I get it now. Honestly, sorry—you write in such a way that it’s a bit of a struggle to follow you at first glance. So, instead of using the code tag, you should just go with html. If you do that, there’s no need to mess around with extra spaces or those little workarounds to fix formatting issues... because the problem just disappears entirely. 👍
coppersailor28 said:The Reddit code tag, which keeps the 'inserted' URL address in plain text along with all its specific tags; for instance, if you wanted to show someone exactly how the code needs to look to get... say, a specific YouTube video to actually show up on the page itself:
html (that middle one, the '<>'):
HTML Code:
[yt]dQw4w9WgXcQ[/yt]
I’m honestly not sure what you're actually asking here. 🤷
Spring 2020 hit, COVID-19 arrived, schools shut down, and there I was—just a math teacher trying to make sense of it all. Suddenly, everything moved online. I found myself pulling these endless late nights, staying up until 3 or 4 in the morning, and of course, being starving at that hour. So, what do I do? I just graze on whatever junk is in the pantry—total nutritional chaos. There was zero exercise, plenty of food, and the weight started piling on fast. By early July 2020, I was sitting at 227 lbs, with body fat somewhere around 26-27%. I was heavy. 😬 Finally, I hit my breaking point and made a call—it was time to start training, fix my diet, and actually get some fresh air whenever possible. I started out training two or three times a week, then gradually ramped it up to five days a week. Where I am now: 200 lbs at 14% body fat. I actually dipped down to 192 lbs before, but my body fat was higher back then, around 18-19%. For the last few months, I've been focused on body recomposition—basically trying to melt away the fat while building muscle at the same time. As for the next move... honestly, I haven't decided. Maybe I'll try to shave off another twenty pounds, making sure I don't lose the muscle I've worked for, and then focus on bulking back up. But I’m not rushing anything; you eventually learn that your body dictates the pace, not you.
Has anyone here actually spent some time using vertical mice? I’m curious about what it really feels like in the hand—any honest feedback on how they hold up during a standard workday versus when you're trying to get some gaming in?
Finally swapped out all three fans for Noctua NF-P12 redux. I actually managed to wire them correctly this time—hooked them straight to the Molex from the PSU and the case fan controller—though let’s be honest, they’ll probably just sit at max speed the whole time anyway. Everything is working perfectly, though, and the best part? It’s dead silent. 👍
One of the front fins somehow snapped off—just one little winglet went missing, so now the whole thing is totally out of balance and scrapes against the ground every once in a while. To make matters worse, that rear air exhaust vent won't spin at all anymore; I haven't the slightest clue what caused it to quit.
The stock fans are the A1225M12S model, and according to Google, they’re supposed to be 3-pin. But I can never seem to get the speed control working—is that actually why? 😬
I'm looking for some help with what might be a pretty trivial question. 😵 I'm planning to swap out two fans in my Black Widow case. They’re 120mm units, specifically the A1225M12S model. From what I can tell, they’ve only got 3 pins. Can I just swap them out for some Be quiet! fans that use 4 pins? Or am I going to have to hunt down 3-pin versions—if I do, any recommendations for something decent that won't break the bank? I don't care about LEDs at all since you can't even see them, I just need them to be reasonably quiet.
What’s the exact error message you're seeing? That "Nvidia container class" bit—what does it actually say? Also, have you actually updated to the latest drivers yet?
You’re clearly trying hard to act all high and mighty, but honestly? It just isn't working. I’m going to post whatever I want on this forum—you certainly aren't in any position to tell me otherwise. 🙄
As a math teacher, I absolutely refuse to agree with these claims you're pulling out of thin air.
Anyway, separate from those posts, in an earlier (deleted) one, you mentioned that religion should have a place in public schools. My direct question to you is this: why? Why should religion—an elective subject centered on faith—be part of a public educational institution instead of being handled by a private religious institution meant for that purpose?
As a math teacher, I absolutely refuse to agree with these claims you're pulling out of thin air.
Anyway, separate from those posts, in an earlier (deleted) one, you mentioned that religion should have a place in public schools. My direct question to you is this: why? Why should religion—an elective subject centered on faith—be part of a public educational institution instead of being handled by a private religious institution meant for that purpose?
Until you come back with a coherent, reasoned response, you don't really have any credibility here.
Joseph Sanchez10 said:A recent UNICEF study on about 1,000 K-12 students found that kids who don't take religious studies get bullied the most by their peers. Coming in second was discrimination against kids from low-income families, then national identity issues, and finally religious minorities
Not sure if I copied the link right, maybe
Not surprising at all. Of course, the kids aren't the problem; it's the nonsense being shoved into their heads by teachers, clergy, parents, grandparents... the whole lot of them.
mariana3 As you mentioned: I was chatting with a group of kids from an average elementary school class over in Washington, D.C. the other day, and I picked up something pretty interesting—or maybe just a bit sobering. It turns out about three-quarters of them are sitting through religious education classes simply because "that’s what their parents want," even though they aren't actually interested in it themselves. One kid even told me straight up that they "don't really believe in those things." It’s a candid little snapshot of where things stand with that generation.
