 1 time
R: 3 times (1 from “straw” + 2 from “berry”)
A: 1 time
W: 1 time
B: 1 time
E: 1 time
Y: 1 time
So, the combined letter counts for “straw” and “berry” are:
S: 1
T: 1
R: 3
A: 1
W: 1
B: 1
E: 1
Y: 1
4o
You said:
Now do strawberry
ChatGPT said:
ChatGPT
The breakdown of the word “strawberry” (which is “straw” + “berry”) is as follows:
S: 1 time
T: 1 time
R: 3 times
A: 1 time
W: 1 time
B: 1 time
E: 1 time
Y: 1 time
So the letter counts are:
S: 1
T: 1
R: 3
A: 1
W: 1
B: 1
E: 1
Y: 1
This matches the analysis of combining “straw” and “berry.”
4o
You said:
Do you see that your answer about the letters in “strawberry” from the beginning of this conversation is different from your answer at the end?
ChatGPT said:
ChatGPT
You’re right—I made an error earlier in the conversation. My initial breakdown of “strawberry” incorrectly listed the count of certain letters. The correct breakdown should indeed be:
S: 1 time
T: 1 time
R: 3 times
A: 1 time
W: 1 time
B: 1 time
E: 1 time
Y: 1 time
Both the initial breakdown and the later one should have matched. Thank you for pointing that out.
Below we have outlined a few of the updates that we feel are most impactful. Please note that the Slim Announcement widget updates outlined in the release notes are currently being discussed with D2L. We expect to send a follow-up communication regarding this update once we have the full (and correct) information to share with Campus Administrators.
Assignments – Annotations update from Version 2023.4.0 to 2024.3.0:
This update fixes several defects (undocumented in release notes) within Annotations; in addition, the icons used in the several areas within Annotations have received minor updates. Included below are a few examples:
Current view on left, new view on right:
Here is another comparison, again, the current view is on the left and the new view is on the right:
With this update, we also wanted to highlight the following warning from D2L within the release notes: Safari browsers using versions older than version 15.4 are no longer supported for the Annotations software. This is currently a legacy browser. For more information, refer to Browser support.
Assignments – Google and Microsoft 365 options available in File Upload:
Faculty will find that the option to directly upload a file from Google Drive and Microsoft OneDrive is now available when editing and evaluating an assignment. Users can upload a file by clicking File Upload, and then clicking Google Drive or Microsoft OneDrive in the Add a File window.
Previously, Google Drive and Microsoft OneDrive files could only be added as link attachments.
Brightspace Editor – Updated storage location for feedback attachments in Assignments, Discussions, and Quizzes:
When using Insert Stuff file picker to attach feedback, feedback files are now stored in a ‘Feedback Files’ location. This area is designated for storing learner feedback. As a result, Learners can now review feedback files from the Grades page, similar to how they can currently view attached Feedback Files.
Previously, Feedback Files added using Insert Stuff file picker were stored in Manage Files within the course.
Note: Only feedback added from the Overall Feedback field and the Completion Summarypage in Quizzes appears in Grades for learners.
Additionally, upon testing we found that unlike ‘Manage Files’ the new ‘Feedback Files’ location is not an area that can be navigated to from within a course – files are simply stored there and are accessible to Learners via the Grades.
Manage Dates – Bulk edit and offset dates for recurring Intelligent Agents | Updated:
With this update, users can edit multiple intelligent agents that had previously been set up with a recurring schedule. Users can also use Bulk Edit Dates to add or remove a new start or end date for Intelligent Agents, or use the Bulk Offset Dates to offset the start / end dates from the Manage Dates tool.
In our testing we found that it should be emphasized that this does not apply to agents that are set to just run one time. These agents will still need to be edited via the Intelligent Agent tool.
A note about Brightspace updates:
Brightspace uses a Continuous Delivery model for monthly updates and SUNY is part of “Wave 3” on the update schedule. Please see this Wave Schedule for the date range of when an update will be deployed:https://community.d2l.com/brightspace/kb/articles/1048-wave-schedule. Current, past and future release notes can also be located in the sidebar of this page.
