Bay 12 Games Forum

Stem cell research, smj. They're also kinda' generally shit on mental health issues in general. Alzheimer's is probably something they're at least somewhat inclined towards working against (given the age of much of their demographic), but I wouldn't exactly be surprised to find any number of them had opposed various initiatives to help the problem.

Annnd ninja'd. Bah, I typed it, it gets posted.

You... could just take cheat engine to the game and give yourself the money(/resources/whatever) to relocate them, assuming you can deconstruct/rebuild. It's an option.

Well... I guess there is one way I could think of, to orbital drop a beakie ship and later get it back into orbit and (mostly) working order.

Let the orkz have it afterwards, and then steal the ship back once they get it back into space. Far as I can recall they're the only WH40k race that makes a habit of dropping their (capital) starships face first onto a planet and actually getting them back later. You'd again probably be better off just letting the ship explode, but... still. Possible!

E: Actually, maybe two ways. You might be able to blow up the planet just right so the ship shakes loose instead of being pulverized. Excavate/tug out, whatever. I think they do that occasionally with ones stuck in hulks/moons/etc.?

... wouldn't it depend on who was driving the star ship? Because I'm pretty sure ramming your ship into a ground bound target is something like orkish navel maneuvering 101.

Though looking back a bit it does look like you were talking beakie ships. Still. Roks fall, man. Roks fall. So does everything else orky boyz manage to hijack.

No clue about statistical data and whatnot. Just about every teacher I've personally spoke with on the subject says they get better results when they can actually tailor things a bit, though, for what it's worth.

If I had to recommend an area of the US education system to check and see if it's making a difference, I'd probably recommend adult school programs as a possibility -- they tend to be a bit more flexible in how they can approach teaching their students, from what I understand. Unfortunately, I'm fairly sure the data gathering in that particular area is... not as good as it could be.

I... haven't played it too terribly much myself, but what I saw was enough I'd be pretty comfortable saying, "Yeah, it's something good."

Now... whether it's as good as five bucks worth of cheese, is an entirely different question. Depends on how much cheese that's getting you, how good it is, and how long it would last. I'd probably pass on it for a month's worth of cheese, ferex, and that's something like 7 usd for bearable quality where I'm at, so... yeah.

(who makes it to the final year of college without knowing what the best way they learn is?)

If it helps you with understanding any, the answer was "Probably most of her class." It's pretty rare you actually meet a student that has accurately identified their best way(s) to learn (and still somewhat unusual you meet one that's even explicitly thought about it at all), and that's true at... pretty much any level. College seniors, post grads, returning students in their 50s+ that have been working for years, straight up decades experience tenured professors... I've seen examples of each of those that had basically no bloody clue how they learned or (sometimes horribly) mistaken about what worked for them, and they generally tend to be at least a plurality of the people in question. Lot of folks seem to just kinda' blunder their way through that sort of thing, yeah.

Then she talks about resumes and interviews and "selling yourself" started to look more and more like "borderline lying".

And yeah, that's... well, it's pretty close to what's being said. Squeeze as much out of what you've got as possible, and probably a bit beyond. Hell of a thing to get your head around if you're particularly inclined towards honesty, heh. Pretty terrible at it, m'self, and the resumes I've wrote up so far are more or less shite, but you do what you can. The rumination part of it is definitely something I feel you in regards to, but I can say it gets a little easier once you've done it a few times (and preferably got a template that does most of the work for you, so you don't have to think about it anymore and just tailor things a little to the position you're applying for.).

I wasn't allowed to use calculators in a lot of math classes as well, haha. It didn't keep my math skills from degrading or improve my ability to work with mathematics, it caused me to occasionally fail tests, made it significantly more frustrating to do much of the work involved, and contributed to hating math (classes in particular) :V

What really needs to happen on that front is better integration of both calculator and non-calculator calculation, preferably side by side or in quick succession (like, say, do a test by hand one day; get it back the next with a calculator and partial or full credit for any mistakes they can correct (probably while showing the work)). Hand work and mental arithmetic is all well and good, but not using a significantly more precise and consistent tool to do things like check your bloody work is just goddamn monumentally stupid,* especially before the point you're actually practiced enough to do the work being addressed consistently and without error.** We're a tool using species, we kinda' shouldn't be refusing to use the tools available, y'know? You can teach mental arithmetic and whatnot while still using a calculator. Breaking down a equation and showing your work can still be done just fine with the TI-whatever sitting beside you. And you should, because that's one less point of failure introduced into the process, one more increase in the probability checking your work isn't going to leave mistakes behind, and so on, and so forth.

*Which, hint, is something I distinctly remember students being very thoroughly aware of and regularly disgruntled by. Significantly moreso when they knew that the actual practical work they would be doing with the material in question would always be alongside a calculator (because you can afford to regularly make calculation errors doing math homework; you can't afford to regularly do that doing construction or road work or bookkeeping or whatever.).
**Note: I don't think I've ever actually met someone in person that can do that. Even the best of my various mathematics classes and other math heavy work screwed up fairly regularly -- they knew the work involved with whatever just fine, could do it quickly, etc., etc., etc., but errors in meatbag calculation still popped up very regularly. Every accounting teacher I met could do the work in their head; they'd still pull out a calculator (or ask a student that had one) to double check their work, or pull out the spreadsheet software if there were several sequential problems to solve or whatev'.