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[safesitegroup]

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[valtsv]

Do you have any tips to get better at writing? Your word usage is so amazing. the way u describe things are so utterly unique, it’s so mesmerizing. You motivated me to write more but I want to reach your level of skill

i'll be honest, i personally find my writing to be rather subpar and lacking in the necessary technical skill to justify its overly stylised prose and excessive wordiness, so i wouldn't necessarily recommend taking inspiration from me. that being said, i'm my own worst critic and i am very flattered that my writing resonates so strongly with you. i'm not a professional writer, so i can't offer much in the way of advice beyond what has, through trial and error and years of practice, worked for me.

something that people often point out to me when complimenting my writing is that i have a rather lyrical style, which i can see. i try to pay attention to the way that words flow together - which words best complement one another - and choose how to structure and order sentences based on that. i do have a fairly extensive vocabulary thanks to reading a lot from a young age, but i also frequently make use of the thesaurus (my most dearly beloved). obviously, trying to beef up your writing by simply using more obscure words that you found in a book will come across as clumsy, and detract from your writing rather than enhancing it, but if you learn how to stitch words together in a way that has a pleasing ear or mouthfeel, you can mitigate that somewhat, and even make it part of your repertoire of skills.

speaking of vocabulary, the more expansive it becomes, the more doors it opens to you in terms of what you can write and how you can write it. this is pretty straightforward common sense stuff, but you'd be surprised by how effective is if you actually start paying attention to it. likewise with grammar. not everything you write needs to sound like it was written for a sophisticated publication in a well-respected 19th century newsletter, but if you read widely and often, you'll find that your understanding of just how many ways the scaffolding of phrasing and punctuation can be used to support incredible linguistic architecture there are grows immensely, and start seeing opportunities to make all these little adjustments and additions and substitutions that enhance your work's overall presentation.

with regard to the above, i'd also recommend considering how you want your audience to feel. you can alter a reader's entire undercurrent of sensational experience simply by changing a few words, according to whatever emotional (or even more primal) response you intend to provoke. you can also mix your palettes, and flirt with crossing the wires (horror tinged with eroticism and vice versa, fantasy with a dose of down-to-earth pragmatism, tragicomedy, and so on). the more you experiment, the more your confidence will grow, and your skills begin to take shape, from crude instruments to refined, specialised tools.

one word of caution i'd offer you, based on my own shortcomings, is that my style of writing does very much neglect realistic-sounding dialogue. the way that i write and the way human beings talk to one another clashes without much grace or redemptive quality (at least in my opinion), and i have yet to find a satisfactory solution to this. i'll let you know if i ever figure it out.

[zahri-melitor]

Playing with the Dick-Jason-Tim age timeline again because playing with “can I fit Dick being 8 at the circus and Tim also being there” is enrichment for my brain.

Using Batman: Year 3 and A Lonely Place of Dying as the starting point this time, being that they are the ORIGIN of the timeline dilemma that nobody can quite square, and I have a solution to offer for the timeline up to LPoD (highly dependent on ‘if the pre-Crisis fact doesn’t fit, that’s because it’s pre-Crisis�� and ignoring future retcons. I’m building this from the original scaffold)

Dick is 8 at the circus. Tim is 3. We will establish this via Year 3 (“almost 10 years” since the Graysons died/the orphanage) and Tim’s canonical age in LPoD (13).

Given the fuzziness over when Tim actually turned 14, we’re going to run with Dick being close to his birthday when LPoD occurs. Using the 20 March birthday for Dick and the 19 July birthday for Tim, this gives us a 5 year, 4 month age gap and makes Tim about 3 ½ at the circus, which is a little older than I like him to be (I have so much more flexibility with dates if I can claim he’s 2, damn you Year 3 for using ‘almost’ rather than ‘approximately’), but we’ll live with it because I really need Dick to be almost 19 on the day Tim appears simply to try and cram as much pre-Crisis late-Robin and Nightwing history in as possible. This contradicts Dick being 20 prior to Jason’s death, but Dick can’t both be 20, have the circus 10 years ago, and be 8 years old for his parents’ death. However, squaring this with Janet Drake’s burial date of Christmas Eve is difficult, because Tim still being 13 at her funeral becomes impossible. Alternatively, if we use the 24 October birthday for Dick and still place Haly’s Circus and LPoD in the period before Dick’s birthday (maybe some time in September/October), we can come out of this with “about to turn 19” Dick and “13 and a bit” Tim, with a 5 year, 9 months gap between them, plus giving Tim a 3 month training period before he debuts as Robin on 24 December. In either case, choose whether Dick being born on the first of Northern Hemisphere Spring or Janet Drake being buried on Actual Christmas Eve is the more important fact in your heart to determine which option you use here.

Timeline markers:

Dick therefore does not debut as Robin until he is 9. He was Robin from 1940 to 1984, a period of 8, almost 9 years using ye olde 5 real years to 1 comics year rule. This actually matches fairly well with the date I want to give as when Dick stops being Robin – at some point when he’s 17. Yes, I have to give up the semester at Hudson University still happening while Dick is Robin not Nightwing, but that’s pre-Crisis. The Bruce and Dick fight where Bruce benches Dick, Dick storms out, and heads off to New York to be his own man (and changes his name to Nightwing) all happens at some point when Dick is ~17. Dick’s schooling is a bit of a black hole given his childhood and the contradictory birthdays (and the fact I’m not great on northern hemisphere school year dates and start dates). I THINK the October birthday is better for this in that we just have to pretend he was the youngest in the class, and can say Dick finished school still 17 and before he becomes Nightwing. March birthday I think if the fight happened while Dick was still 17 and at school, our lad was commuting from New York to school for the final few months (good thing his best friends include a speedster and a flyer, I guess). Or it happened when Dick was 18 and 3 months on approximately the exact day after Dick finished school, and the timeline suddenly gets VERY tight.

I like Dick being 17 when he becomes Nightwing if we can wrangle it for the simple fact that it gives a nice parallel for when Tim is 17 (and also loses the Robin title). Dick having gone through his big growing up moment before he entered legal adulthood makes the way the same mistake echoes down over the years more poignant (everyone has to grow up too young). I also would really like Dick to have finished his high school education before he becomes Nightwing simply because it makes a more coherent growing up narrative (and figuring out how Dick finished his education if he was living in New York is a headache we can then avoid).

In any case. Dick’s had his fight with Bruce. Call it June-July. Bruce, feeling lonely, decides the next sad teenager he meets who is trying to steal his tires is a great prospect to be the next Robin (son). Hello Jason. Jason is also 13. He is about to turn 14 the first moment possible. His birthday is apparently 16 August, which works really well for the fight going down right after Dick finishes school. Bruce makes Jason Robin. We are now on a hurried countdown. Jason turns 14. He was Robin from 1983-1988, which is right on 5 years, so approximately 1 comic year. Jason canonically dies on 27 April according to one picture of his tombstone. This would make him 14-nearly-15. This works great for October Birthday Dick and terrible for March Birthday Dick. If we have October Birthday Dick, Jason was around for ~10 months before he dies in April. If we have March Birthday Dick, Jason was around for anywhere between 7 months (Dick fired at 18 in June, Jason dies around January the next year) and a year (Dick fired before March still 17, Jason appears immediately after, and again dies around January/February the next year) while we ignore that April death date.

This works well on a meta level. One, there’s simply not that many Jason-as-Robin stories. Every time people stretch his period from Batmobile-tyres-to-death out beyond 20 months or so, you start hitting the point where you have more timeline than story to fill it, a problem seen practically nowhere else in comics. Jason has been cited as having 6 months of training before he went out on the streets. You can keep all of this if you want a very short period with Jason in the costume, you can call this comics time and shorten it if you’d prefer Jason to have longer in the costume. But Jason-as-Robin only lasting under a year lines up with everything about how we approximate the passage of time in comics. Secondly, Jason being Robin for only a short period matches the fact that he has very few interactions with Dick and the wider hero community. He has, what, ONE team up with the Titans? The one ski trip with Dick? Checking the Events timeline he had COIE (which he doesn’t remember), plus Legends and Millennium, for 3 Events during his tenure. He appears on page for all of these, but not in a manner where he’s interacting with heroes outside Gotham in any way he’d remember. He’s pretty isolated, but also there really isn’t any TIME to give him wider connections.

Also during this period, the majority of the NTT stuff prior to LPoD occurs, and Dick hypothetically does his single semester at university before dropping out (probably due to the amount of stuff going on in his life making studying hard). He may even have dropped out of university DUE to the drama surrounding all of this depending on which birthday timeline you run with. Tim is a lil bean at boarding school.

