I suppose that you could click on the link and find out for yourself. To answer your question, no it does no seem to do that.

As a teacher, I added it to my "interesting links" page for my students.

The usual IANAL. That said, I remember several years ago, I expect the 90's, I was listening to a show on NPR and in that, the expert who I do not remember, made the point that if fingerprints were introduced at that time, they would not meet the rigour to be acceptable in court. The reason that they are has more to do with established presidents than with accuracy. That was the 1990's.

I tried using it in my Java class (no pun intended). It was not able to produce code that met the problem requirements.

Except that has has condemned "child abuse in his own church," for that matter, he has condemned child abuse in general.

From 2018

The Vatican says it is the first time a Pope has addressed a letter to the entire Catholic population on the topic of sex abuse.
In Monday's 2,000-word letter he addresses the US scandal directly and acknowledges the Church's role in failing to act sooner.
He describes the "heart-wrenching pain of these victims" that were "long ignored, kept quiet or silenced".
"With shame and repentance, we acknowledge as an ecclesial community that we were not where we should have been, that we did not act in a timely manner, realizing the magnitude and the gravity of the damage done to so many lives," he writes.
"We showed no care for the little ones; we abandoned them."
The Pope's message quotes a passage from the Bible in Corinthians that says "if one member suffers, all suffer together" and calls for the Church to come to grips with the reality of what has happened in a "comprehensive and communal way".
"If, in the past, the response was one of omission, today we want solidarity, in the deepest and most challenging sense, to become our way of forging present and future history.
"It is essential that we, as a Church, be able to acknowledge and condemn, with sorrow and shame, the atrocities perpetrated by consecrated persons, clerics, and all those entrusted with the mission of watching over and caring for those most vulnerable. Let us beg forgiveness for our own sins and the sins of others."

From 2021

Pope Francis called for "decisive action" when he was elected in 2013, but critics say he has not done enough to hold to account bishops who allegedly covered up abuse.
In August 2018, he wrote to all Roman Catholics condemning clerical sex abuse, and demanding an end to cover ups.
In 2011, Pope Benedict told bishops, in new guidelines, that they had to report any suspected cases to local police promptly. Previously, all cases were supposed to be referred to Rome.
Under Francis, a special panel has been set up to deal with the issue but it has faced setbacks, including high-level resignations. In 2017, Marie Collins, an Irish survivor of abuse, left the group, citing "stumbling blocks and hindrances".
During the summit in February 2019, Pope Francis promised an end to cover-ups, saying that all abusers would be brought to justice.
His announcement of changes to the law earlier this year marked the biggest overhaul of the Roman Catholic Church's criminal code in decades.
The new rules - which come into effect in December - make sexual abuse, grooming minors for sex, possessing child pornography and covering up abuse a criminal offence under Vatican law.
The Pope said one aim was to "reduce the number of cases in which the... penalty was left to the discretion of [church] authorities".

From a man who was sexually abused as a child, the world would be a lot better if all churches and organizations became as vigilant as the Catholic Church has become under Pope Francis.

I have a 1913 Dykes Motor Manual (it was one of my father's books). In it, they have the service procedures for several electric delivery trucks. At the time battery swapping was used to keep the trucks working through the day.

It worked over 100 years ago and there is little reason that it can not work now. It is not the only way to rapidly refuel electric vehicles, but it is viable in a lot of cases.

What weird trivia factory do you work at that makes these questions essential, or even tangental, to job performance?

For me the first two are easy. That said, on any given day, with no meaningful context, I might not even be able to tell you what the Grammies are, let alone who won them. They are just unimportant to me.

It seems like Alexa has been on the chopping block recently, That is not only from the mention in this article. I use mine for several trivial tasks. With a concern that it may be cut, can anyone recommend any good alternatives?

I would be very hesitant to use Google Assistant for, what amounts to the same reason. These devices are not driving sales well and Google is notorious for cutting unprofitable services.

I hesitate to go with Apple because I do not want the tie in to a more expensive eco-sphere.

So, any other suggestions for simple things like light control, turning the AC on before I get home, reading the morning news brief, and similar trivial tasks?

Sorry, it is a bill. Further, the school district can put out an arrest warrant (remember, school districts have their own police departments). I know, from an incident that I knew all parties in about five years ago, that following the arrest, the terms of the bail and ensuing probation will be to teach until the end of the year. Needless, this person chose to pay the $5,000. Personally, I didn't get it, he left at spring break, not for a better job, he had just had enough. I think he could have made it the two more months.

