Angry Birds 2 felt like the exact same game to me with new birds and scenery maybe. I couldn't figure out how they could pull this IAP nonsense - especially when so many other versions of their games are out there for free, most of which I haven't finished 10%.
If I feel the need to sling a bird, I'm sure there are plenty of levels I haven't tried yet that I can still play for free in other versions.
I couldn't wrap my brain around what their strategy might be for this new game.
This would be SO COOL if it had some kind of baseline, or study guide.
Simply meaning, I should be able to listen to C D E for a while to get to know the difference. I need examples of Major, Minor, Augmented chords, and what I'm even supposed to be listening for.
I can practice seeing if I hear a C all day, but I don't think this will help me because I don't know what how I'm supposed to differentiate a C from a D, etc.
Another way that might make learning easier would be some True/False questions for Pitch especially.
Is this a C?
Or something like that. If not, what is it? Then let me play the two a couple times. And after you tell me what the other note is, maybe something I'm supposed to be listening for - if anything?
Anyway, this interests me because I've always wanted to be able to identify chords, notes, etc, but it seems so darn impossible. This is probably the first tool I've seen that I really want to use - so hopefully these thoughts don't come across as degrading but just some friendly feedback because I already love what is available to me through this site as-is.
Good points. This sort of program has traditionally been paired with taking a class on the subject, with the program used as a means of practicing the material, rather than as a means of learning it in the first place.
I'm not sure I want him to have a public website though with photos and an email address posted :/ I guess I'm not as trusting of... well... the entire world. Then again, maybe it's a good idea. I don't want him to leave the house at 18 and be surprised at how nasty the Internet can be.
Thinking back to my own learning curve, I'm not sure if a linter would be helpful or harmful. On the one hand, it makes him think about the little details, on the other hand, not having to think about it frees him up to move on to thinking about bigger things.
I think the only reason CERN was involved at all is because the student used an illegal version of the software to access their system. By going to CERN, they were able to track down the culprit, and that was the student, who essentially was the one who got hit with the bill.
Wow, that's quite a story, he clearly took it more seriously than I did. Mine is pretty simple, because I loved to tinker with OS's, and since everyone is sharing...
My local ISP gave away shell account I could telnet to and access a home directory that became a free website, ie theirispname.whatever/~myusername
I logged in, used HTML and Perl to do what I thought at the time to be the most amazing stuff in the world. Found out they used a variety of Linux as I sniffed around the commands available to me (like I had done with MS-DOS over the past couple years).
Thought it was awesome, and I ended up putting Slackware on a couple of my old systems people had donated to me and run little servers in my bedroom. Eventually went to RedHat, then CentOS, now mostly Ubuntu.
At the time I saved up for, and bought, any books that said "Linux" on them that came with CD's stuck to the back with a distro I could install :)
I love the part about students walking around in their pajamas at the library during finals week. The "puppy room" sounds utterly ridiculous.
It's been a long time, but this happened at my University too. It was just part of the relentless competition among students to make other students think THEY had it so much harder than anyone else. It was like a badge of honor to be taking a 300 level class as a freshmen, or have to study all night long, or to be starving because you had so little money.
I did the same thing.
And when you get out of college, it just transfers over to parenting.
New parents walking around in sweat pants and their hair a mess to show that they got no sleep due to the newborn. Then when you have 4 kids, you like to pack 300 lbs of kid crap around with you to show that you have WAY more kids than that new parent, or you talk about how many sports you are taking your kids to, how big your grocery bill is, or whatever. It's all so silly. I'm not sure why we seek this recognition.
I'm wondering what comes after parenting at this point... I'm assuming wealth and how we use our freedom among other empty-nesters???
I'd like to state that I actually don't find any problem with much of this, I just don't understand it.
When we are in college, we are facing the most challenging courses and living situations we have ever faced to this point. We are learning from books, and how to handle life's struggles.
As a new parent, having a newborn completely uproots your life, and it IS incredibly challenging. EVERYTHING has changed at this point.
You are interpreting behaviors in other people (hair a mess, sweat pants, lots of stuff) as a status signal. And it may be. But it's also possible that they are not trying to signal a particular kind of status, and are just trying to cope with challenges in their life.
I am, yes. But it's quite transparent most of the time. It's the kid with bad breath, greasy hair, and foul odor in the corner of the computer lab with a stack of books next to him that I would believe is truly stressed and finishing a project.