In any case, Jason Todd died. He wasn’t even 15 yet. It’s very tragic. Bruce immediately starts going off the rails with grief. October Birthday Dick (seriously, this just suits the timeframe here so much better) then gives us anywhere between 3-6 months of Bruce grieving and getting steadily more unstable before 13 year old Tim Drake decides Something Must Be Done, We Need A Robin. He then heads off to find Dick Grayson at any point between July and October, make this gap however long-short you want. March Birthday Dick we probably cram death-until-realisation into under 2 months, but we’re working with even more of a sliding scale given it’s just harder to anchor known stuff in this timeline.

Ta da!

Conclusions:

if I want this to work I am gonna run with the 24 October birthday for Dick, just because it makes pinning dates down easier. Sorry, 20 March birthday fans.

Ages: Tim is either 5 years, 4 months or 5 years, 8 months younger than Dick. Tim is 23 months younger than Jason. Jason is either 3 years, 3 months or 3 years, 7 months younger than Dick.

Cass is 2 years, 6 months older than Tim. She is 5 months older than Jason. She is either 2 years, 10 months or 3 years, 2 months younger than Dick.

Steph is about a year older than Tim and about a year younger than Cass.

Damian, who is extremely indirectly affected by anything in this timeline, is 6-7 years younger than Tim and 12 years younger than Dick. He was definitely conceived while Dick was Robin.

Incidentally: Tim figuring out Dick is Robin happens when he is 9. With this timeline, Dick was 14-15 when Tim worked that out. Tim therefore spent at LEAST two years fanboying Dick!Robin, and then saw Jason!Robin for at most a year, realistically closer to 6 months. “Jason was my Robin” doesn’t exist

(Also tragically for me, The ‘Tim is 3’ reading of the circus means that Tim was definitely born prior to Bruce’s return to Gotham. There’s this lovely little wrinkle that if you use a timeline where he’s 2 at the circus, he was probably born right around when Bruce debuted at Batman, which is just a sweet little note for a character so tied to other people’s origin stories)

(Seriously though if you allow Dick be 10 when he is orphaned, it lets him be Robin until 18-19, he can turn 20 before Jason’s death, frees up so much timeline kludging around the Jason period, even if it does create a bigger age gap between Dick and Tim)

[motocorsas]

Ehy sorry if this is like a stupid question or anything, but what do you think would be a solution to reduce the problem of the too powerful bikes?

i want to start off by saying i commend liberty for trying. i think it's clear to everyone that we've hit a power ceiling; just about all bikes have 300 horsepower, but use about 250-270 per race.

to me, reducing engine capacity is not the solution. i think the best ways to mitigate overperformance would be to remove all the scaffolding that squeezes every inch out of the bike; most of it being in the ECU. namely, reducing traction control and engine braking. i would also support decreasing aero, which would significantly help reduce tire wear over longer distances. nowadays it seems every race is spent waiting for the point -- usually about 3/4ths race distance -- when everyone loses their tires.

i think sustainable fuel is a good idea to reduce power organically. ethanol and synthetics have lower power storage by volume compared to gasoline, which could help performance all on its own.

it's likely that many of these changes will be reversed in the years following the '27 season, and we could see a full return to current standards. while there are plenty aspects of current builds that i don't like, i think attempts to turn the clock back on motogp are ignoring the core issues.

[russenoire]

art youtube is overwhelming AF.

sifting through all the art advice available on youtube (and other sources!) can be overwhelming AF. an ocean of voices screaming DO THIS! DON'T DO THAT! YOU MUST DO THIS!

i feel like no one ever really talks about that.

also: some ways i cut through some of this noise to find signal, below the cut.

i mean, some of these videos are legitimately helpful! and many are drama about the latest outrageous, racist thing some artist *cough cough* kooleen *ahem* did or said in a 'how to draw X' tutorial just noise. still more of them contain outright bad advice, or advice that can't easily be personalized. (i can tell you right now that 'you must draw everyday!!!' is terrible fucking advice. not everyone can set aside time to do that, and guilt is the world's worst motivator for enjoyment. ever. just stop)

and almost all of it hides behind titles designed to raise your anxiety levels and get you to click. sadly, this is the nature of the platform. emotional engagement drives traffic, and every YT creator is trying to maximize that as best as they can. i don't fault anyone for that; people's livelihoods depend on these streams.

i have advised novice artists to try to narrow things down as much as possible, to 'get granular' about what they want to learn: painting skin. drawing hands, or noses, or faces, or feet, or poses. drawing more expressive lines. workflow, for traditional art or the raster graphics editor of their choice. it doesn't always help: for every subject i've listed, there exists a veritable firehose of videos about it.

so might i suggest a ruthless pruning here?

just go with whatever thumbnail looks interesting and is the least shouty/dogmatic about what it promises to teach you. you will probably miss out on some good advice, but the effect of all the preaching is cumulative. and your sanity is worth it. i promise.

if you don't have the time or patience for hour-long videos, either watch at 1.5-2x speed or skip ahead for the content you want.

look for specific solutions for your specific frustrations. and emphasize the process. how does this artist accomplish what you want to do? how do they lay out lineart, begin the rendering process, and why? can they explain that in a way that makes sense for you (if this is something you need)? if not, don't waste your time watching. i remember breathing the world's biggest sigh of relief on hearing a professional animator confess that shadows don't always have to make sense for a piece of work to look right.

look for ideas on how to break what you see into scaffolding. by this i mean 3D approximations on a 2D surface, on which you can draw guidelines for proportions. ultimately, this is the key to 'drawing from imagination' and even to successfully working with reference photos. videos on how an artist draws eyes from one specific angle will not necessarily help you draw eyes from other angles. not unless they also touch on eyeball shape and position on the head. and how perspective changes the shapes you see. and...

lastly, how do you feel about the video you're watching? if the creator's voice or sense of humor annoys you, or you don't love the stereotypical way they draw female bodies, or they're actually kinda racist/ableist, or whatever–you're allowed to nope out and look for another source of info. there is a lot to be said for the skill of picking diamonds out of manure... but you can find diamonds of similar quality that aren't coated in shit, too.

[aradiamaxxing]

Minecraft is a game about building

i think nearly all of my "old good new bad" gripes with minecraft are tied to one central theme: the point of minecraft, the thing that separates it from other games, is the building. the control over your world. new features added should mean new things to build, and new enemies added should mean more things to build defenses for. progression should not be defined by different ores and equipment, because that has always been fucked, but in creating an increasingly secure and aesthetically pleasing base.

and i know it's easy to say i'm making shit up, that i'm talking out of my ass, but i'd like to give an example of this design philosophy in action that's been there since the game's earliest versions: the basic night mobs. by which i mean the mobs that spawn at low light levels with no other special conditions required. each of them presents a different threat that pressures the player to build in a specific way for their first shelter. zombies are the most basic pressure, all they do is walk so avoiding them doesn't require a lot of thought and effort but it does require something. skeletons have ranged attacks, ready to shoot you down if you try to just pillar up. better build walls. spiders can climb walls, so you'll want a roof or at least some kind of lip. then we circle back to zombies, because in hard mode they can break doors. this teaches the player that a box is not always secure enough and they should think about building defenses around their base as well. the game does a seamless job of teaching the player through, at worst, trial and error. not just to build, but to build outward.

now i will admit i am taking a lot of cues from whitelight's recent video, "Another Serious Critique of Minecraft". the main point he makes is that mojang has continuously added features that discourage players from building. i'd like to go a step further: even when mojang does try to add new things "for the builders", they fall flat. because it's usually decorative blocks that function the exact same way as 20 other blocks already in the game. i mean, do we really need red sand? do we need tuff? i don't give a shit whether i light my base with glowstone or shroomlights or froglights or sea lanterns, i'm probably just going to use torches anyway because they're cheap as fuck to make. having 10 different wood types is pointless when none of them differ in any meaningful way and a good half of them look worse than oak.

i do think minecraft's latest updates have added some great features, it's just that when i say that i'm not talking about piglin bartering or ancient cities or archaeology, i'm talking about tinted glass and lighting rods and scaffolding, blocks with unique functions that allow new things to be built. and goat horns, they're fun.

copper bulbs were on the cusp of greatness as a mid-game light source that the player had to actively maintain, but torches exist so what's even the point. makes me wish notch had added that feature where you need to relight them with flint and steel. would it be frustrating? yeah, but games need to give players a kick in the dick sometimes. it motivates them to find better solutions.

1.15 is unironically one of minecraft's best updates. it's a nice compact package: a new mob that does something instead of nothing(looking at you pandas/polar bears/frogs/llamas/ocelots as of 1.14), a new food, and a new honey block that is both aesthetically pleasing and has a unique function. it gives players something new to do in their world, with rewards that any player can find some sort of use for. more of this please.

this post went off the rails pretty long ago so i'm just gonna circle back to the basic night mobs because i skipped three of them. the first is witches, which i don't give a shit about. they don't relate to the point i'm making. the other two are creepers and endermen. the griefers. i don't think it's a coincidence that these are minecraft's two most iconic mobs. it's because they're original concepts in a game that mostly ports things from real life or existing fantasy. BUT ALSO as the two mobs that can manipulate blocks, they serve as the most direct adversaries to the player's goal of building. i don't have to explain creepers, but endermen used to be able to pick up almost any block, and they had a habit of nicking things right off your builds. i liked this. on some level, you had to maintain your builds. on one hand, i can see why they changed this. it's good for the survival aspect, not so much for when you just want to build something cool. but on the other hand, you can just disable mob griefing.

anyway, i didn't have much of a plan for any of this post, and i definitely don't have a plan for how to end it, but i've said everything i want to say, so. there you go.