Another teacher I know is not coming back after winter break. He found a much better job. However, he will still be working "with the district" (he is becoming the regional rep for the union) so they are letting him pay his penalty over time at $500/month for 10 months.

Yes, the penalty is real and it is enforced.

I ahve a one-month window at the beginning of the summer where I can resign. If I resign at any other time I face a $5,000 fee. Of course, the window is before the hiring begins. I can see one part of it, it allows the district to know how many teachers will be staying before they start signing new contracts. However, it also makes it very hard for teachers to change districts.

As a middle school teacher, I use Hour of Code for extension activities. The "when you are done" sort of stuff. It is a decent program for real introductory, the computer will do what you tell it to do, sort of material. No, it does not go into a lot of real depth. However, our district computer education plan lacks real depth. It is apps from 5th - 9th grade, then some optional Java Script touched on in an elective webpage design class. That is the extent of it. I sneak some coding into an advanced robotics class that has a small number of 8th-grade students working with Arduinos'.

I still remember being at a mandatory training where we were informed that the field of anthropology has determined that all of the world's problems can the traced directly to white makes.

This was a sit-down and shut up, or you will be fired, type of training. Ultimately, I made the mistake of questioning a similar statement at a different training, and was fired.

Sorry, here it is with paragraphs.

I teach CS at a middle school and there is a framework that states where the kids are supposed to be at the end of each year. The reality is that they are nowhere near grade level. I am starting from zero. They have a basic knowledge of Google Docs and Google Slides. That is it.

There is simply no background. I can not expect them to have met 5th-grade competencies. The reality is that they are entering at the third-grade competencies level (they can log in, frequently requiring assistance to do so, they can open apps on the desktop and with assistance can open programs in the program menu). Here is where they are supposed to be as they leave the eighth grade.

8.CS.D.01 Develop and implement a process to evaluate existing computing devices and recommend improvements to design based on analysis of how other users interact with the device. (CSTA Practice - P3)

8.CS.HS.01 Model a computing system involving multiple considerations and potential tradeoffs of software and hardware, such as functionality, cost, size, speed, accessibility, and aesthetics (CSTA Practice - P5)

8.CS.IO.01 Know and apply grade-level appropriate skills with input and output devices. (CSTA Practice - P7)

8.CS.T.01 Systematically identify, fix, and document increasingly complex software and hardware problems with computing devices and their components.(CSTA Practice - P6)

8.NI.NCO.01 Explain protocols and their importance to data transmission; model how packets are broken down into smaller pieces and how they are delivered.(CSTA Practice - P4)

8.NI.C.01 Evaluate physical and digital procedures that could be implemented to protect electronic data/information; explain the impacts of hacking, ransomware, scams, fake scans, and ethical/legal concerns.(CSTA Practice - P7)

8.NI.C.02 Compare the advantages and disadvantages of multiple methods of encryption to model the secure transmission of information.(CSTA Practice - P4)

8.DA.S.01 Analyze multiple methods of representing data and choose the most appropriate method for representing data.(CSTA Practice - P4)

8.DA.C.01 Develop, implement, and refine a process that utilizes computational tools to collect meaningful data. (CSTA Practice - P6)

8.DA.CVT.01 Develop, implement, and refine a process to make data more useful and reliable.(CSTA Practice - P6)

8.DA.IM.01 Refine computational models based on the data generated by the models.(CSTA Practice - P5, P4)

8.AP.A.01 Design algorithms in natural language, flow and control diagrams, comments within code, and/or pseudocode to solve complex problems. (CSTA Practice - P4)

8.AP.V.01 Create programs using variables with purposeful and thoughtful naming conventions for identifiers to improve program readability. (CSTA Practice - P5)

8.AP.C.01 Develop programs that utilize combinations of nested repetition, compound conditionals, procedures without parameters, and the manipulation of variables representing different data types.(CSTA Practice - P5)

8.AP.M.01 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of complex programs.(CSTA Practice - P3)

8.AP.PD.01 Seek and incorporate feedback from team members and users to refine a solution to a problem that meets the needs of diverse users.(CSTA Practice - P2, P1)

8.AP.PD.02 Incorporate existing code, media, and libraries into original programs of increasing complexity and give attribution. (CSTA Practice - P4, P5, P7)

8.AP.PD.03 Systematically test and refine programs using a range of student created inputs.(CSTA Practice - P6)

8.AP.PD.04 Explain how effective communication between participants is required for successful collaboration when developing computational artifacts.(CSTA Practice - P2)

8.AP.PD.05 Document text-based programs of increasing complexity in order to make them easier to follow, test, and debug.(CSTA Practice - P7)

