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ChatGPT and AI – Selected Links

A Smattering of Collected ChatGPT and AI Links


AI in Education Resource Directory. https://docs.google.com/document/d/1E8b-aY6R-CUMgXe0UTCsdyHWHDatBa1DaQBvdcuA_Kk/edit. Accessed 20 Jan. 2023.

  • This document serves as a landing page for links to other documents, webpages, shared folders, including:
    • Lists of AI Tools
    • Compilations of Readings and Videos
    • Resources for Instructors
    • Links to AI Institutional Policies & Info on Faculty Development Websites
    • AI in Education Google Group
    • Links to AI Institutional Policies & Info on Faculty Development Websites
“AI Text Generators: Sources to Stimulate Discussion among Teachers.” Google Docs, 11 Jan. 2023, https://docs.google.com/document/d/1V1drRG1XlWTBrEwgGqd-cCySUB12JrcoamB5i16-Ezw/edit.

  • This is an open and evolving list put together by a writing teacher who is not an expert in the field, with suggestions from a few other more knowledgeable folks.
AI Unleashed | Inside Higher Ed. https://www.insidehighered.com/blogs/higher-ed-gamma/ai-unleashed. Accessed 20 Jan. 2023.

  • “As a historian I should be cautious and should beware of frenetic enthusiasm. We know all too well that highly touted technologies, like the blockchain, frequently fail to live up to the hype. So let me echo the Lincoln Steffens’s words after visiting the Soviet Union in 1919, fully aware that the phrase is fraught with irony: “I have seen the Future and it works.'”
    Alby, Cynthia. “ChatGPT: A Must-See Before the Semester Begins.” Faculty Focus, 9 Jan. 2023.

    • “While foundational knowledge is required for higher-order thinking, we often focus primarily or almost exclusively on the foundational. In this new paradigm, we would point students toward the appropriate modules to develop that foundational knowledge, and we’d move students as soon as possible into problem/project/case-based learning, much of it personalized and experiential or field-based. We would be mostly working with, working alongside, facilitating and supporting, and letting AI do some of the heavy lifting.”
    Appleton, Maggie. “The Expanding Dark Forest and Generative AI.” M, 1 Jan. 2023, https://maggieappleton.com/ai-dark-forest.

    • “But I think the sheer volume and scale of what’s coming will be meaningfully different. And I think we’re unprepared. Or at least, I am.”
    Artificial Intelligence Writing. https://fctl.ucf.edu/teaching-resources/promoting-academic-integrity/artificial-intelligence-writing/.

    • FCTL has assembled a set of ideas in three categories:
      • Category 1: Neutralize the Software
      • Category 2: Teach Ethics, Integrity, and Career-Related Skills
      • Category 3: Lean into the Software’s Abilities
    Barre, Betsy. “Will ChatGPT Make Us Better, Happier Teachers?” Center for the Advancement of Teaching, 20 Jan. 2023, https://cat.wfu.edu/2023/01/chatgpt/.

    • “For all of these reasons, we should proceed with caution. But used wisely, ChatGPT may actually make our teaching more rather than less humane. By using AI to streamline our analytic tasks, we can devote more time to fostering deeper connections with our students – connections that not only benefit them, but also serve as a much-needed source of rejuvenation for educators who have been stretched thin by years of teaching during a pandemic. In this sense, ChatGPT can be seen as a gift – a tool that can help us reconnect with our students and reignite our passion for teaching.”
    Basbøll, Thomas. “Examining the Moment.” Inframethodology, 14 Dec. 2022, https://blog.cbs.dk/inframethodology/?p=5879.

    • “In this post, I will suggest a form of examination that I consider essentially ideal, even if we had no worries about plagiarism or artifical intelligence, but one that the increasingly sophisticated technologies in this area now make virtually necessary. That is, I’m hopeful that the fact that the take-home assignment no longer constitutes a serious test of the student’s knowledge of a subject or ability to write about it will force us to adopt a form of testing that was always much more serious.”
    Bender, Emily M., et al. “On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? 🦜.” Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency, ACM, 2021, pp. 610–23. DOI.org (Crossref), https://doi.org/10.1145/3442188.3445922.
    Bender, Emily, and Chirag Shah. “All-Knowing Machines Are a Fantasy.” IAI TV – Changing How the World Thinks, 13 Dec. 2022, https://iai.tv/articles/all-knowing-machines-are-a-fantasy-auid-2334.

    • “The idea of an all-knowing computer program comes from science fiction and should stay there. Despite the seductive fluency of ChatGPT and other language models, they remain unsuitable as sources of knowledge. We must fight against the instinct to trust a human-sounding machine”
    Birhane, Abeba. “ChatGPT, Galactica, and the Progress Trap.” Wired, 9 Dec. 2022. www.wired.com, https://www.wired.com/story/large-language-models-critique/.

    • “People at the margins of society who are disproportionately impacted by these systems are experts at vetting them, due to their lived experience. Not coincidentally, crucial contributions that demonstrate the failure of these large language models and ways to mitigate the problems are often made by scholars of color—many of them Black women—and junior scholars who are underfunded and working in relatively precarious conditions.”
    Bogost, Ian. “ChatGPT Is Dumber Than You Think.” The Atlantic, 7 Dec. 2022, https://www.theatlantic.com/technology/archive/2022/12/chatgpt-openai-artificial-intelligence-writing-ethics/672386/.

    • “Treat it like a toy, not a tool.”
    Bowers-Abbott, Miriam. “What Are We Doing About AI Essays?” Faculty Focus, 4 Jan. 2023, https://www.facultyfocus.com/articles/teaching-with-technology-articles/what-are-we-doing-about-ai-essays/.

    • “A few experiments with online AI software services suggest some ways to address AI essay cheating, and interventions will require refining and revisiting course prompts.”
    Bowman, Emma. “A College Student Created an App That Can Tell Whether AI Wrote an Essay.” NPR, 9 Jan. 2023. NPR, https://www.npr.org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-plagiarism.

    • “Edward Tian, a 22-year-old senior at Princeton University, has built an app to detect whether text is written by ChatGPT”
    Breaking Free From Higher Ed’s Iron Triangle | Inside Higher Ed. https://www.insidehighered.com/blogs/higher-ed-gamma/breaking-free-higher-ed%E2%80%99s-iron-triangle.