[thewatercolours]

OK, continuing @telthor's shop talk questions, because I'm no longer falling asleep and striving too hard to answer questions precisely.

What's your favourite trope?

... resisting the urge to read the entirety of TV Tropes just to make sure I answer accurately. Um, taking this question in the sense it was undoubtedly meant, where favourite doesn't necessarily mean ultimate favourite for time and eternity, and I will not be held to my answer in this life or the next, and also in the sense of tropes I actually use recurrently in fic, here are a few:

Being royal is really tricky and intertwines with relatable human struggles in interesting ways.

Quality time! (and by extension: Just being there for someone is worth so, so much, even if you have no solutions to offer)

Something's gradually messing with your memory/mind

You are more loved than you can make yourself believe.

You are sleepy. You're soooo sleeeeeepy

Let's scaffold the worldbuilding just a tiny bit. Turns out everyone's jobs are multi-faceted, your own backyard is bigger than you think, the world carries on regardless of you, traditions exist, consequences ensue.

Don't make decisions from a place of shame or fear

Now dance.

What if we somehow played "surprisingly realistic outcome" and "cartoon physics" in the same scene?

Your worst fears are worth facing

(Poor but earnest attempts at) Fridge brilliance/rewatch bonus

You love your found family AND your birth family! Awesome! You don't need either/or?

Let me return to the subject, yet again (I know,) of that one time that you turned green

You're not a failure

Flailing, blushing, pushing aside the sharp comments you could have made, emphasizing every word, scowling, gasping, doing something gingerly/gingering as a verb. Just, just, just, just, just, word of all time, just. And did I mention we are going to express all this in the wordiest, most pretentious way we can? If it's not dialogue only!

You wear pajamas in canon, but not under my roof! Here you get a nightshirt, always! Because for some reason, in this anachronism stew, pajamas are the historical "error" that I can't bring myself to write.

What do you love and dislike about writing in general?

I love honouring God through the glory of creativity (which imitates Him) the sheer fun of it, getting to combine something I enjoy inm itself with my desire to storytell, the community aspect, the satisfying breakthroughs, all the brainstorming fun from conversations to music, revisiting my own writing and really enjoying it, feeling like a writer even though my original novel is languishing, encouraging comments, taking people by surprise with my writerly moments and schemes I hate lack of motivation, some aspects of my writing voice/lack of skill, moments when I'm tempted to make it all about my ego and then only just barely get pulled out of that bog like Frodo falling into the dead marshes in

Where do you get your ideas?

From a little shop in Schenectady! ;-) Well, there's three main ways, I suppose, from worst to best.

"Riding the Coattails." This often happens when I'm still feeling the rush of getting a comment, and I just want to do it all over again. This usually involved sitting down and deciding in a rather workaday fashion, "Which character would I enjoy writing about? What feel do I want to come out of the scene? What's a scenario that would bring up that feeling? What would contrast with other recent scenes?" You would think this rational, thinking based approach would lead to the best thought-out scenes, but it usually doesn't, because at the back of it all is a smidge of impatience to have it done and posted. These are the ones I bang out in one evening, tend to be careless with, and don't actually leave a strong impression on me. I don't think there's necessarily anything wrong with this approach, but it leaves a lot to be desired (and if I'm not careful, can wander by the perilous border of a validation mindset.)

"Riffing." This is my most common way of stumbling into ideas. This comes from mentally playing with concepts I'm already enthusiastic about - from game, from fanon, from a piece of art, from previous scenes I've done. Daydreaming how things might continue, exploring emotional consequences, explaining throwaway lines, just wanting to write more of this dynamic or that and putting them under the daydream microscope. Just riffing off things until something demands to get written.

"Leafmeal." I think it was Tolkien who said absolutely everything you put into your mind becomes part of a compost heap and eventually flowers kind of spring out of it spontaneously? And all the influences in that heap just blend together and you can't really tell what grew what? I am worse than I used to be at letting myself get bored, but when I do, leafmeal ideas that don't seem like simple riffs eventually show up. Some examples that came without any conscious attempt to daydream: the image of Graham having a human hand and an inhuman hand, sitting on top of a lift (how did the elevator come into it? I don't know.); the tollbooth itself; a fairy narrating the process of falling asleep in second person (we're not there yet, but you can fill in the blanks.)

[udhhyog2]

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[fryingpan1234567]

PART 1- Hermitcraft/ DSMP/ Life Series crossover AU

as excited as I am to write this, I’m a little terrified XD. some of it isn’t very good, but I hope you at least enjoy the character dynamics! there are SO MANY CHARACTERS- there has to be a p2 TvT

for @barley-hopkins

happy reading! ~ It’s been six months since a green portal opened up in the sky of Hermitcraft and dumped the entire Dream SMP into their world.

At first, things were hectic. Thankfully, Dream didn’t have any weapons… unfortunately, neither did anyone else. The Hermits, well along in their builds and season, weren’t quite sure what to do with a bunch of warcrime-committing psychopaths.

X and Tango’s rushed solution? Babysitting.

Every Hermit was assigned an SMP member or two, and they were allowed to do whatever necessary to keep them in check. They were only allowed to get materials if their Hermit allowed them, for the sake of everyone’s safety, until they could figure out how to get everyone back where they belonged- because sadly, as soon as the last SMP member hit the ground, the portal disappeared.

Some of the SMP/ Hermit pairings looked weird, but they really all made sense. Maybe it was rushed, but X wasn’t stupid. Really there were only a couple questionable ones.

It wasn’t like they were all complete strangers. MCC was obviously a thing, Puffy and Zed are siblings, Jevin and Charlie as well, Doc and Sam are cousins.

Still. There were struggles.

~

“Tommy, toss me that-?”

Mumbo was clocked in the head by a flying comparator, luckily not falling off his scaffolding. He did not catch the block.

Tommy, from the ground, was laughing. Hard. He hadn’t exactly meant to hit his mentor… but he wasn’t complaining about it either.

“Thomas,” Mumbo huffed, rubbing his head. “Thank you for guessing, very good job, but hand it to me this time, please.”

Tommy, still giggling, got up from where he was sitting on a chest and went to retrieve the dropped block.

Of all the groups, Tommy and Mumbo had taken some of the longest to warm up to each other at first. Well, at least Mumbo did- Tommy still saw him as an older brother from the one time they met, but Mumbo wasn’t exactly sure what to do with a raccoon gremlin child who was also a traumatized war veteran and has died several times.

Still, Mumbo warmed up to him. He could tell that for the most part Tommy meant well, and he was even able to coach some of the swearing and arsonist tendencies out of him.

It was also a plus that, because Philza was the only one the Hermits trusted, he flew around the server to check up on people and give advice to their poor Hermits. Tommy loved Phil (Phil was his dad, after all), and Phil was able to show Mumbo what not to do to trigger Tommy’s PTSD too badly.

Mumbo was still pretty much useless with panic attacks, but he’s at least good at distracting him. Plus he was very pleased to admit Tommy’s stressful/ depressed days were much fewer and farther between than the beginning of their interactions. Mumbo hoped he was contributing to that, but it might have just been the safe and (relatively) calm vibe of Hermitcraft.

He did not, however, trust Tommy enough to let him gather much more than iron armor and the blocks he wanted for his house, which Mumbo had to approve first. Maybe he was starting to like him, but that didn’t mean he was willing to get his head lopped off on accident.

Tommy retrieved the comparator and climbed up the scaffolding beside Mumbo. “Whatcha workin on, Big Man?” he asked, blue eyes wide and curious. Despite Mumbo’s best attempts, Tommy still couldn’t do redstone for shit.

Mumbo grinned, snapping the block into place. “A prank for our friend Grian.”

“Ohh, that’s why we’re over at his place,” Tommy said, sitting down on the scaffolding. Mumbo noticed out of the corner of his eye that the kid had chosen to sit worryingly close to the edge, but he tried to dismiss it.

“Mhmmm,” he hummed absently. There was a moment of silence as Tommy watched him work, but his nerves got the better of him. “You might want to step away from that edge, yeah?” he tried. It was windy and he’d hate for something to happen- no SMP members but Phil were allowed elytras.

Tommy’s bright smile faded, and his eyes dimmed. He glanced down at the ground, far below, fingers tapping methodically right on the border.

He shrugged. “I’m fine. I like high-up places.”