8.IC.C.01 Describe the trade-offs associated with computing technologies (e.g. automation), explaining their effects on economies and global societies, and explore careers related to the field of computer science.(CSTA Practice - P7)

"8.IC.C.02 Evaluate and improve the design of existing technologies to meet the needs of diverse users and increase accessibility and usability. (CSTA Practice - P1)"

8.IC.SI.01 Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources. Describe and use safe, appropriate, and responsible practices (netiquette) when participating in online communities (e.g., discussion groups, blogs, social networking sites).(CSTA Practice - P2, P5)

8.IC.H.01 Identify and describe how the prominent figures in computer science have impacted and/or progressed the field. (CSTA Practice - P3)

8.IC.SLE.01 Discuss the social impacts and ethical considerations associated with cybersecurity, including the positive and malicious purposes of hacking.(CSTA Practice - P7)

8.IC.CP.01 Formulate a computer-science based solution for a problem or issue by gathering input from local / regional industry members (CSTA Practice - P2, P5)

I teach CS at a middle school and there is a framework that states where the kids are supposed to be at the end of each year. The reality is that they are nowhere near grade level. I am starting from zero. They have a basic knowledge of Google Docs and Google Slides. That is it. There is simply no background. I can not expect them to have met 5th-grade competencies. The reality is that they are entering at the third-grade competencies level (they can log in, frequently requiring assistance to do so, they can open apps on the desktop and with assistance can open programs in the program menu). Here is where they are supposed to be as they leave the eighth grade. 8.CS.D.01 Develop and implement a process to evaluate existing computing devices and recommend improvements to design based on analysis of how other users interact with the device. (CSTA Practice - P3) 8.CS.HS.01 Model a computing system involving multiple considerations and potential tradeoffs of software and hardware, such as functionality, cost, size, speed, accessibility, and aesthetics (CSTA Practice - P5) 8.CS.IO.01 Know and apply grade-level appropriate skills with input and output devices. (CSTA Practice - P7) 8.CS.T.01 Systematically identify, fix, and document increasingly complex software and hardware problems with computing devices and their components.(CSTA Practice - P6) 8.NI.NCO.01 Explain protocols and their importance to data transmission; model how packets are broken down into smaller pieces and how they are delivered.(CSTA Practice - P4) 8.NI.C.01 Evaluate physical and digital procedures that could be implemented to protect electronic data/information; explain the impacts of hacking, ransomware, scams, fake scans, and ethical/legal concerns.(CSTA Practice - P7) 8.NI.C.02 Compare the advantages and disadvantages of multiple methods of encryption to model the secure transmission of information.(CSTA Practice - P4) 8.DA.S.01 Analyze multiple methods of representing data and choose the most appropriate method for representing data.(CSTA Practice - P4) 8.DA.C.01 Develop, implement, and refine a process that utilizes computational tools to collect meaningful data. (CSTA Practice - P6) 8.DA.CVT.01 Develop, implement, and refine a process to make data more useful and reliable.(CSTA Practice - P6) 8.DA.IM.01 Refine computational models based on the data generated by the models.(CSTA Practice - P5, P4) 8.AP.A.01 Design algorithms in natural language, flow and control diagrams, comments within code, and/or pseudocode to solve complex problems. (CSTA Practice - P4) 8.AP.V.01 Create programs using variables with purposeful and thoughtful naming conventions for identifiers to improve program readability. (CSTA Practice - P5) 8.AP.C.01 Develop programs that utilize combinations of nested repetition, compound conditionals, procedures without parameters, and the manipulation of variables representing different data types.(CSTA Practice - P5) 8.AP.M.01 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of complex programs.(CSTA Practice - P3) 8.AP.PD.01 Seek and incorporate feedback from team members and users to refine a solution to a problem that meets the needs of diverse users.(CSTA Practice - P2, P1) 8.AP.PD.02 Incorporate existing code, media, and libraries into original programs of increasing complexity and give attribution. (CSTA Practice - P4, P5, P7) 8.AP.PD.03 Systematically test and refine programs using a range of student created inputs.(CSTA Practice - P6) 8.AP.PD.04 Explain how effective communication between participants is required for successful collaboration when developing computational artifacts.(CSTA Practice - P2) 8.AP.PD.05 Document text-based programs of increasing complexity in order to make them easier to follow, test, and debug.(CSTA Practice - P7) 8.IC.C.01 Describe the trade-offs associated with computing technologies (e.g. automation), explaining their effects on economies and global societies, and explore careers related to the field of computer science.(CSTA Practice - P7) "8.IC.C.02 Evaluate and improve the design of existing technologies to meet the needs of diverse users and increase accessibility and usability. (CSTA Practice - P1)" 8.IC.SI.01 Communicate and publish key ideas and details individually or collaboratively in a way that informs, persuades, and/or entertains using a variety of digital tools and media-rich resources. Describe and use safe, appropriate, and responsible practices (netiquette) when participating in online communities (e.g., discussion groups, blogs, social networking sites).(CSTA Practice - P2, P5) 8.IC.H.01 Identify and describe how the prominent figures in computer science have impacted and/or progressed the field. (CSTA Practice - P3) 8.IC.SLE.01 Discuss the social impacts and ethical considerations associated with cybersecurity, including the positive and malicious purposes of hacking.(CSTA Practice - P7) 8.IC.CP.01 Formulate a computer-science based solution for a problem or issue by gathering input from local / regional industry members (CSTA Practice - P2, P5)

