I have no idea what I'm doing

This homeless person is making me uncomfortable. Should I call [a man with a gun]?

My neighbor is having a loud party. Should I get [a man with a gun] involved?

There are some teenagers skateboarding. Do you think [a man with a gun] would get rid of them for me?

> disables a new AI feature that was turned on by default

> opens my email

> disables a new AI feature that was turned on by default

> launches a software

1. The FBI's Famous Cases & Criminals archive (fbi.gov/history/famous-cases) has detailed breakdowns of real fraud cases, Ponzi schemes, and confidence operations. The language they use is clinical and precise, which is perfect for getting the procedural details right.

2. The FTC Consumer Sentinel Network publishes annual reports on the most common fraud tactics in the US. Great for understanding how modern scams actually work and what makes people fall for them.

3. The Smithsonian's American Art Museum has a free digital collection of forgery case studies. If your character forges documents or art, this is gold.

4. Court Listener (courtlistener.com) is a free legal database where you can read actual court transcripts from fraud trials. Want to know how a real con artist talks under oath? This is where you find out.

5. The Internet Archive's collection of old newspaper crime sections. Search for "confidence man" or "swindle" in papers from the 1920s through 1960s and you'll find incredible real stories that would feel too dramatic for fiction.

Bonus: The Psychology of Fraud section on the Association for Psychological Science website has accessible articles about why people trust, how deception works cognitively, and what makes someone a convincing liar. Essential reading if you want your con artist characters to feel psychologically real.

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we're looking to create an AI policy, and when we were talking about this, my boss (older millennial) was genuinely shocked to hear that younger people do not (seem) to view AI positively (a la the recent commencement speakers being booed)

please rb for larger sample size!

Question 1/3

Thank you for helping with this data collection. Please rb for as big a sample as possible!

So from then on whenever one of us called something problematic, he would make us talk it out until we could name the “bad” thing we were hinting at. In this particular class, 7/10 it was some type of oppression, and the remainder was like, “I’m uncomfortable because this is very new/confusing/pushing boundaries that made me feel safe.”

Once we stopped calling things “problematic” and stopping at that, class got way more interesting and... we all had to say, like, “that’s racist” or “that’s misogynistic” or “ew capitalism gross” out loud, which a lot of us had never done in a classroom before. Or we had to be like, “Uhhh... I’m not sure what’s so bad?” and confront our own beliefs and that was maybe even more useful.

A patient comes in with a flesh eating bacteria that is rapidly spreading up their leg. The only way to save their life is to remove their leg.

So what do you do? To help the patient is to accept that you must also harm them.

You're a good doctor. Of course you remove the leg and save the patient's life, because trying to exercise a choice that will result in no harm is impossible where there are only two bad outcomes, but one is unquestionably worse.