Mumbo sighed, setting down his materials and joining Tommy on the floor. He looked nervous, like he was afraid Mumbo might be mad or even attack him.

Phil had told him about this. More times than anyone would like, Tommy had spoken aloud about or even attempted to end himself on the SMP. Mumbo had hoped that hadn’t carried through to Hermitcraft, but he unfortunately had been proven wrong very quickly.

“Tommy,” he said, trying to make his voice sound as calm as possible. “Come sit in front of me. Away from the edge.”

Tommy hesitated, but scooted over to sit cross-legged in front of Mumbo, mirroring him. He pulled his hands into the sleeves of his blue sweater nervously.

Mumbo smiled, recalling what Phil had told him to do at times like these. “Can you tell me about the SMP?”

Tommy’s face darkened considerably, and he twitched as if remembering being shot in the chest from the revolution. Or maybe he was recalling trying to save Tubbo from Dream. Maybe even imagining the last time he’d died, in that cell…

“Tommy,” Mumbo whispered, poking him in the knee. “I only want the good stuff. Singing with Wil and the other L’manburgians outside the van. Training with Techno and taking naps on Steve. Exploring with Tubbo. Tell me what you love about your home.”

Tommy came back to reality, remembering where he was, that he was safe. He smiled at the memories, although he wasn’t sure how Mumbo knew all that.

The two of them ended up sitting on that scaffolding for hours, exchanging stories. Their prank was ruined when Grian and Wilbur discovered the half-finished trap and its culprits, but none of them really minded.

All Mumbo cared about was making sure Tommy knew he was safe. Killing for objects and possessions was a thing he’d never have to do again; he’d make sure of it.

~ If anyone could keep Dream himself out of trouble, it was his rival admin.

Yeah, X took Dream. It wasn’t like he wanted to, it’s more like he didn’t want to hand that responsibility to anyone else.

For a while, they barely spoke to each other. Dream had to follow X around the whole time, but X was too nervous to do anything important, so… they were kind of stuck.

But X, being that ever-polite man he is, offered to help Dream build his first house. They couldn’t fly anywhere and they obviously couldn’t be separated, so that meant walking everywhere.

That also meant becoming the strangest pair of friends in… well, probably ever.

That, however, did not come easy.

“Dream!” How X managed to lose the most dangerous man on the server was beyond him, and while he trusted Dream at least a little by this point… he had to admit he was a little bit nervous.

Right as he ducked under a tree to check the forest, someone dropped right on top of him, flattening him to the ground.

Dream’s playful laugh filled the clearing.

“Dream-“ X wheezed, managing to roll over even with the other admin on his chest and pushing uselessly at his legs. “Off. You scared me!”

“I thought you were a better babysitter than this, Zuma,” Dream teased, standing and offering X a hand. He hauled him to his feet, only just managing to contain his laughter.

X dusted himself off with a huff. “I thought I didn’t need to anymore,” he grumbled. “It’s time for lunch.”

“Oooo, sweet!” Dream skipped off towards his little cave/ hut that he and X had spent days perfecting. It was half in-half out of the water, and full of green froglights. Dream was very proud of it.

Xisuma went after his friend with an affectionate sigh. Since the landing, it was a tradition between the two of them (at first forced upon Dream by X, but now it’s more enjoyable) that they’d have lunch every day together- food they prepared together, tea, and meditation. Sometimes other groups joined them.

It was to teach Dream to use his hands and mind for something that wasn’t malicious, although X didn’t tell him that.

Dream was already rummaging through his and X’s joint kitchen by the time he got there, sporting a neon green apron with flower patterns on it.

“Whaddaya think, X?” Dream said cheerfully as X removed his gloves to wash his hands. “I personally am leaning towards mac and cheese, but maybe you’re willing to put forth more effort than that.”

X shrugged. “Sure. I’ll start on the tea. Dandelion again?”

“You know it.”

The one thing Xisuma and Dream could successfully collaborate on is food. Building together was decent enough and caving is always an absolute disaster, but cooking they can both do easy- especially when they’re working together.

“So,” X hummed as they sat down at their coffee table, cross-legged on a couple of pillows on the floor. “Topic for today: what was the number one thing you hated about the SMP, so we can never do that here. Not a person. A habit you all had.”

Dream paused shoveling food into his mouth to think. If people were ruled out…

“Maybe…” He trailed off, trying to think of how to phrase it. X sipped his tea patiently- sometimes it took a moment to answer. “We fought. All the time. Which is fine, it was fun sometimes, but… it was usually over possessions. Land, and… discs.” Even after all this time, Dream still got twitchy when talking about Tommy’s discs. “I just don’t want to do that anymore, I guess. I lose people over it, and that’s more important,” he finished.

Xisuma thought on his words for a moment, methodically stirring his macaroni. “Do you think it matters less here?” he asked.

Dream nodded aggressively, nearly dropping his mug.

“Good.” X smiled genuinely, and Dream grinned back. “Don’t worry, friend. You’ll never have to fight over something as dumb as one item ever again.”

~ Maybe putting nine people, three poly relationships, in one place was a terrible idea. It was like the weirdest triple date in history… especially because they weren’t doing normal ‘date’ things.

They were pranking Docm77 and Technoblade.

”How are the creepers coming along?” Tango whispered into his communicator, where the rest of the group was on call. He and his SMPers, Sapnap and Sam, were crouched on a ridge near Doc’s base, keeping watch.

From one of the other ends, Impulse replied. “Karl’s almost blown himself up ten times, but Ponk is actually doing decent.”

“I’m doing more than decent, thank you!” Ponk suddenly interjected. Somewhere in the background, an explosion and high-pitched scream went off, followed by Impulse’s familiar laughter. “Karl!”

“Don’t kill my boyfriend,” Quackity added, joining the call.

“Nobody’s boyfriends are being killed,” Zed assured. “Q and Foolish and I just finished the gift box. Any sign of them?”

Sam checked his spyglass again. “Doc and Techno are farming tridents, it looks like. I’m a little scared.”

“I’m also scared. We’re pranking the man who has the dragon on a leash right now,” Sapnap whispered harshly.

Tango grinned. “Part of the fun. Might steal her later, too.”

“Bad plan,” Impulse and Zed deadpanned simultaneously. The three of them descended into some sort of argument about good plans, the other six forced to listen.

A gift box, with a bow and everything, filled with creepers. Not terribly original, but still hilarious, in Tango’s opinion.

It was a plus because, since team ZIT all had to take two people, they had each other to help manage them all for a few hours. And the other people dating each other got to hang out, which was more than Puffy and Niki could say for themselves recently.

When do you think they’ll be done? Sapnap and Karl’s communicators went off from a message from Big Q.

Sap covertly glanced at Tango, who was furiously whispering at his boyfriends that he makes the best plans. I’d say a while. Think we’ll get busted?

Techno would totally kill us for this, right? Karl asked. He was conveniently hiding in a tree from the six creepers aggro’ed on him, Ponk laughing at him from below and not helping in the slightest. Impulse was too busy laughing at his partners’ bickering to pay much attention.

Quackity grinned and waved at the tree he knew Sapnap was perched in from his place on top of the fake present. Zed was also whisper-shouting into his communicator, but Foolish was messaging on his as well with a dopey smile.

They argue worse than us, he messaged Sam and Ponk.

It’s cute. I think they’ll get married one day, Sam immediately replied. I’m so bored. Maybe we can convince them to do a sleepover tonight.

Will they say yes if I let Karl get decimated by these ten creepers? Ponk messaged. Sam and Foolish both giggled at that one.

Hopefully.

Maybe it’ll be a plus.

Unbeknownst to them all, Techno and Doc were well aware of their presence and plan. Gathering tridents was simply a cover-up for their own plan- and it seemed to be working.

“Are they still up in that damn tree?” Doc mused, hacking down a drowned.

Techno stabbed another with the (technically forbidden) borrowed sword Doc let him use. “Yeah, I can hear them arguing from here. What exactly are they trying to accomplish?”

Doc pointed at the present, which was barely visible from where they were, the three standing on top of it, and three more just emerging from the forest with an army of creepers.

Techno snorted, tossing a damaged trident back into the ocean to despawn. “Idiots. That’s a bad trap.”

“Bad stealth mission,” Doc agreed.

The two of them had gotten along pretty well from the beginning, pretty much unsurprisingly. Techno had taken an interest to the way Doc viewed laws of physics more as suggestions, and Doc was thrilled to be working with an actual PVP and war god.

Doc had listened to Techno’s stories about the SMP- apparently, disappearing into the mountains with your dogs and polar bears and father is an invitation to fuck with you. Thankfully, Techno just seemed to want away from all that- not to even the score. That made him easy to trust.

Doc let Techno do whatever he wanted with the promise that if he did anything wrong, he’d be tossed into whatever prison Doc could come up with- and that wasn’t an inviting concept.