We are still facing the same problem with teaching "computer" as I remember from my high school in the 1980s. Yes, I am saying this problem will soon reach 40 years. The problem is that we still have no idea what to teach.

I teach at a middle school and the desire from the high school is that I teach apps. So, in the 5th grade, we have a dedicated teacher who goes to the intermediate schools and teaches Google apps. Then in the 6th grade, they take a class on keyboarding and Google apps. Then they get to my Computer 1 class, in 6th or 7th grade and. . . guess what? Yes, Google Apps. I try to mix in a bit of hardware, and I am instructed to provide quite a lot of, "cyber-citizenship," content.

That is for about the first half of Computer 1, then I transition to teaching Photoshop. So, as you are reading this, I finished MLA in Google Apps this week and I will transition to Photoshop next week. You might ask why. The answer is simple, the High School requires it.

My Computer 2 class, for 7th or 8th grade, is similar. In it, I stay on spreadsheets. So we do a Google Sheet based on some scenario, and then the students work together to complete a very similar sheet in Excel with significantly less teacher instruction. Then, starting at about the halfway point, we switch to more advanced (and actually more fun) Photoshop assignments, which is where we will stay for the rest of the semester. There are one-semester classes.

Robotics comes closer to teaching what I suspect most think of as "computer." In it we program the Lego EV3 to do a variety of things in Scratch. Then in Robotics 2 there is a big leap. We start with some basic electronics: using a screwdriver (no, I am not kidding), striping wire, and basic electronic components, then they build a soldering kit from AliExpress (this class is funded out of my pocket, so yes, we use AliExpres kits). They almost always enjoy the project.

Then we get more into programming Arduino boards. Yes, I know there are block-based programs for programming the Arduino, however, I have them using the C++ IDE. We start with forms of Blink and send "On" and "Off" to the serial monitor. Last class, we used digitalRead() to make a soft switch to turn the LED on. However, the main purpose of that lab was to show them why we need pull-down and pull-up resistors.

The Robotics 2 class isn't as popular as you would expect it to be. The kids in it pass on, to other kids, that while it is fun, it is one of the hardest classes at the school. It is simply a first exposure to an entirely different world. There is also the point that the student has to be recommended to the class by a math, science, or computer teacher (and all of the computer teachers are teaching the same material).

As such, in a class of over 300 8th graders, I have 10 students in Robotics 2, as such it only runs one semester a year. Of course, the good side of having 10 students is that they each get their own Arduino kit and projects. The select nature of the class is part of the decision to have the class at all. The decision was, due to the novelness of the material in the class, it is to be graded very laxly. With that, I insisted on limiting the class to students who demonstrate high levels of intrinsic motivation. I loved hearing one kid describing the class to the vice-principal when she asked him how it was going (this was within the context of a different conversation). He said, "Every day I walk into that class it is like getting hit with a firehose. I know when I walk in that class, that I will leave that class smarter than I was."

Really, this is what we teach. So, out of five classes listed under "computer:" Keyboarding (6), Computer 1 (6&7), Computer 2 (7&8), Robotics 1 (6-8), and Robotics 2 (8), over half of them are apps. Yes, I know, robotics classes are technically not even "computer" they are industrial however, that is what our district lists them as (yes, I am certified to teach both).

Oh. . . another other point. . . they will take apps again for a full year when they get to the High School.

Almost 40 years on and we still are having trouble figuring out what "teaching computer," means.

I am a middle school computer and robotics teacher and I have a lot of students that this may be relevant to. I will be sharing it today and tomorrow (I have an A/B schedule, so I only see a student every other day).

This got me thinking, it would be nice if Slashdot had an "education," tag.