    • “Yes, we can control costs, reduce performance gaps and improve learning outcomes without sacrificing quality or rigor.”
    Breslin, Catherine. “What Are Large Language Models?” ML Musings, 27 Apr. 2022, https://buildingml.substack.com/p/what-are-large-language-models.

    • “But what exactly are these large language models, and why are they suddenly so popular?”
    Bruff, Derek. “A Bigger, Badder Clippy: Enhancing Student Learning with AI Writing Tools.” Agile Learning, 5 Jan. 2023, https://derekbruff.org/?p=3995.

    • On December 22, 2023, Bryan Alexander hosted an edition of his Future Trends Forum focused on ChatGPT and other AI (artificial intelligence) writing generators and their potential impact on education: “I wanted to share a few highlights and observations here on the blog.”
    —. “Three Things to Know about AI Tools and Teaching.” Agile Learning, 20 Dec. 2022, https://derekbruff.org/?p=3970.

    • I hope these three observations are useful as you make sense of this new technology landscape. Here they are again for easy reference:
      • We are going to have to start teaching our students how AI generation tools work.
      • When used intentionally, AI tools can augment and enhance student learning, even towards traditional learning goals.
      • We will need to update our learning goals for students in light of new AI tools, and that can be a good thing.
    Brundage, Miles, et al. Toward Trustworthy AI Development: Mechanisms for Supporting Verifiable Claims. arXiv:2004.07213, arXiv, 20 Apr. 2020. arXiv.org, https://doi.org/10.48550/arXiv.2004.07213.
    Caines, Autumm. “ChatGPT and Good Intentions in Higher Ed.” Is a Liminal Space, 29 Dec. 2022, http://autumm.edtech.fm/2022/12/29/chatgpt-and-good-intentions-in-higher-ed/.
    Cassidy, Caitlin. “Australian Universities to Return to ‘Pen and Paper’ Exams after Students Caught Using AI to Write Essays.” The Guardian, 10 Jan. 2023. The Guardian, https://www.theguardian.com/australia-news/2023/jan/10/universities-to-return-to-pen-and-paper-exams-after-students-caught-using-ai-to-write-essays.
    Castelvecchi, Davide. “Are ChatGPT and AlphaCode Going to Replace Programmers?” Nature, Dec. 2022. www.nature.com, https://doi.org/10.1038/d41586-022-04383-z.
    ChatGPT | UCI Division of Teaching Excellence and Innovation. https://dtei.uci.edu/chatgpt/. Accessed 7 Feb. 2023.
    “ChatGPT, Chatbots and Artificial Intelligence in Education.” Ditch That Textbook, 17 Dec. 2022, https://ditchthattextbook.com/ai/.
    “ChatGPT Creator OpenAI in Talks for Tender Offer Valuing Company at $29 Billion – WSJ.” US News & World Report, 6 Jan. 2023, //www.usnews.com/news/technology/articles/2023-01-05/chatgpt-creator-openai-in-talks-for-tender-offer-valuing-company-at-29-billion-wsj.
    ChatGPT FAQ. https://help.openai.com/en/articles/6783457-chatgpt-faq. Accessed 15 Dec. 2022.
    “ChatGPT: Optimizing Language Models for Dialogue.” OpenAI, 30 Nov. 2022, https://openai.com/blog/chatgpt/.
    “ChatGPT, Parlor Trick or More? For Research, to Write This Blog…?” UC IT Blog, https://cio.ucop.edu/chat-gpt-parlor-trick-or-more-for-research-to-write-this-blog/. Accessed 20 Jan. 2023.
    ChatGPT: Threat or Menace? | Inside Higher Ed. https://www.insidehighered.com/blogs/higher-ed-gamma/chatgpt-threat-or-menace. Accessed 20 Jan. 2023.
    Chen, Brian X. “A.I. Bots Can’t Report This Column. But They Can Improve It.” The New York Times, 1 Feb. 2023. NYTimes.com, https://www.nytimes.com/2023/02/01/technology/personaltech/chatgpt-ai-bots-editing.html.
    Chengeli, Si. Welcome | Learn Prompting. 31 Dec. 2022, https://learnprompting.org/docs/intro.
    “Classroom Policies for AI Generative Tools.” Google Docs, https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit?usp=embed_facebook. Accessed 4 Feb. 2023.
    Cole, David. “The Chinese Room Argument.” The Stanford Encyclopedia of Philosophy, 2020. Stanford Encyclopedia of Philosophy, https://plato.stanford.edu/archives/win2020/entries/chinese-room/.
    Coping With ChatGPT | Inside Higher Ed. https://www.insidehighered.com/blogs/law-policy%E2%80%94and-it/coping-chatgpt. Accessed 20 Jan. 2023.
    Cottom, Tressie McMillan. “Opinion | Human This Christmas.” The New York Times, 20 Dec. 2022. NYTimes.com, https://www.nytimes.com/2022/12/20/opinion/chatgpt-writing-ai.html.
    Creswell Baez, Johanna. “The Impact of ChatGPT and AI on Higher Education: Navigating the Rapidly Changing Landscape.” Medium, 13 Jan. 2023, https://medium.com/@jc2515/the-impact-of-chatgpt-and-ai-on-higher-education-dca7f579deca.
    Cummings, Robert. “AI Writing Technologies Will Force Instructors to Adapt.” Chronicle of Higher Education, 19 Sept. 2022, https://www-chronicle-com.proxy.library.georgetown.edu/blogs/letters/ai-writing-technologies-will-force-instructors-to-adapt.
    D’Agostino, Susan. “AI Writing Detection: A Losing Battle Worth Fighting.” Inside Higher Ed, 20 Jan. 2023, https://www.insidehighered.com/news/2023/01/20/academics-work-detect-chatgpt-and-other-ai-writing.