“They’re moving, they’re moving!” Techno whispered excitedly. The three that had been spying on them through the trees took off towards the present, where the other six had gathered with all the creepers evidently inside.

He and Doc snuck around to a blindside. None of them noticed.

Techno lit a piece of TNT while Doc cut a hole in the wall. They tossed it in and ran- five seconds later, nine death messages filled the chat, followed by Hermits and others asking what happened in a panic.

The culprits, well, they were congratulating themselves on a foiled plan and extra kill points. They promptly went off to find a polar bear that could be Steve 2, unconcerned with the crater and half blown-up present box on their property.

Tango, Sapnap, and Sam had ended back at their base, thankfully. Zed, Quackity, and Foolish spawned where Zed’s last challenge had been, and Impulse and Ponk and Karl had been the unluckiest- a respawn anchor on the Nether roof.

They were all furiously messaging each other, asking who had set off the TNT… and the rest of the server had some pretty good entertainment by that for the rest of the night.

~ When Etho found Ranboo, he was sitting on the ground, playing with a sand miniblock and talking to his “chat”. Etho still wasn’t really sure what that was, but Ranboo assured him it was harmless.

So was the kid, honestly. Etho had chosen him because he could tell they gave off similar vibes- quiet, funky hair, doesn’t love people all that much aside from one sunshiny short brunet.

He’d been right, of course. Ranboo was chill, although those purple particles floating around and talking to him all the time were admittedly a bit nerve-wracking.

“Hey, Boo Boy,” Etho hummed, leaning against the doorframe.

Ranboo sat right in the middle of the glass atop the moss farm, his usual cloud of particles buzzing about the room. Maybe Etho was crazy, but he thought the nearest one to him was screaming something like “LORE??” in a tiny, high-pitched voice.

Ranboo didn’t exactly… have a mouth, but his eyes scrunched as if he were smiling. “Hey, Etho!”

“Hi.” Etho couldn’t stop his own smile from spreading beneath his mask. “Bdubs and Purpled wanna go caving. How does that sound?”

“Sure!” Ranboo popped up, scattering a cloud of particles that almost sounded like they were laughing.

There weren’t many people on the- well, honestly either- server that were taller than Etho. X, Doc, and Technoblade. And Ranboo. Which was baffling although not surprising (he is half Enderman after all), if only for the fact that he’s a kid. 18. Literally what. Kids shouldn’t be allowed to be taller than immortal people.

But that’s okay. Etho builds his doorways tall anyways, but Bdubs’ section of the house was a bit more challenging.

“ETHOOO! SAVE ME FROM THE CHILD!”

Speak of the devil, a familiar voice came screeching down the stairwell and someone rammed into Etho’s back. He knew who it was without having to turn around, although he wasn’t sure how concerned he should be. Bdubs once hid behind Etho for four hours because his SMP member, Purpled, had parked his alien spaceship over the Monolith and Bdubs didn’t want to be abducted. He’d once hid for five after Purpled put a purple bed in an otherwise all-pink room. Etho wasn’t sure where on the threat scale they were at today.

“YOU CAN’T ESCAPE ME, MOSSY BOY! I’VE GOT SHEARS AND I WILL STEAL YOUR TINY MYSTERY FLOWERS IF IT’S THE LAST THING I DO!”

“Help,” Bdubs begged, hugging Etho around the waist. Ah yes, Glare blooms. Apparently, Purpled needed to steal them.

Ranboo peeked over curiously, although he was mostly occupied with his chat, which had turned rainbow colors- he’d explained to Etho that those were ‘emotes’.

The alien himself nearly fell down the stairs after Bdubs in his haste, nearly running straight into Etho shears-first. Etho caught him.

“Hey, Purpled.” he raised an eyebrow as Purpled hid the shears behind his back and grinned nervously. “Tormenting a Hermit? Do we need to get X?”

Purpled’s smile dropped. “No,” he huffed. Etho held out his hand, and he dropped the shears there in defeat.

“I told you, I’m a Glare!” Bdubs said indignantly, still buried in Etho’s side. “They’re just flowers! And they hurt if you cut them off improperly, so why don’t you-“

“You’re a Glare? Like a Moonbloom?” Ranboo interjected as Purpled and Bdubs stuck their tongues out at each other. “My husband is a Moonbloom!”

“Very nice, Ranboo,” Etho sighed, tucking the shears into his inventory.

So Bdubs and Purpled hadn’t quite figured out how to get along all that great. Not every pair could be as perfect as Etho and Ranboo, but they did have their moments. Whenever Purpled got itchy about building for too long because that’s all he did working at Las Nevadas, Bdubs was always happy to take him somewhere else to destress. In return, Purpled was sometimes less stubborn about bedtimes. Sometimes.

And then there was Etho and Ranboo, who worked in a way that didn’t need revision. Ranboo was happy to lay around and watch Etho work, asking the occasional question, and Etho sometimes took him to hang out with Tubbo and Scar- he really liked Jellie. When Ranboo had panic attacks or dissociated, Etho was surprisingly good at just… sitting with him and letting the kid exist in such a concrete presence. It’s proven to work pretty well.

All in all, though, Hermits on their own are terrible for caving. SMP members made things so much more… interesting.

“We’d better get going,” Etho sighed. “Ranboo, grab the torches on your right, yeah?”

“Okay!” he chirped, opening the chest and leaning in.

Bdubs unstuck himself from Etho’s side, but didn’t let go of his hand.

“Thanks for the help, sweetheart,” he grinned, leaning in. “You’re my hero.”

Etho huffed out a laugh, securing his mask so Bdubs wouldn’t get any ideas. “There are kids in the room, sweetheart,” he teased.

“Yuck,” Purpled deadpanned to prove his point, Ranboo sidling up next to him.

Bdubs blew a raspberry at him. “I can be mushy with my boyfriend! Leave us alone!”

“They can’t do that, love,” Etho whispered. “We’re stuck together, remember?”

Bdubs pouted. “Boring. Maybe after they go to bed.”

“You literally go to bed before any of us.”

“Whose side are you on?”

~ Aside from Phil, there was one other person the Hermits nearly completely trusted: Captain Puffy.

She was allowed whatever gear she wanted, including an elytra. Between her and Phil, it was like the two parents of their server were able to help out the Hermits whenever they needed.

However, she had a murder on record. Therefore, she still needed a babysitter.

Who volunteered? Well. He’s arguably the dad of his own server, so it really made sense.

“Puffy!” Sometimes Keralis called her other names like Poof or Fluffy, affectionately of course, but today it looked like he was sticking to the real thing.

He hopped onto the mini pirate ship she’d built in the river just below his starter place, and it rocked precariously.

Puffy poked her head up from below. “Hey, Keralis! What’s up?”

Keralis clung to the mast, waiting for the ship to stop moving. “Stressy asked if you would like to see Niki and George. I need to go over there for some things anyways.”

“Sure!” Puffy never missed the opportunity to see her girlfriend. Unfortunately it didn’t happen very often- several times she’d sulked about it not being fair how her brother got both his boyfriends AND babysat people in a relationship together. Zed only laughed, which had earned him an elbow to the ribs.

So Puffy and Keralis took off towards Stress’s place. It was balanced a little precariously atop a cliffside, but it wasn’t too high up. Puffy thought it was adorable how Niki and George had built little teacup houses to match Stress’s pot.

“Stressy!” Keralis sang as soon as they touched down. Puffy let him go hang out with Stress as she went to go find her people.

George and Niki were a little deeper into the forest, patching up what looked like unfortunate creeper accidents.

Well, Niki was working. George was asleep under a mushroom, leaning against the stem with his sunglasses over his eyes.

“Morgenliebe!” Niki called as soon as she noticed Puffy. “What are you doing over here?”

“I wanted to see you,” Puffy grinned, pulling her in. Niki had to stand on her toes to peck her on the cheek.

It was mornings like these, where the people from the Dream SMP could forget about the wars and death and life system, that everyone enjoyed the most- even the Hermits, Keralis had once told her.

It had been months. It was honestly doubtful by this point that they’d get back to their own server, especially because no one was trying to get that to happen.

Death counts, killing for sport, stupid object-possessive fights- all that was in the past.

The SMPers were supposed to heal with the Hermits, make genuine friends, fix broken relationships. They’d eventually move away from the Hermits, a little south, build their own village.

But it doesn’t work like that; it never has. Good things don’t last.

Along with several Hermits, more than half the people from the SMP were once again sucked out of the life they’d become used to and dumped into a new place. This time, it wasn’t a good one.

Etho.

Tango.

Bdubs.

Dream.

Tommy.

Puffy.

Scar.

Niki.

Ren.

Cleo.

Sam.

Ponk.

Grian.

“Welcome to 3rd life: an experimental hardcore server. You have three lives. Good luck.”

[steelindustryman]

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[scribefindegil]

22, 24, 29, and 58 for the writing asks?

