I don't use any GUI... I use terraform in the terminal or via CI/CD. There is an API and also a Terraform provider for Proxmox, and I can use that, together with Ansible and shell scripts to manage VMs, but I was looking for k8s support. Again, it works fine for small environments, with a bit of manual work and human intervention, but for larger ones, I need a bit more. I moved away from a few VMs acting as k8s nodes, to k8s as a service (at work).

And it mentioned nothing...

Yes, every application has access to everything. The only exception are those weird apps that use the universal framework or whatever that thing is called, those need to ask for permissions. But most of the apps on your PC have full access to everything. And Windows does collect and upload a lot of personal information and they could easily upload everything on your system. The same of course applies for the apps as well, they have access to everything except privileged folders (those usually don't contain your personal data, but system files).

deleted by creator

the package managers for linux that i know of are great because you can easily control everything they do

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.