    —. “ChatGPT Advice Academics Can Use Now.” Inside Higher Ed, 12 Jan. 2023, https://www.insidehighered.com/news/2023/01/12/academic-experts-offer-advice-chatgpt.
    Daimler, Daniel. “The Trickster Machine.” Kurios & Käuflich, 10 Dec. 2022, https://kurioskonsum.substack.com/p/the-trickster-machine.
    Dastin, Jeffrey, et al. “Exclusive: ChatGPT Owner OpenAI Projects $1 Billion in Revenue by 2024 – Sources.” Reuters, 15 Dec. 2022. www.reuters.com, https://www.reuters.com/business/chatgpt-owner-openai-projects-1-billion-revenue-by-2024-sources-2022-12-15/.
    Deconstructing ChatGPT on the Future of Continuing Education | Inside Higher Ed. https://www.insidehighered.com/digital-learning/blogs/online-trending-now/deconstructing-chatgpt-future-continuing-education. Accessed 20 Jan. 2023.
    Demo, GPT-3. GPTZero | Discover AI Use Cases. https://gpt3demo.com/apps/gptzero. Accessed 20 Jan. 2023.
    Denkmann, Libby, and Alec Cowan. “How Will ChatGPT Change the the Future of Information?” KUOW, 14 Dec. 2022, https://kuow.org/stories/how-will-chatgpt-change-the-the-future-of-information.
    Dillard, Sarah. Schools Must Embrace the Looming Disruption of ChatGPT. https://www.the74million.org/article/schools-must-embrace-the-looming-disruption-of-chatgpt/. Accessed 20 Jan. 2023.
    Dirkx, Kim Josefina Hubertina, et al. “Do Secondary School Students Make Use of Effective Study Strategies When They Study on Their Own?” Applied Cognitive Psychology, vol. 33, no. 5, 2019, pp. 952–57. Wiley Online Library, https://doi.org/10.1002/acp.3584.
    Eaton. “Sarah’s Thoughts: Artificial Intelligence and Academic Integrity.” Learning, Teaching and Leadership, 9 Dec. 2022, https://drsaraheaton.wordpress.com/2022/12/09/sarahs-thoughts-artificial-intelligence-and-academic-integrity/.
    eBildungslabor-Blog. “Einordnung und Nutzung von KI in der Bildung.” eBildungslabor, 11 Dec. 2022, https://ebildungslabor.de/blog/einordnung-und-nutzung-von-ki-in-der-bildung/.
    Eliot, Lance. “Sinister Prompting Of Generative AI ChatGPT Such As Email Scamming And The Coding Of Malware Is Sparking Ire By AI Ethics And AI Law.” Forbes, 3 Jan. 2023, https://www.forbes.com/sites/lanceeliot/2023/01/03/sinister-prompting-of-generative-ai-chatgpt-such-as-email-scamming-and-the-coding-of-malware-is-sparking-ire-by-ai-ethics-and-ai-law/.
    Elsen-Rooney, Michael. “NYC Blocks Access to ChatGPT on School Networks as Cheating Fears Swirl.” Chalkbeat New York, 3 Jan. 2023, https://ny.chalkbeat.org/2023/1/3/23537987/nyc-schools-ban-chatgpt-writing-artificial-intelligence.
    Esposito, Elena. Artificial Communication: How Algorithms Produce Social Intelligence. 2022. direct.mit.edu, https://doi.org/10.7551/mitpress/14189.001.0001.
    Eyler, Joshua [@joshua_r_eyler]. “The Moral Panic about AI & Cheating Is the Same as the Panic over Proctoring & Cheating Is the Same as the Panic That Led to Plagiarism Detection Software. People, the Vast Majority of Students DO NOT Want to Cheat. They Want to Learn. The Lack of Trust Undermines Education.” Twitter, 3 Jan. 2023, https://twitter.com/joshua_r_eyler/status/1610261710572584961.
    Famiglietti, Andy. “Reflecting on Knowledge in the Body in an Era of Prosthetic Dreams.” Andy Famiglietti’s Entirely Modest Web-Presence, 11 Dec. 2022, https://afamiglietti.org/uncategorized/reflecting-on-knowledge-in-the-body-in-an-era-of-prosthetic-dreams/.
    Feldstein, Michael. “I Would Have Cheated in College Using ChatGPT.” E-Literate, 16 Dec. 2022, https://eliterate.us/i-would-have-cheated-in-college-using-chatgpt/.
    Fyfe, Paul. “How to Cheat on Your Final Paper: Assigning AI for Student Writing.” AI & SOCIETY, Mar. 2022. Springer Link, https://doi.org/10.1007/s00146-022-01397-z.
    Gao, Leo, et al. Scaling Laws for Reward Model Overoptimization. arXiv:2210.10760, arXiv, 19 Oct. 2022. arXiv.org, https://doi.org/10.48550/arXiv.2210.10760.
    Gleason, Nancy. “ChatGPT and the Rise of AI Writers: How Should Higher Education Respond?” THE Campus Learn, Share, Connect, 9 Dec. 2022, https://www.timeshighereducation.com/campus/chatgpt-and-rise-ai-writers-how-should-higher-education-respond.
    Golumbia, David. “ChatGPT Should Not Exist.” Medium, 14 Dec. 2022, https://davidgolumbia.medium.com/chatgpt-should-not-exist-aab0867abace.
    Gonsalves, Robert A. “Using AI to Create New Comic Strips without Writing Any Code.” Medium, 6 Sept. 2022, https://towardsdatascience.com/using-ai-to-create-new-comic-strips-without-writing-any-code-cc669bb317a7.
    Goodin, Dan. “ChatGPT Is Enabling Script Kiddies to Write Functional Malware.” Ars Technica, 6 Jan. 2023, https://arstechnica.com/information-technology/2023/01/chatgpt-is-enabling-script-kiddies-to-write-functional-malware/.
    Google Research, 2022 & beyond: Language, Vision and Generative Models – Google AI Blog. https://ai.googleblog.com/2023/01/google-research-2022-beyond-language.html?m=1. Accessed 4 Feb. 2023.
    GPT in Higher Education | Inside Higher Ed. https://www.insidehighered.com/digital-learning/blogs/online-trending-now/gpt-higher-education. Accessed 20 Jan. 2023.