22. Are there certain types of writing you won’t do? (style, pov, genre, tropes, etc)

I will never write a long-form tragedy. Can't do it. It would get inside my head and eat me alive.

Other than that . . . I have fewer hard rules and more preferences. I have my niche but I'm open to a lot of things if I find the right story for it. Like, I'm 99% a genfic writer and have very minimal interest in shipfic but one of these days I am gonna make Reigen Arataka smooch that ghost. There's a lot of horror content and tropes that I won't touch (though I can write more than I can read), but obviously Brassica Heresy is a horror fic. I don't care about smut but there is (theoretically) a fic I'm working on that has a sex scene because it's necessary for exploring the character's ace identity, something I do care about. So like . . . a lot of writing really comes down to the execution, and how the story element is being utilized in that particular piece of writing. I'm not necessarily going to throw any style or genre off the table entirely, even if it's not a tool I think I'm likely to use.

24. Worst writing advice anyone ever gave you?

Every version of "Think Critically About Your Writing" that spirals around to "You have to actively refute every possible bad-faith reading of your story in the text itself or you are a Bad Person who writes Problematic Things for Bad People" :/

29. What’s your revision or editing process like?

I do split-screen, with my Shitty First Draft on the left side of the screen and a shiny new blank document on the other, and then I completely rewrite the thing and edit as I go. Sometimes big chunks of the Shitty First Draft are actually very good and I retype them with only minor changes, but a lot of the time I end up adding and reworking huge parts of the fic. If I've been very cursed or ended up having to do first-draft-style writing for whole scenes or otherwise feel super unsatisfied with what I've written as Draft Two I sleep on it and if I still feel bad I copy the new version over the old draft and rewrite it again. But I can't rewrite more than twice; then I know I'll just start overthinking. And if I'm doing it more than once I need to pinpoint exactly what about the previous version wasn't working, as opposed to the first draft which I mostly treat like a helpful scaffolding. Once I have a draft I mostly like I read over it again for flow and diction and make any minor tweaks it needs. And then depending on how cursed I am I either post it or throw it at a friend while wailing bc I'm too tired to tell if it's any good or not. Usually it is Fine. I have not learned from this.

58. What part of the writing process do you enjoy the most? (Brainstorming, outlining, writing, editing, etc) 

The best best best part of writing stories is when you've been wrestling with a thorny little plot or character problem for days and Suddenly the solution descends on you as if from the heavens and you feel absolutely intoxicated with power as you think about how this is going to make all the little bits and pieces you've been worrying about Work!

The second-best part is editing when you get to fine-tune the Foreshadowing and the Iconography :)

[safesitegroup]

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[nividawebsolutions]

The Debate of the Decade: What to choose as the backend framework Node.Js or Ruby on Rails?

New, cutting-edge web development frameworks and tools have been made available in recent years.  While this variety is great for developers and company owners alike, it does come with certain drawbacks.  This not only creates a lot of confusion but also slows down development at a time when quick and effective answers are essential.  This is why discussions about whether Ruby on Rails or Noe.js is superior continue to rage.  What framework is best for what kind of project is a hotly contested question.  Nivida Web Solutions is a top-tier web development company in Vadodara.  Nivida Web Solutions is the place to go if you want to make a beautiful website that gets people talking.

Identifying the optimal option for your work is challenging.  This piece breaks things down for you.  Two widely used web development frameworks, RoR and Node.js, are compared and contrasted in this article.  We'll also get deep into contrasting RoR and Node.js.  Let's get started with a quick overview of Ruby on Rails and Node.js. 

NodeJS: 

This method makes it possible to convert client-side software to server-side ones.  At the node, JavaScript is usually converted into machine code that the hardware can process with a single click.  Node.js is a very efficient server-side web framework built on the Chrome V8 Engine.  It makes a sizable contribution to the maximum conversion rate achievable under normal operating conditions. 

There are several open-source libraries available through the Node Package Manager that make the Node.js ecosystem special.  Node.js's built-in modules make it suitable for managing everything from computer resources to security information.  Are you prepared to make your mark in the online world? If you want to improve your online reputation, team up with Nivida Web Solutions, the best web development company in Gujarat. 

Key Features:

·         Cross-Platforms Interoperability

·         V8 Engine

·         Microservice Development and Swift Deployment

·         Easy to Scale

·         Dependable Technology 

Ruby on Rails: 

The back-end framework Ruby on Rails (RoR) is commonly used for both web and desktop applications.  Developers appreciate the Ruby framework because it provides a solid foundation upon which other website elements may be built.  A custom-made website can greatly enhance your visibility on the web.  If you're looking for a trustworthy web development company in India, go no further than Nivida Web Solutions.

Ruby on Rails' cutting-edge features, such as automatic table generation, database migrations, and view scaffolding, are a big reason for the framework's widespread adoption. 

Key Features:

·         MVC Structure

·         Current Record

·         Convention Over Configuration (CoC)

·         Automatic Deployment

·         The Boom of Mobile Apps

·         Sharing Data in Databases 

Node.js v/s RoR: 

·         Libraries:

The Rails package library is called the Ruby Gems.  However, the Node.Js Node Package Manager (NPM) provides libraries and packages to help programmers avoid duplicating their work. Ruby Gems and NPM work together to make it easy to generate NPM packages with strict version control and straightforward installation. 

·         Performance:

Node.js' performance has been lauded for its speed. Node.js is the go-to framework for resource-intensive projects because of its ability to run asynchronous code and the fact that it is powered by Google's V8 engine.  Ruby on Rails is 20 times less efficient than Node.js. 

·         Scalability:

Ruby's scalability is constrained by comparison to Node.js due to the latter's cluster module.  In an abstraction-based cluster, the number of CPUs a process uses is based on the demands of the application. 

·         Architecture:

The Node.js ecosystem has a wealth of useful components, but JavaScript was never designed to handle backend activities and has significant constraints when it comes to cutting-edge construction strategies.  Ruby on Rails, in contrast to Node.js, is a framework that aims to streamline the process of building out a website's infrastructure by eliminating frequent installation problems. 

·         The learning curve:

Ruby has a low barrier to entry since it is an easy language to learn.  The learning curve with Node.js is considerably lower.  JavaScript veterans will have the easiest time learning the language, but developers acquainted with various languages should have no trouble. 

Final Thoughts: 

Both Node.JS and RoR have been tried and tested in real-world scenarios.  Ruby on Rails is great for fast-paced development teams, whereas Node.js excels at building real-time web apps and single-page applications. 

If you are in need of a back-end developer, Nivida Web Solutions, a unique web development agency in Gujarat, can assist you in creating a product that will both meet and exceed the needs of your target audience.

[beboped1]

Hogfather

You're not really back until the second post, especially not with ADHD. Luckily, we're out of the rut!

Hogfather

First read: High School

Verdict then: Definitely one of his better ones, but it didn't connect with me as well as Vimes.

Verdict now: What a great jump out of the rut we've been in since Soul Music - not a return to form, but a true evolution of it. Susan continuing to grow is awesome, Death in one of his best forms, and the first truly great Pratchett Villain all lead into such a clear moral statement. The best art hits different but lesser as you move through life, and Hogfather fully stands up to that.

I really hoped that Hogfather was going to signal the end of the rut, and while it's still possible that we'll fall back into it, Hogfather itself was even better than I remembered it. The scaffolding has fallen into the background again, while the characters shine, the jokes land, and the philosophy is excellent.

It's easy to compare it to Soul Music as the structure is very similar - Death is doing something strange, and Susan has to deal with the consequences. But everything here is elevated - from the incisiveness of the parody to the truth of the characters to the existence of a villain.

And oh, that villain. Pratchett's villains are some of my favorite parts of his books, but to this point in the series, they've been largely forgettable. Men-at-Arms & Feet of Clay were the closest, but still, they didn't hit the height. Teatime is the first example of a true Pratchett villain to me. Everything about him is deeply screwed up, deeply horrible, and deeply human. If you've never met anyone like Teatime, count your blessings. And the way everyone reacts to him too, so true to their natures and so purely human.

Every character is so well drawn here. We've moved on from Death as his own protagonist to Death as an inciting incident/guide, and Pratchett nails that balance here in a way Mort and Soul Music just didn't. Susan, in her uncertain 20s, has a different set of existential problems to face, but also more tools with which to do so. The Wizards are really coming into their own as a unit too - the way in which they are both many characters and one character here is fascinating, and often hilarious.

Hogfather has perhaps my favorite description of humanity - "Where the falling angel meets the rising ape", and the demonstration of the value of that contradiction is the heart of the novel. Like all his best works so far, Hogfather is laser-focused on the exploration of dreams and reality. Of the small lies and the big ones. In High School, on my first read, I was too innocent to really understand how rare, and how essential to leading a good life, the lessons in this book are. But reading Death's final monologue, I had tears in my eyes this time, because, well, he really gets it. Pratchett so clearly articulates both the core of one of humanity's most fundamental existential crises, and outlines a beautiful solution all at once.

