Fair enough. Unfortunately, that only covers around 5% of Android users in the US.

What a piece of shit. Luckily the lady did not take her life.

I meant to download from the official Microsoft site. Kudos on getting your mum on Linux! I was unable to keep mine on it : / Maybe I'm missing something, but this is from the "Download Windows 11 Disk Image (ISO) for x64 devices" section from the official Microsoft site, but I don't see any option to buy or mention of it: Before you begin downloading an ISO Make sure you have: An internet connection (internet service provider fees may apply). Sufficient data storage available on the computer, USB, or external drive you are downloading the .iso file to. A blank DVD disc with at least 8GB (and DVD burner) to create a bootable disc. We recommend using a blank USB or blank DVD, because any content on it will be deleted during installation. If you receive a “disc image file is too large” message while attempting to burn a DVD bootable disc from an ISO file, consider using a higher capacity Dual Layer DVD.

well, it seems that the rich will stay rich, no matter what. It's incredible that people see AI as a religion now

I was pretty lucky in university as most of my profs were either using cross platform stuff or Linux exclusive software. I had a single class that wanted me using windows stuff and I just dropped that one. Awesome that you're getting back into it, it's definitely the best it's ever been (and you're right that Steam cracked the code). It sounds like you probably know what you're doing if you're running Linux VMs and stuff, but feel free to shoot me a PM if you run into any questions or issues I might be able to point you in the right direction for.

Sorry for the late reply, I had to sit and think on this one for a little bit. I think there are would be a few things going on when it comes to designing a course to teach critical thinking, nuances, and originality; and they each have their own requirements. For critical thinking: The main goal is to provide students with a toolbelt for solving various problems. Then instilling the habit of always asking "does this match the expected outcome? What was I expecting?". So usually courses will be setup so students learn about a tool, practice using the tool, then have a culminating assignment on using all the tools. Ideally, the problems students face at the end require multiple tools to solve. Nuance mainly naturally comes with exposure to the material from a professional - The way a mechanical engineer may describe building a desk will probably differ greatly compared to a fantasy author. You can also explain definitions and industry standards; but thats really dry. So I try to teach nuances via definitions by mixing in the weird nuances as much as possible with jokes. Then for originality; I've realized I dont actually look for an original idea; but something creative. In a classroom setting, you're usually learning new things about a subject so a student's knowledge of that space is usually very limited. Thus, an idea that they've never heard about may be original to them, but common for an industry expert. For teaching originality creativity, I usually provide time to be creative & think, and provide open ended questions as prompts to explore ideas. My courses that require originality usually have it as a part of the culminating assignment at the end where they can apply their knowledge. I'll also add in time where students can come to me with preliminary ideas and I can provide feedback on whether or not it passes the creative threshold. Not all ideas are original, but I sometimes give a bit of slack if its creative enough. The amount of course overhauling to get around AI really depends on the material being taught. For example, in programming - you teach critical thinking by always testing your code, even with parameters that don't make sense. For example: Try to add 123 + "skibbidy", and see what the program does.

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