    GPTZero: An App to Detect Whether Text Is Written by ChatGPT. https://www.analyticsinsight.net/gptzero-an-app-to-detect-whether-text-is-written-by-chatgpt/. Accessed 20 Jan. 2023.
    Graham, Shawn. “Playful Engagement with GPT3.” HIST 3812 @ Carleton_U, 2022, https://hist3812.netlify.app/syllabus/gpt3/.
    Grant, Nico, and Cade Metz. “A New Chat Bot Is a ‘Code Red’ for Google’s Search Business.” The New York Times, 21 Dec. 2022. NYTimes.com, https://www.nytimes.com/2022/12/21/technology/ai-chatgpt-google-search.html.
    Groves, Mike. “If You Can’t Beat GPT3, Join It.” Times Higher Education, 16 Dec. 2022, https://www.timeshighereducation.com/blog/if-you-cant-beat-gpt3-join-it?utm_source=newsletter&utm_medium=email&utm_campaign=editorial-daily&spMailingID=23277094&spUserID=MTAxNzczMjY4MjM4MwS2&spJobID=2134142895&spReportId=MjEzNDE0Mjg5NQS2.
    “‎Hard Fork: A Teacher Who Loves ChatGPT + Is ‘M3GAN’ Real? On Apple Podcasts.” Apple Podcasts, 13 Jan. 2023, https://podcasts.apple.com/us/podcast/a-teacher-who-loves-chatgpt-is-m3gan-real/id1528594034?i=1000594235638.
    Haven, Janet. “ChatGPT and the Future of Trust.” Predictions for Journalism 2023, Dec. 2022, https://www.niemanlab.org/2022/12/chatgpt-and-the-future-of-trust.
    Heaven, Will Douglas. “Generative AI Is Changing Everything. But What’s Left When the Hype Is Gone?” MIT Technology Review, 16 Dec. 2022, https://www.technologyreview.com/2022/12/16/1065005/generative-ai-revolution-art/.
    Heid, Markham. “Here’s How Teachers Can Foil ChatGPT: Handwritten Essays.” Washington Post, 29 Dec. 2022. www.washingtonpost.com, https://www.washingtonpost.com/opinions/2022/12/29/handwritten-essays-defeat-chatgpt/.
    —. “Opinion | Here’s How Teachers Can Foil ChatGPT: Handwritten Essays.” Washington Post, 29 Dec. 2022. www.washingtonpost.com, https://www.washingtonpost.com/opinions/2022/12/29/handwritten-essays-defeat-chatgpt/.
    Heikkilä, Melissa. “How AI-Generated Text Is Poisoning the Internet.” MIT Technology Review, 20 Dec. 2022, https://www.technologyreview.com/2022/12/20/1065667/how-ai-generated-text-is-poisoning-the-internet/.
    Heisey, Monica. “Fictional Novel or Real Woman’s Diary? How to Tell What You’re Reading.” The New Yorker, 9 Jan. 2023. www.newyorker.com, https://www.newyorker.com/humor/daily-shouts/fictional-novel-or-real-womans-diary-how-to-tell-what-youre-reading.
    Herman, Daniel. “The End of High-School English.” The Atlantic, 9 Dec. 2022, https://www.theatlantic.com/technology/archive/2022/12/openai-chatgpt-writing-high-school-english-essay/672412/.
    How About We Put Learning at the Center? | Inside Higher Ed. 6 Jan. 2023, https://www.insidehighered.com/blogs/just-visiting/how-about-we-put-learning-center.
    Huang, Kalley. “Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach.” The New York Times, 16 Jan. 2023. NYTimes.com, https://www.nytimes.com/2023/01/16/technology/chatgpt-artificial-intelligence-universities.html.
    Hwang, Gwo-Jen, et al. “Vision, Challenges, Roles and Research Issues of Artificial Intelligence in Education.” Computers and Education: Artificial Intelligence, vol. 1, Jan. 2020. ScienceDirect, https://doi.org/10.1016/j.caeai.2020.100001.
    Jarry, Jonathan. “I Chatted with an Artificial Intelligence about Quackery.” McGill University Office for Science and Society, 16 Dec. 2022, https://www.mcgill.ca/oss/article/technology/i-chatted-artificial-intelligence-about-quackery.
    Johnson, Arianna. “Here’s What To Know About OpenAI’s ChatGPT—What It’s Disrupting And How To Use It.” Forbes, 7 Dec. 2022, https://www.forbes.com/sites/ariannajohnson/2022/12/07/heres-what-to-know-about-openais-chatgpt-what-its-disrupting-and-how-to-use-it/.
    Joshua Eyler [@joshua_r_eyler]. “The Moral Panic about AI & Cheating Is the Same as the Panic over Proctoring & Cheating Is the Same as the Panic That Led to Plagiarism Detection Software. People, the Vast Majority of Students DO NOT Want to Cheat. They Want to Learn. The Lack of Trust Undermines Education.” Twitter, 3 Jan. 2023, https://twitter.com/joshua_r_eyler/status/1610261710572584961.
    Karpf, David. “Money Will Kill ChatGPT’s Magic.” The Atlantic, 21 Dec. 2022, https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-chatbots-openai-cost-regulations/672539/.
    Katwala, Amit. “ChatGPT’s Fluent BS Is Compelling Because Everything Is Fluent BS.” Wired, 9 Dec. 2022, https://www.wired.com/story/chatgpt-fluent-bs/.
    Kelley, Kevin Jacob. “Teaching Actual Student Writing in an AI World.” Inside Higher Ed, 19 Jan. 2023, https://www.insidehighered.com/advice/2023/01/19/ways-prevent-students-using-ai-tools-their-classes-opinion.
    Klein, Ezra. A Skeptical Take on the A.I. Revolution. Audio podcast episode, 12 Jan. 2023, https://www.nytimes.com/2023/01/06/opinion/ezra-klein-podcast-gary-marcus.html.
    Kovanovic, Vitomir. “The Dawn of AI Has Come, and Its Implications for Education Couldn’t Be More Significant.” The Conversation, http://theconversation.com/the-dawn-of-ai-has-come-and-its-implications-for-education-couldnt-be-more-significant-196383. Accessed 16 Dec. 2022.
