Not sure how to go about marketing that in our current disposable society, though. Ditto. The most likely solution would be EU regulations forcing longer battery life/better battery safety. Maybe the new law for replaceable batteries in smartphones could be enough, it includes a rating on charging cycles which could be the new "muh number is bigger!"

theoretically software support This. And it's not only due to drivers and much more due to them not having insourced software development and their outsourced developers not using Fairphones as their daily drivers.

It's always been "states rights" to enrich rulers at the expense of everyone else.

I think you're missing some key points. Any file hosting service, no matter what, will have to deal with CSAM as long as people are able to upload to it. No matter what. This is an inescapable fact of hosting and the internet in general. Because CSAM is so ubiquitous and constant, one can only do so much to moderate any services, whether they're a large corporation are someone with a server in their closet. All of the larger platforms like 'meta', google, etc., mostly outsource that moderation to workers in developing countries so they don't have to also provide mental health counselling, but that's another story. The reason they own their own hardware is because the hosting services can and will disable your account and take down your servers if there's even a whiff of CSAM. Since it's a constant threat, it's better to own your own hardware and host everything from your closet so you don't have to eat the downtime and wait for some poor bastard in Nigeria to look through your logs and reinstate your account (not sure how that works exactly though).

Did I say that it did? No? Then why the rhetorical question for something that I never stated? Now that we're past that, I'm not sure if I think it's okay, but I at least recognize that it's normalized within society. And has been for like 70+ years now. The problem happens with how the data is used, and particularly abused. If you walk into my store, you expect that I am monitoring you. You expect that you are on camera and that your shopping patterns, like all foot traffic, are probably being analyzed and aggregated. What you buy is tracked, at least in aggregate, by default really, that's just volume tracking and prediction. Suffice to say that broad customer behavior analysis has been a thing for a couple generations now, at least. When you go to a website, why would you think that it is not keeping track of where you go and what you click on in the same manner? Now that I've stated that I do want to say that the real problems that we experience come in with how this data is misused out of what it's scope should be. And that we should have strong regulatory agencies forcing compliance of how this data is used and enforcing the right to privacy for people that want it removed.

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.

We have to do this ourselves in the government for every decommissioned server/appliance/end user device. We have to fill out paperwork for every single storage drive we destroy, and we can only destroy them using approved destruction tools (e.g. specific degaussers, drive shredders/crushers, etc). Appliances can be kind of a pain, though. It can be tricky sometimes finding all the writable memory in things like switches and routers. But, nothing is worse than storage arrays... destroying hundreds of drives is incredibly tedious.

In highrises with lots of stops and users, it uses some more advanced software to schedule the optimal stops, or distribute the load between multiple lifts. A similar concept exists for HDD controllers, where the read write arm must move to different positions to load data stored on different plates and sectors, and Repositioning the head is a slow and expensive process that cuts down the data transfer rate.