It's the kid who has pajamas on but still looks great, carries one book, a pen, and a coffee back and forth across the quad 6 times a day that I wonder about :)
I interpreted it as a sequence. The concern for status "transfers over to parenting", perhaps in a similar way as the High School popularity contests are sometimes transferred (hopefully sublimated) to college.
Most people have a set of life goals they accomplish in sequence, such as college -> marriage -> career -> children (Some people switch them around or omit some of them)
Folks would bring cots and blankets during Finals week while studying in the Engineering building at my university. Engineering students were not being coddled - you had to put in countless hours of study to make the grade.
Pushing 40, if I went back to college, and all the kids were taking cots to the engineering building to sleep on while somehow getting ready for a final, I'm sure I'd have nothing to do with it. I'd push the midnight oil if I could, then I'd go home, sleep snug in my bed, and be back bright eyed and bushy tailed at 5am to get started again.
But when I was 20, I'd be there with my cot, no question.
To me, it seems lots of the "big ideas" dreamed up by the 20-year-olds seem to only cater to the 20-year-olds. I'm upper 30's, lots of kids, married a long time. Too much of the new stuff doesn't interest me. Maybe I'm just bored of it all.
I felt a little more comfortable doing what I do when I was younger, but mostly because I had tons of energy, no fear, and little to lose. Responsibility has made me move much slower. Plus, I've made mistakes, learned from them, and now fear the thought of new problems.
Also, I used to think about business 24/7. Sleep 4 hours a night. Work because I loved it so much. I couldn't keep up with the new ideas, and I had to implement them ALL or I was a mess!
Now... I need 7 hours of sleep, and I have a little fishing boat parked next to the house. I'd rather be out on the lake with my wife, or the kids, and a pole. These are the moments that make my life feel full. If I don't make the "next big thing"... I'm good.
I think he's saying that once you have a set of potential names, get some stock photos/pictures that match up to those names, and then pick a name that you like AND has cool stock photography. That will keep you from picking a name and then having to spend even more time picking photos that go along with your name.
I didn't start learning to program because I wanted to program, I learned to program because I saw a file called GORILLA.BAS in one of the folders on my MS-DOS machine.
Once I figured out I could open it in QBASIC and just press F5.... that was it... I would be a programmer for my next 20+ years and counting.
I would also like to point out how important the QBASIC IDE was as well. F5 to run. Put your cursor over any function and press F1 and it gave you a full description. It fixed your syntax (somewhat) as you coded too. It would highlight the line where the error happened. It literally held your hand through creating whatever you could dream up at the time.
My experience almost exactly mirrors yours. When I was in grade school, there was a shared computer in the hallway outside the eighth-grade classroom, and if the teachers trusted you enough, you could stay in and use it instead of going outside for recess. A few buddies and I would congregate around the PC and play Gorillas. And once we figured out how to edit the source code and do weird things with gravity, or cause tremendous banana explosions, we were hooked! (And, I think several of us went on to become programmers.) It was kind of like the thrill you'd get when you used Game Genie on an NES game for the first time.
I think that's the best way to get kids into coding, not some forcefed programming gui, but "Hey, here's a game you can play in class!" and then just give suggestive nods towards the source code and "what happens if you change this?" Next thing you know, kids are all trying to one up each other's programming, pulling apart the source and putting it back together without realizing that they're programming. I got into electronics by pulling apart toys and looking what makes them tick, there's no reason the same couldn't be done for code.
Yes, thank you, I almost forgot about how it really began with tweaking the code for the game itself! Great memories. Reminds me of how so many old games had .dat files (or something similar) that you could mess with initial settings or screw with the sounds.
This gives me a good idea for teaching my kids to program. Why start from scratch? I'm going to give them a game like this, with code, and see if they can do something crazy with it!
P.S. For me, I became the computer lab teacher's assistant in order to skip recesses or other activities in middle school. Fixed printers, made .bat file menus, good times.
I recall a friend doing something similar with mobs for Quake 1. The game used its own dialect of C, iirc. And it was possible to decompile the relevant files. So after some time he started modifying mods.
That Quake 2 and later required Visual-C++ and such kinda took the spark out of the creative mods, as the entry price became too high.
For instance Quake 1 had a "flight sim" of sorts that was basically done by one guy using Quake-C and some simple, freeware, modeling tools.
There was an attempt at making a successor for it in Quake 2, but even with a larger team etc it basically ran out of steam thanks to the complexities involved etc.