    Krause, Author Steve. “AI Can Save Writing by Killing ‘The College Essay.’” Steven D. Krause, 10 Dec. 2022, http://stevendkrause.com/2022/12/10/ai-can-save-writing-by-killing-the-college-essay/.
    Lametti, Daniel. “A.I. Could Be Great for College Essays.” Slate, 7 Dec. 2022. slate.com, https://slate.com/technology/2022/12/chatgpt-college-essay-plagiarism.html.
    Let’s Build GPT: From Scratch, in Code, Spelled Out. Directed by Andrej Karpathy, 2023. YouTube, https://www.youtube.com/watch?v=kCc8FmEb1nY.
    Linkletter, Ian [@Linkletter]. “Turnitin Plans to Use AI to Police Student Expression. Their Black Box Academic Surveillance Tech Will Assign ‘AI Thresholds’ to Student Writing. Even a 1% Failure Rate Will Harm Thousands of Students. Here’s an Unlisted YouTube Video (!) Showing How: Https://T.Co/6hNdLJECEH.” Twitter, 16 Jan. 2023, https://twitter.com/Linkletter/status/1614792388559667201.
    Liu, Alan. “Assessing Data Workflows for Common Data ‘Moves’ Across Disciplines.” Alan Liu, 5 May 2017, https://liu.english.ucsb.edu/data-moves/.
    Loizos, Connie. “Is ChatGPT a ‘Virus That Has Been Released into the Wild’?” TechCrunch, 10 Dec. 2022, https://techcrunch.com/2022/12/09/is-chatgpt-a-virus-that-has-been-released-into-the-wild/.
    Malesic, Jonathan. “The Key to Success in College Is so Simple, It’s Almost Never Mentioned.” The New York Times, 3 Jan. 2023. NYTimes.com, https://www.nytimes.com/2023/01/03/opinion/college-learning-students-success.html.
    Marche, Stephen. “The College Essay Is Dead.” The Atlantic, 6 Dec. 2022, https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-writing-college-student-essays/672371/.
    Marchese, David. “An A.I. Pioneer on What We Should Really Fear.” The New York Times, 26 Dec. 2022. NYTimes.com, https://www.nytimes.com/interactive/2022/12/26/magazine/yejin-choi-interview.html.
    McMurtrie, Beth. “AI and the Future of Undergraduate Writing.” The Chronicle of Higher Education, 13 Dec. 2022, https://www.chronicle.com/article/ai-and-the-future-of-undergraduate-writing?
    —. “Teaching Experts Are Worried About ChatGPT, but Not for the Reasons You Think.” The Chronicle of Higher Education, 13 Dec. 2022, https://www.chronicle.com/article/ai-and-the-future-of-undergraduate-writing.
    McVey, Christopher. “POV: Artificial Intelligence Is Changing Writing at the University. Let’s Embrace It.” BU Today, 5 Dec. 2022, https://www.bu.edu/articles/2022/pov-artificial-intelligence-is-changing-writing-at-universities/.
    Meckler, Laura. “Teachers Are on Alert for Inevitable Cheating after Release of ChatGPT.” Washington Post, 28 Dec. 2022. www.washingtonpost.com, https://www.washingtonpost.com/education/2022/12/28/chatbot-cheating-ai-chatbotgpt-teachers/.
    Mills, Anna. “AI Text Generators and Teaching Writing: Starting Points for Inquiry.” WAC Clearinghouse, 2022, https://wac.colostate.edu/repository/collections/ai-text-generators-and-teaching-writing-starting-points-for-inquiry/.
    —. “Seeing Past the Dazzle of ChatGPT.” Inside Higher Ed, 19 Jan. 2023, https://www.insidehighered.com/advice/2023/01/19/academics-must-collaborate-develop-guidelines-chatgpt-opinion.
    Mitchel, Alex. “Students Using ChatGPT to Cheat, Professor Warns.” New York Post, 26 Dec. 2022, https://nypost.com/2022/12/26/students-using-chatgpt-to-cheat-professor-warns/.
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    —. “Has AI Reached the Point Where a Software Program Can Do Better Work than You?” NPR, 16 Dec. 2022, https://www.npr.org/2022/12/16/1143330582/has-ai-reached-the-point-where-a-software-program-can-do-better-work-than-you.
    Mollick, Ethan, and Lilach Mollick. New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments. 13 Dec. 2022, http://dx.doi.org/10.2139/ssrn.4300783.
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    Schatten, Jeff. “Will Artificial Intelligence Kill College Writing?” The Chronicle of Higher Education, 14 Sept. 2022, https://www.chronicle.com/article/will-artificial-intelligence-kill-college-writing.
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    Stachowiak, Bonni. How Artificial Intelligence Is Impacting Higher Education, with Cynthia Alby. no. 448, 448, https://teachinginhighered.com/podcast/how-artificial-intelligence-is-impacting-higher-education/.
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    Transformer, Gpt Generative Pretrained, et al. Can GPT-3 Write an Academic Paper on Itself, with Minimal Human Input?
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    —. “How about We Put Learning at the Center?” Just Visiting, Inside Higher Ed, 4 Jan. 2023, https://www.insidehighered.com/blogs/just-visiting/how-about-we-put-learning-center.
    Warner, John [@biblioracle]. “Don’t Want to Be Too Harsh, but If ChatGPT Can Create What’s Considered A Work in Your Field, Your Field May Have Some Problems with What It Values about Student Learning. If AI Can Replace What Students Do, Why Have Students Keep Doing That? Https://T.Co/LiZWYF5wF5.” Twitter, 6 Dec. 2022, https://twitter.com/biblioracle/status/1600136286882258945.
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    Towards Trustworthy AI Development