Hogfather has definitely risen up my personal favorite list, and I think I'll be chewing on the philosophies at the heart of it for a while longer, as well as the ways in which the whole is so much better than the parts. HO HO HO.

[nameless-brand]

Well, I'm not a dog gal anymore. I don't know if that is a good or a bad thing. I already miss it a little. At the very least, I wasn't feeling unproductive when I'm lazing all the time - just part of the whole dog things. Luckily, I put Damien in charge during my transformation, so the work I had to catch up with was minimal.

I really do just want to dump everything on him. He is far better at managing this sort of thing than me. Too bad he keeps refusing and stating I am the one and only boss. Truthfully, I don't really do much beyond the finances, hiring, and interacting with others. My main task is just figuring out who could do what task best. Whether they are actually willing to do it is a different story - /resentful stare at Damien. B\

My charge's already with her tutors studying. I haven't noticed since I've been busy with work and then being a dog, but she's been playing with the hydroponics room inside the Inn. With the help with one of the few engineers of the once Church - Jeremy, she's created a simple raft-based hydroponics system or what's more affectionally known as a "lettuce raft."

Essentially, it's what it says on the tin. You just get a large tub to act as a reservoir and stick the plants on a scaffold on top (the raft), taking care to make sure the roots make it into the nutrient solution. There's also an agitator that adds oxygen into the water, usually by means of a water stone. Now, this method is really mostly suited to lightweight leafy greens, but it's the sort of mini-farm that you can harvest from forever.

Speaking of harvest...

[leebird-simmer]

Educational Psychology, Final Exam Prep, pt. 2 (Ch 13-16)

Ch 13: Transfer, Critical Thinking & Problem Solving

transfer = when something you learn in one situation affects how you learn or perform in another situation.

inert knowledge = knowledge that is rarely or never applied to new situations.

Types of Transfer

(A) Positive vs. Negative

Positive transfer: something learned at one time facilitates learning or performance at a subsequent time.

Negative transfer: something learned at one time interferes with learning or performance at a subsequent time.

(B) Vertical vs. Lateral

Vertical transfer: acquisition of new knowledge or skills builds on and benefits from previously acquired, more basic information and skills.

Lateral transfer: acquisition of new knowledge makes use of previously acquired information that isn’t necessarily a prerequisite for mastering the new knowledge.

(C) Near vs. Far

Near transfer: knowledge is applied to a situation that closely resembles a situation to which the same knowledge has previously been applied.

Far transfer: knowledge is applied to a situation that, at least on the surface, appears to be quite different from any previous situations to which that knowledge has been applied.

(D) Specific vs. General

Specific transfer: the original learning task and the transfer task overlap in content.

General transfer: the original learning task and the transfer task are quite different in content.

Ex. of Useful Problem Solving Model: STEPS

Say what the problem is AND define the goal.

Think of possible solutions.

Evaluate what’s good and bad about each solution.

Pick the one you think is best.

See if it works. If it doesn’t, go back and pick a different one.

[Note: obviously this method only works in situations where you have the opportunity to try again.]

Promoting Critical Thinking & Problem Solving in Instructional Settings

(1) Students should learn information meaningfully and thoroughly.

(2) Students should also learn problem-solving strategies in a meaningful manner.

(3) Discovery activities and expository instruction both play important roles in the acquisition of problem-solving skills.

(4) Students should have a mental set for transfer.

(5) To minimize negative transfer, differences between two ideas should be emphasized.

(6) Some prerequisite skills should be practiced until they are learned to automaticity.

(7) Practice doesn’t necessarily make perfect, but it does increase the odds of successful transfer and problem solving.

interleaved practice = instructional strategy in which a teacher mixes several different kinds of problems within a single learning activity, thereby requiring students to consciously think about which problem-solving strategy would be appropriate for each one; tends to minimize the influence of unproductive mental sets during the activity.

desirable difficulty = teacher-imposed challenge that can temporarily impede students’ progress on a particular kind of problem-solving task but is apt to enhance students’ problem-solving skill over the long run.

(8) Students should have experience identifying problems for themselves.

problem finding = instructional strategy in which students themselves identify new problems that they can address using newly learned subject matter.

(9) Instruction in general problem-solving skills, both cognitive and metacognitive, can be helpful.

(10) Students should learn strategies for defining ill-defined problems.

(11) Students’ early attempts to solve difficult problems should be scaffolded.

(12) Small-group problem-solving activities can often nurture effective problem-solving strategies.

(13) Authentic activities can increase the probability that students will transfer knowledge, skills, and problem-solving strategies to real-world contexts.

problem-based learning = classroom activity in which students acquire new knowledge and skills while working on a complex problem similar to one that might exist in the outside world.

case-based learning = form of problem-based learning in which students focus on a problem that requires an in-depth analysis of a particular situation (e.g. a puzzling medical condition).

(14) Classroom assessment practices should include measures of transfer and problem solving.

Fostering Critical Thinking in the Classroom

critical thinking = evaluating the accuracy, credibility, and worth of information & lines of reasoning.

Verbal reasoning = understanding and evaluating persuasive techniques found in oral and written language.

Probabilistic reasoning = determining the likelihood and uncertainties associated with various events.

Scientific reasoning = judging the value of data and research results in terms of the methods used to obtain them and their potential relevance to certain conclusions.

Was an appropriate method used to measure a particular outcome?

Were data-analysis techniques appropriate for the question at hand?

Have other possible explanations or conclusions been eliminated?

Can the results obtained in one situation reasonably be generalized to other situations?

argument analysis = a close examination and evaluation of reasons (arguments) that do and don’t support a particular conclusion.

(1) Teachers should explicitly encourage a reasonable degree of intellectual skepticism (starting with a little bit in elementary school, a little more in middle school, some more in high school, and a lot more in college).

(2) Students should have many opportunities to practice critical thinking.

(3) Scaffolded small-group discussions can provide an excellent context in which to develop argument-analysis skills.

argumentative dialogue = a social interaction in which group members collaboratively strive to resolve diverse opinions about an issue through careful analyses and comparisons of arguments both for and against each opinion.

(4) Some classroom assessment tasks should require students to put their critical thinking skills to use.

Ch 14: Learning & Technology

Potential Benefits

(1) Instruction can seamlessly integrate several media and multiple pedagogical strategies.

(2) Instruction can be delivered from afar.

(3) Instruction can more easily be individualized to accommodate students’ unique needs.

(4) Some instructional software programs effectively scaffold students’ efforts to engage in higher-level thinking skills.

(5) Diverse bodies of knowledge are within easy reach, especially on the Internet, and can be searched on an as-needed basis.

(6) Technology offers means of providing virtual alternatives to real-world (authentic) activities and problems.

(7) Some technology-based instructional strategies effectively blur the lines between “work” and “play.”

(8) Appropriately designed software programs and applications can facilitate assessment of students’ learning and progress.

(9) Teachers and students can easily communicate and collaborate with one another.

Technological Literacy:

use of common functions

use of device-specific operating systems

use of specific computer applications

effective search for relevant and credible Internet websites

General Guidelines for Using Technology in Instructional Settings:

Don’t assume that instruction is better just because it involves technology.

To the extent that circumstances allow, use technology-based activities in combination with traditional face-to-face instruction.

Provide enough laptops or digital devices so that each student has one to work with.

Remember that some students may have had little to no experience with technology. As needed, teach them any basic skills they haven’t yet mastered.

Minimize students’ access to cell phones, laptops, and other tech devices at times when those devices aren’t specifically being used for learning purposes.

Teach and insist on appropriate social etiquette for cross-communication, and monitor students’ entries for content; be on the lookout for bullying and other antisocial messages.

Ch 15: Basic Concepts & Principles in Human Motivation

motivation = an internal state that arouses us to action, pushes us in particular directions, and keeps us engaged in certain activities.

situated motivation = phenomenon in which aspects of the immediate environment enhance motivation to learn particular things or behave in particular ways.

behavioral engagement = form of engagement in an activity manifested by easily visible participation in the activity.

cognitive engagement = mentally active involvement in a task or activity (e.g. as manifested in close attention and intentional sense-making processes).

emotional engagement = absorption in an activity as a result of the activity’s enjoyable, fascinating, or other emotion-laden aspects.

extrinsic motivation = motivation resulting from factors external to the individual and unrelated to the task being performed.

intrinsic motivation = motivation resulting from internal personal characteristics or inherent in the task being performed.

flow = intense form of intrinsic motivation, involving complete absorption in and concentration on a challenging activity.

Fundamental Human Needs

Drive theory is based on the notion that people and other animals try to maintain physiological homeostasis.

drive = internal state of need; something necessary for optimal functioning (e.g. food, water, rest) is missing.