    Problems Identified in “Toward Trustworthy AI Development: Mechanisms for Supporting Verifiable Claims”

    Drawn from: Brundage, Miles, Shahar Avin, Jasmine Wang, Haydn Belfield, Gretchen Krueger, Gillian Hadfield, Heidy Khlaaf, et al. “Toward Trustworthy AI Development: Mechanisms for Supporting Verifiable Claims.” arXiv, April 20, 2020. https://doi.org/10.48550/arXiv.2004.07213.

    “This report suggests various steps that different stakeholders in AI development can take to make it easier to verify claims about AI development, with a focus on providing evidence about the safety, security, fairness, and privacy protection of AI systems. Implementation of such mechanisms can help make progress on the multifaceted problem of ensuring that AI development is conducted in a trustworthy fashion.”

    2.1 Third-Party Auditing
    The process of AI development is often opaque to those outside a given organization, and various barriers make it challenging for third parties to verify the claims being made by a developer. As a result, claims about system attributes may not be easily verified.

    2.2 Red Team Exercises
    It is difficult for AI developers to address the “unknown unknowns” associated with AI systems, including limitations and risks that might be exploited by malicious actors. Further, existing red teaming approaches are insufficient for addressing these concerns in the AI context.

    2.3 Bias and Safety Bounties
    There is too little incentive, and no formal process, for individuals unaffiliated with a particular AI developer to seek out and report problems of AI bias and safety. As a result, broad-based scrutiny of AI systems for these properties is relatively rare.

    2.4 Sharing of AI Incidents
    Claims about AI systems can be scrutinized more effectively if there is common knowledge of the potential risks of such systems. However, cases of desired or unexpected behavior by AI systems are infrequently shared since it is costly to do unilaterally.

    3.1 Audit Trails
    AI systems lack traceable logs of steps taken in problem-definition, design, development, and operation, leading to a lack of accountability for subsequent claims about those systems’ properties and impacts.

    3.2 Interpretability
    It’s difficult to verify claims about “black-box” AI systems that make predictions without explanations or visibility into their inner workings. This problem is compounded by a lack of consensus on what interpretability means.

    3.3 Privacy-Preserving Machine Learning
    A range of methods can potentially be used to verifiably safeguard the data and models involved in AI development. However, standards are lacking for evaluating new privacy-preserving ma- chine learning techniques, and the ability to implement them currently lies outside a typical AI developer’s skill set.

    ChatGPT and AI

    Alongside the introduction of DALL-E and Stable Diffusion (images), TOME (slide deck presentations), SoundRaw (music), and EDGE (dance), ChatGPT (text) marks the emergence of AI in our everyday lives. Because of the ability of these tools to generate human quality output, these technologies have spurred a great deal of conversation about what it means to be teachers, students, writers, artists, programmers, and others. The power for anyone to generate text, images, and code leads to new questions and considerations.

    ChatGPT and AI


    Jess Gregg hosted a UCLA CEILS Ed Talk, “What’s all the buzz about ChatGPT?” (February 8, 2023)

    For Teaching and Learning

    Topics shared and discussed at the UC Centers for Teaching and Learning forum, January 20, 2023

    “Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach”The New York Times, January 16, 2023: “Across the country, university professors like Mr. Aumann, department chairs and administrators are starting to overhaul classrooms in response to ChatGPT, prompting a potentially huge shift in teaching and learning. Some professors are redesigning their courses entirely, making changes that include more oral exams, group work and handwritten assessments in lieu of typed ones.”

    Practical Responses to ChatGPT – Montclair State University: “ChatGPT is not without precedent or competitors (such as Jasper, Sudowrite, QuillBot, Katteb, etc). Souped-up spell-checkers such as Grammarly, Hemingway, and Word and Google-doc word-processing tools precede ChatGPT and are often used by students to review and correct their writing. Like spellcheck, these tools are useful, addressing spelling, usage, and grammar problems, and some compositional stylistic issues (like overreliance on passive voice). However, they can also be misused when writers accept suggestions quickly and thus run the danger of accepting a poor suggestion.”

    • The Latest Technology: ChatGPT and other Generative AI bots
      • What is ChatGPT?
    • Practical Suggestions to Mitigate Non-Learning/Cheating
      • Course Design and Pedagogy
      • Assignment Design
      • Extend Flipped Learning: Class Time Can Be for Writing/Creating
      • When All Else Fails
    • Resources and References

    Using Artificial Intelligence in the Classroom – U Wisconsin-Madison: “Like with any new technology, one approach instructors can take in the classroom is to transparently make use of it. This allows you to move beyond stress over whether or not students are using AI, and instead have a voice in when, why, and how you and your class use it.”

    • Using Artificial Intelligence in the Classroom
    • Steps to Consider
    • Exploring Capabilities and Limitations of AI in Your Classroom
    • Establishing Norms and Boundaries for Using AI in Your Classroom
    • Integrating AI into the Writing Process in Your Classroom
    • References & Further Reading

    Update Your Course Syllabus for ChatGPT: “… some easy to implement suggestions that will help you prepare for the upcoming semester”

    Schools Must Embrace the Looming Disruption of ChatGPT: “Educators face a choice: They can dig in their heels, attempting to lock down assignments and assessments, or use this opportunity to imagine what comes next.”

    Screenshot of ChatGPT from CEILS Senior Associate Director for Educational Development Jess Gregg:

    ChatGPT Screenshot. Question:

    Question: “Is ChatGPT racist?” Answer: “As a language model, I do not have personal beliefs or biases. I am trained on a large dataset of text, which may contain both racist and anti-racist content. My responses will reflect the information I have been trained on. However, OpenAl is committed to using Al in a way that is beneficial for all, and actively works to mitigate any potential biases in its models.”

    Additional Topics for Discussion


    Ethical Concerns


    Microsoft shuts down AI chatbot after it turned into a Nazi – “Yesterday the company launched “Tay,” an artificial intelligence chatbot designed to develop conversational understanding by interacting with humans.… Today, Microsoft had to shut Tay down because the bot started spewing a series of lewd and racist tweets.”

    Problems Identified in “Toward Trustworthy AI Development: Mechanisms for Supporting Verifiable Claims” – “Recent progress in artificial intelligence (AI) has enabled a diverse array of applications across commercial, scientific, and creative domains. With this wave of applications has come a growing awareness of the large-scale impacts of AI systems, and recognition that existing regulations and norms in industry and academia are insufficient to ensure responsible AI development.”


    Generative AI: Right and Wrong


    ChatGPT and DALL-E work on technically similar underlying foundations (“generative” machine learning models). Briefly, this class of AI tools takes data as input (ChatGPT’s data is text; DALL-E’s data input is images) and produces an original output (ChatGPT produces text; DALL-E produces images). The source input data is the Internet.

    It has often been pointed out that ChatGPT can produce incorrect text: it will output incorrect dates, assign people to incorrect occupations or disciplines, create fictitious academic citations, etc. Because of this, it may be easier to demonstrate DALL-E with people trying to understand these technologies. When DALL-E produces an image, we don’t generally focus on whether its image output is “right or wrong.”

    However, assessing ChatGPT with a “right vs. wrong” lens misses out on what it is doing. At this stage of its development, getting things “right” is not its goal; the mind boggling thing to know is that, as with DALL-E, ChatGPT  is a machine that automatically creates unique, original work.

    Imagine it’s like having your sewing machine suddenly start mopping your floor. You prompt the sewing machine with, “Sewing machine: mop the floors.” While it may not be very good at mopping the floor (yet), the fact that the machine does it at all is the thing to marvel about:

    large-scale language models trained on large amounts of multi-lingual data and source code are capable of improving the state-of-the-art across a wide variety of natural language, translation, and coding tasks, despite never having been trained to specifically perform those tasks (From: “Google Research, 2022 & beyond: Language, vision and generative models” – “Google Research, 2022 & beyond: Language, vision and generative models” – Emphasis added.)

    Here is an example of why focusing on “right vs. wrong” is looking past the achievement. Imagine the following verse never existed and it came out of ChatGPT:

    Hey diddle-diddle
    The cat and the fiddle,
    The cow jumped over the moon.

    Overlooking what ChatGPT is doing might lead someone to say, “Well, that verse is wrong because cats can’t play the violin and cows cannot jump over the moon.” At this stage of the technology, ChatGPT is not intended to be factually correct: we should instead marvel that given a prompt, a machine can create new, original, human-passable text.

    U Wisconsin describes this distinction: “ChatGPT can write with correct grammar and confident flow, but cannot create accurate citations or write with much depth. This is because it creates word patterns, with some variability or randomness, but does not generate meaning (Warner, 2022).” (https://idc.ls.wisc.edu/guides/using-artificial-intelligence-in-the-classroom/)

    These technologies are changing rapidly. Google and Microsoft are building generative AI into their search engines and in the near future, as their aims of factual accuracy improve and their search engines provide more conversational output, holding the companies responsible for errors will make more sense.


    Generative AI, Intellectual Property Rights, and Copyright Law


    The End of Art: An Argument Against Image AIs” – This 50-minute video essay focuses on the “flawed, unethical, and deceptive environment around AI systems” and their appropriation of artistic works without attribution, compensation, or permission. The video’s description panel offers links to additional resources.

    Generative Artificial Intelligence and Copyright Law – (Congressional Research Service, February 23, 2023)

    Recent innovations in artificial intelligence (AI) are raising new questions about how copyright law principles such as authorship, infringement, and fair use will apply to content created or used by AI. So- called “generative AI” computer programs—such as Open AI’s DALL-E 2 and ChatGPT programs, Stability AI’s Stable Diffusion program, and Midjourney’s self-titled program—are able to generate new images, texts, and other content (or “outputs”) in response to a user’s textual prompts (or “inputs”). These generative AI programs are “trained” to generate such works partly by exposing them to large quantities of existing works such as writings, photos, paintings, and other artworks. This Legal Sidebar explores questions that courts and the U.S. Copyright Office have begun to confront regarding whether the outputs of generative AI programs are entitled to copyright protection as well as how training and using these programs might infringe copyrights in other works.


    Additional Links


    Resources for exploring ChatGPT and higher education – From Bryan Alexander: “What might ChatGPT mean for higher education and society?”

    ​​Generative AI Tools and Resources – From OTL Senior Instructional Designer Kim DeBacco

    The Robots are Coming, the Robots Are Coming! – Nah, the robots are here (Podcast episode) – “In this episode, we’ll chat through what I think the arrival of ChatGPT means for us in higher ed. Key point: Yes, we can try to get around it, but really, we should invite it in.”

    ChatGPT is enabling script kitties to write functional malware – “Researchers at security firm Check Point Research reported Friday that within a few weeks of ChatGPT going live, participants in cybercrime forums—some with little or no coding experience—were using it to write software and emails that could be used for espionage, ransomware, malicious spam, and other malicious tasks.”

    A Collection of ChatGPT and AI Links

    ChatGPT and AI

    Alongside the introduction of DALL-E and Stable Diffusion (images), TOME (slide deck presentations), SoundRaw (music), and EDGE (dance), ChatGPT (text) marks the emergence of AI in our everyday lives. Because of the ability of these tools to generate human quality output, these technologies have spurred a great deal of conversation about what it means to be teachers, students, writers, artists, programmers, and others. The power for anyone to generate text, images, and code leads to new questions and considerations.

    ChatGPT and AI: Starting Points for Discussion


    For Teaching and Learning

    The UCLA Academic Senate has posted, “Teaching Guidance for ChatGPT and Related AI Developments” for faculty. What you need to know:

    • ChatGPT and related AI tools are rapidly transforming higher education
    • Instructors are encouraged to clarify and communicate expectations to students
    • Consider incorporating academic integrity policies into your syllabus

    OTL hosted a session titled, “Course Design Opportunities with AI” as part of the campus AI in Action: Exploring AI’s Potential in Teaching and Learning series. (May 16, 2023)

    UCLA’s Jess Gregg hosted a CEILS Ed Talk, “What’s all the buzz about ChatGPT?” (February 8, 2023)

    UCLA Professors Safiaya Noble, Ramesh Srinivasan, and John Villasenor discussed, “What is ChatGPT, and How Does It Relate to UCLA’s Academic Mission?” UCLA Virtual Town Hall. (March 3, 2023)

    “Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach”The New York Times, January 16, 2023: “Across the country, university professors like Mr. Aumann, department chairs and administrators are starting to overhaul classrooms in response to ChatGPT, prompting a potentially huge shift in teaching and learning. Some professors are redesigning their courses entirely, making changes that include more oral exams, group work and handwritten assessments in lieu of typed ones.”

    Practical Responses to ChatGPT – Montclair State University: “ChatGPT is not without precedent or competitors (such as Jasper, Sudowrite, QuillBot, Katteb, etc). Souped-up spell-checkers such as Grammarly, Hemingway, and Word and Google-doc word-processing tools precede ChatGPT and are often used by students to review and correct their writing. Like spellcheck, these tools are useful, addressing spelling, usage, and grammar problems, and some compositional stylistic issues (like overreliance on passive voice). However, they can also be misused when writers accept suggestions quickly and thus run the danger of accepting a poor suggestion.”