Strength of behavior = habit x drive

acquired drive = an internal state of need for a substance that has gained desirability as a result of having been previously paired with a drive-reducing stimulus.

incentive = hoped-for, but not guaranteed, future consequence of behavior.

Strength of behavior = habit x drive x incentive

incentive motivation = internal desire to obtain a particular hoped-for goal (incentive).

sensation seeker = person who regularly engages in risky or dangerous activities for the psychological thrills that such activities can generate.

Maslow’s Hierarchy of Needs

Theory of motivation in which people satisfy their needs in the following order:

Physiological Needs

Safety Needs

Love & Belonging Needs

Esteem Needs

Self-Actualization Needs

Maslow referred to the first four as deficiency needs. They result from things a person lacks and must obtain via external sources (people or events in one’s environment). Once these needs are fulfilled, there’s no reason to satisfy them further.

By contrast, self-actualization is a growth need. Rather than addressing a deficiency in a person’s life, it enhances the person’s growth and development and thus is rarely satisfied completely. Self-actualizing activities tend to be intrinsically motivated.

need for competence = basic need to believe that one can deal effectively with one’s overall environment.

self-worth = general belief about the extent to which one is a good, capable individual.

self-handicapping = behavior that undermines one’s own success as a way of protecting self-worth during potentially difficult tasks.

need for autonomy = basic need to believe that one has some control regarding the course of one’s life.

need for relatedness = basic need to feel socially connected to others and to secure others’ love and respect.

need for belonging = manifestation of the need for relatedness in which a person actively strives for membership in one or more social groups.

self-determination theory: theory of motivation proposing that satisfaction of three basic needs (for competence, autonomy, and relatedness) is central to human motivation, especially intrinsic motivation.

internalized motivation = gradual adoption of other people’s priorities and values as one’s own; in self-determination theory, internalized motivation can truly develop only when a person’s needs for competence, autonomy, and relatedness are being met.

Conditions that promote the development of internalized motivation:

The learner perceives the activity to be important for long-term success.

The learner operates within the context of a warm, responsive, and supportive environment.

The learner operates within a certain degree of structure.

The learner has some autonomy.

Individual Differences in Motivation

need for approval = individual-difference variable characterized by a greater-than-average desire to gain the acceptance and positive judgments of other people.

achievement motivation = need for excellence for its own sake, without regard for any external rewards one’s accomplishments might bring.

function of motive for success (the desire to do well and accomplish goals) + motive to avoid failure (anxiety about failing to accomplish goals and reluctance to engage in activities that might lead to failure).

sense of identity = self-constructed definition of who one is and what things are important to accomplish in life.

disposition = a general, relatively stable inclination to approach learning and problem-solving situations in a particular way.

Creating a Motivating Classroom Environment

(1) Students are more likely to focus on their schoolwork when their non-academic needs have been met.

(2) Students learn more effectively and engage in more productive classroom behaviors when they’re intrinsically rather than extrinsically motivated to learn and achieve.

(3) Students are more likely to be intrinsically motivated when they feel confident they can succeed at classroom tasks.

(4) Students’ intrinsic motivation also increases when they have some degree of autonomy in classroom activities.

(5) Extrinsic motivation can also promote learning.

(6) Feedback and other forms of extrinsic reinforcement should maintain or enhance students’ sense of competence and autonomy.

(7) When certain conditions are met, students may gradually internalize the motivation to accomplish important instructional goals.

(8) Dispositions that involve actively and thoughtfully engaging with school subject matter should promote more effective cognitive processing and learning over the long run.

(9) Classroom assessments are more effective motivators when students perceive them as means of enhancing future achievement rather than as judgments of current ability and worth.

Ch 16: Cognitive Factors in Motivation

Performance vs. Mastery

Performance goals are goals in which the aim is to appear competent or  outperform others. Achievement is evaluated relative to the performance  of others.

Mastery goals are goals in which the aim is to improve personal  competence and gain mastery. Achievement is evaluated based on past  performance or ability to perform the task. It is not based on  comparison with others.  

What does working towards a mastery goal look like?

Intrinsic motivation

Belief that one’s competence will grow and develop over time

Exhibits self-regulation

Better use of learning strategies

Willing and able to change attitudes

Prefers challenges

Seeks feedback

Sees errors as opportunities

Persists in the face of failure

Doesn’t mind failing if they tried their best

How can teachers foster mastery goals?

Give the students choices so they can experience responsibility and its results.

Minimize comparison between students.

Foster classroom community.

Focus on personal improvement goals.

Give positive diagnostic feedback.

Emphasize the learning value of mistakes.

Model a mastery orientation yourself.

Expectancy Value Theory (EVT)

Expectancy = “Can I do the task?”

- Expectancy is related to self-efficacy.  

Factors that affect expectancy:

Early successes

Previous successes

Vicarious success

Persuasion by others

Challenge of the task

Quality of instruction

Resources and supports

Amount of effort needed

General work habits

Value = “What is the task worth to me?”

Factors that affect value:

Utility of task

Interest in task/how fun it is

Challenge level

Tangible rewards

Importance

Cost

Congruence with goals

Attribution theory = explaining why things happen.

Attributions are people’s various explanations for success and failure.

- involves beliefs or perceptions about what causes success or failure.

Characteristics/dimensions of causes:

Locus (internal vs. external)

Stability (stable vs. unstable)

Controllability (controllable vs. uncontrollable)

Locus: Internal vs. External

Internal = factors within ourselves

“My good grades are the result of my hard work.” “My bad grades are the result of my lack of ability.”

External = factors outside ourselves

“I got this scholarship because I was lucky.”

“My friend is in a bad mood because she’s having a bad day, not because of me.”

Temporal Stability: Stable vs. Unstable

Stable = things won’t change

“I always do well in school.” “I inherited my artistic ability from my parents.”

Unstable = things can change

“I got a bad grade on this test; I can do better next time.” “I misinterpreted the directions; next time I’ll read them twice.”

Controllability: Controllable vs. Uncontrollable

Controllable = things we can influence and change

“I didn’t do well on this test because I didn’t study.”

Uncontrollable = things we don’t have influence over

“I didn’t do well on this test because I had the flu.”

learned helplessness = general and fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control of the environment.

Students are less likely to seek help if they...

perceive requests for help as threatening their sense of competence and self-worth

believe that asking for help will undermine their sense of autonomy

have performance goals (rather than mastery goals) in combination with low ability

have a fixed mindset (rather than a growth mindset) regarding the nature of intelligence

are concerned about making a good impression on others and think that a request for help might make them look stupid

Strategies to enhance your own motivation:

Align assigned tasks with areas of interest.

Set goals (short-term and long-term).

Focus on productive attributions. Identify factors within your locus of control.

Minimize enticing distractions.

Remind yourself of the importance of doing well.

Enhance the appeal of a task. Find a way to make boring tasks more interesting and enjoyable.

Try self-imposed consequences.

Encouraging Motivation in the Classroom

(1) Students learn more when they find classroom material interesting as well as informative.

(2) Students tend to be more optimistic about their chances of success when they have environmental support for their efforts.

(3) Students are more motivated to learn classroom subject matter when they believe it has value for them personally.

(4) In general, mastery goals lead to better learning than performance goals.

(5) Students learn more effectively when at least some of their goals are self-chosen ones.

(6) Classroom activities are more effective when they enable students to meet several goals at once.

(7) Optimistic teacher attributions and expectations regarding students’ achievement boosts students’ actual achievement. How to acquire and maintain this optimism?

Look for strengths in every student.

Learn more about students’ backgrounds and home environments.

Assume that ability can and often does improve with time, practice, and high-quality instructional practices.

Assess students’ progress objectively and frequently.

Remember that teachers can definitely make a difference.

(8) Systematic attempts to change students’ attributions can sometimes lead to more productive ones.

(9) Most of the time, and for most students, non-competitive activities are more motivating than competitive ones. Zero-sum competitions have undesirable side effects, such as...

Competition promotes performance goals rather than mastery goals.

Competition promotes attributions to ability rather than to effort.

For the losers, competition fosters a low sense of competence and diminishes self-worth.

(10) Age and ability-appropriate challenges heighten motivation and minimize boredom.

Two Mnemonics for Effective Motivational Strategies

MUSIC (focused on internal factors):

Feel eMpowered to make some decisions regarding their learning

Believe that the academic curriculum is Useful for achieving their short-term and long-term goals

Believe that they can Succeed with a reasonable amount of effort

Find topics and lessons Interesting

Perceive their teachers and classmates as Caring about both their academic progress and their general well-being

TARGETS (focused on external factors):

Nature of the Task presented

Amount of Autonomy that students are given

Amount and nature of Recognition that students receive for their accomplishments

Student Grouping procedures that teachers use during lessons

Form of Evaluation that teachers use to assess students’ learning and achievement

Ways in which teachers allot Time to various activities during the school day

Kinds of Social Support that students experience in the classroom