    • The Latest Technology: ChatGPT and other Generative AI bots
      • What is ChatGPT?
    • Practical Suggestions to Mitigate Non-Learning/Cheating
      • Course Design and Pedagogy
      • Assignment Design
      • Extend Flipped Learning: Class Time Can Be for Writing/Creating
      • When All Else Fails
    • Resources and References

    Using Artificial Intelligence in the Classroom – U Wisconsin-Madison: “Like with any new technology, one approach instructors can take in the classroom is to transparently make use of it. This allows you to move beyond stress over whether or not students are using AI, and instead have a voice in when, why, and how you and your class use it.”

    • Using Artificial Intelligence in the Classroom
    • Steps to Consider
    • Exploring Capabilities and Limitations of AI in Your Classroom
    • Establishing Norms and Boundaries for Using AI in Your Classroom
    • Integrating AI into the Writing Process in Your Classroom
    • References & Further Reading

    Update Your Course Syllabus for ChatGPT: “… some easy to implement suggestions that will help you prepare for the upcoming semester”

    Schools Must Embrace the Looming Disruption of ChatGPT: “Educators face a choice: They can dig in their heels, attempting to lock down assignments and assessments, or use this opportunity to imagine what comes next.”

    Ethical Concerns


    Screenshot of ChatGPT from CEILS Senior Associate Director for Educational Development Jess Gregg:

    ChatGPT Screenshot. Question:

    Question: “Is ChatGPT racist?” Answer: “As a language model, I do not have personal beliefs or biases. I am trained on a large dataset of text, which may contain both racist and anti-racist content. My responses will reflect the information I have been trained on. However, OpenAl is committed to using Al in a way that is beneficial for all, and actively works to mitigate any potential biases in its models.”

    Microsoft shuts down AI chatbot after it turned into a Nazi – “Yesterday the company launched “Tay,” an artificial intelligence chatbot designed to develop conversational understanding by interacting with humans.… Today, Microsoft had to shut Tay down because the bot started spewing a series of lewd and racist tweets.”

    Problems Identified in “Toward Trustworthy AI Development: Mechanisms for Supporting Verifiable Claims” – “Recent progress in artificial intelligence (AI) has enabled a diverse array of applications across commercial, scientific, and creative domains. With this wave of applications has come a growing awareness of the large-scale impacts of AI systems, and recognition that existing regulations and norms in industry and academia are insufficient to ensure responsible AI development.”


    Generative AI, Intellectual Property Rights, and Copyright Law


    The End of Art: An Argument Against Image AIs” – This 50-minute video essay focuses on the “flawed, unethical, and deceptive environment around AI systems” and their appropriation of artistic works without attribution, compensation, or permission. The video’s description panel offers links to additional resources.

    Generative Artificial Intelligence and Copyright Law – (Congressional Research Service, February 23, 2023)

    Recent innovations in artificial intelligence (AI) are raising new questions about how copyright law principles such as authorship, infringement, and fair use will apply to content created or used by AI. So- called “generative AI” computer programs—such as Open AI’s DALL-E 2 and ChatGPT programs, Stability AI’s Stable Diffusion program, and Midjourney’s self-titled program—are able to generate new images, texts, and other content (or “outputs”) in response to a user’s textual prompts (or “inputs”). These generative AI programs are “trained” to generate such works partly by exposing them to large quantities of existing works such as writings, photos, paintings, and other artworks. This Legal Sidebar explores questions that courts and the U.S. Copyright Office have begun to confront regarding whether the outputs of generative AI programs are entitled to copyright protection as well as how training and using these programs might infringe copyrights in other works.


    Generative AI: Right and Wrong


    It has often been pointed out that ChatGPT can produce incorrect text: it will output incorrect dates, assign people to incorrect occupations or disciplines, create fictitious academic citations, etc. Because of this, it may be easier to share DALL-E with people trying to understand these technologies. When DALL-E produces an image, we don’t generally focus on whether its image is “right or wrong.”

    ChatGPT and DALL-E work on technically similar underlying foundations (“generative” machine learning models). Briefly, this class of AI tools uses source data culled from the Internet (ChatGPT’s source data are text; DALL-E’s source data are images), then produces an original output (ChatGPT produces text; DALL-E produces images). The mind boggling thing to know is that, as with DALL-E, ChatGPT  is a machine that automatically creates unique, original work.

    However, assessing ChatGPT with a “right vs. wrong” lens misses out on what it is doing. At this stage of its development, ChatGPT’s aim is to produce human-like text. Getting things “right” is not necessarily its primary goal.

    The technical marvel is as if your sewing machine suddenly start mopping the floor. While it may not be very good at mopping the floor (yet), the fact that the machine does it at all is the thing to marvel about because the machine has learned to do something without you teaching it what to do:

    large-scale language models trained on large amounts of multi-lingual data and source code are capable of improving the state-of-the-art across a wide variety of natural language, translation, and coding tasks, despite never having been trained to specifically perform those tasks (From: “Google Research, 2022 & beyond: Language, vision and generative models” – “Google Research, 2022 & beyond: Language, vision and generative models” – Emphasis added.)

    ChatGPT does not understand what it produces: it can make a joke, but does not understand humor. Thus, focusing on “right vs. wrong” is looking past its achievement. Imagine the following verse never existed and it came out of ChatGPT:

    Hey diddle-diddle
    The cat and the fiddle,
    The cow jumped over the moon.

    Overlooking what ChatGPT is doing might lead someone to say, “Well, that verse is wrong because cats can’t play the violin and cows cannot jump over the moon.” At this stage of the technology, ChatGPT is not intended to be factually correct: we should instead be impressed that–given a prompt–a machine can create new, original, human-passable text.

    U Wisconsin describes this distinction: “ChatGPT can write with correct grammar and confident flow, but cannot create accurate citations or write with much depth. This is because it creates word patterns, with some variability or randomness, but does not generate meaning (Warner, 2022).” (https://idc.ls.wisc.edu/guides/using-artificial-intelligence-in-the-classroom/)

    With time, this will all change. These technologies are changing rapidly. Google and Microsoft are building generative AI into their search engines and in the near future, as their aims of factual accuracy improve and their search engines provide more conversational output, holding the companies responsible for errors will make more sense.



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