It’s funny how these students work—they’ll spend the whole period throwing out these "awkward," challenging questions during class, only to have the teacher shut them down or cut them off mid-sentence. But despite all that questioning, they’ve already mentally checked out. They’ve accepted that this is just another credit to chase—just another subject where they need to cram a bunch of facts into their heads, pass the test, and move on.
It’s just a complete waste of time for them—honestly, I don't see the point.
From chatting with a few teachers I know, I’ve seen cases where kids actually look forward to their religion class—I’m being literal here. To use the exact phrase those teachers always use: they absolutely adore their instructors.
It feels like we’re back at it again—focusing entirely on one single mistake made by one specific religion teacher. It’s funny how that works. You see teachers and professors across every other subject making the exact same kinds of errors, yet somehow, this one instance gets singled out for scrutiny.
It also really comes down to how students actually approach the questions—I mean, there’s a massive difference between genuine curiosity and just being disruptive. If they’re constantly cutting people off or throwing out random, off-topic questions just to derail the lesson, then you can't really blame a religion teacher for setting some boundaries. It’s only natural that they’d want to maintain control over the classroom environment when things start getting disrespectful or completely lose focus.
You know, I hear this all the time from students—and honestly, even from their parents—that spending so much time grinding through advanced math is just a massive waste of energy. Their argument is always the same: they’ll never actually use these complex formulas or equations in their day-to-day lives once they graduate. It’s a common sentiment, and when you look at how much time is dedicated to it, I can see why they feel that way.
For some students, the bulk of the required reading list for American literature feels like nothing more than a tedious slog—honestly, just a massive waste of time.
For some students, certain sections in their biology or history textbooks feel like absolute nonsense—just a total waste of time spent memorizing fabricated stories that don't seem to have any real-world application.
Honestly, I feel like for certain students, memorizing all those granular details about different countries and their economic structures—stuff you'd typically find in a geography textbook—is just a complete waste of time. It feels pretty unnecessary to most of them.
For some students, memorizing every single historical date feels like a complete waste of energy—honestly, it can feel pretty pointless when you're sitting there staring at a textbook.
For some students...
I don't think anyone would actually support cutting entire subjects from our school curriculum just because of a single "for certain students" argument. Honestly, that logic shouldn't apply to any subject we teach—it’s just not how a solid education system should work.
Teachers... religion class? 😬
Daniel Chase13 said:Only a small fraction of students receive Confirmation during high school—for the most part, it happens in the 8th grade. So, even with the argument that Confirmation happens later, the percentage of kids choosing religious studies over an Ethics course would still be significantly above 60%. Besides, when it comes to grades, students find it just as easy to pull an A in Ethics as they do in religious studies. It’s essentially the same deal.
The reality is quite simple: when given the choice between an elective in Ethics or religious studies, the vast majority of students consistently opt for the latter. That’s just how it is.
Could you please provide a source for that claim?
Daniel Chase13 said:I’ll say it again—based on my conversations with several different teachers—math might still have one period too many, but honestly, the actual number of hours isn't even the biggest issue here. The real headache is how packed the curriculum is; it's just way too much material for most kids to digest properly.
Then you have principals and parents unfairly blaming the teachers, claiming they aren't "reaching" the students. I mean, how are they supposed to succeed when they're being crushed under the weight of a syllabus designed this way?
A good chunk of what kids are expected to learn in math today really should be pushed back by at least a year. Instead of this frantic race to cover everything, we ought to focus on building a rock-solid foundation for those advanced topics later on. For instance, some of the stuff taught in fifth grade really belongs in sixth grade—we should trim the volume of topics and make sure they actually stick.
As for that small group of high achievers who need more, we can always provide extra challenge problems or supplemental advanced sessions to keep them engaged.
As a math teacher, I absolutely refuse to agree with these claims you're pulling out of thin air.
Anyway, separate from those posts, in an earlier (deleted) one, you mentioned that religion should have a place in public schools. My direct question to you is this: why? Why should religion—an elective subject centered on faith—be part of a public educational institution instead of being handled by a private religious institution meant for that purpose?
I'm not buying it either—this isn't what I'd call a genuine reform in any real sense of the word. Honestly, about 90% of these changes are just cosmetic fluff, wrapped up in a really slick PR campaign to make it look like they actually did something.
Look, just take a few hours to actually read what’s written at the very beginning of the textbook—you know, before the table of contents—where they explain the rules about following the book. You should also check out the textbook law, specifically Article 3, Section 5, regarding educational materials for elementary and high schools.
As far as this whole "reform" goes, the plan is to hand out tablets to students so they can tackle extra assignments that aren't even in the printed book. In the meantime, teachers will just have to figure it out themselves if they feel the kids need more work than what's provided in the standard textbook.
If you’re using the Alfin digital textbook over on MozaWeb, there are these little worksheets tucked away on the side—you can actually print them out, and they've got extra problems that feel just like the stuff in the actual book. Plus, there’s this massive pile of additional exercises at the very end of the whole thing that you won't even find in the printed version. I'm planning to give MozaBook a spin next week, though the students don't have access to it yet.
I finally managed to talk them into giving me an extra 8 GB of DDR3, so I went ahead and pulled the trigger on the RX 570 with 8 GB. Once I get my processor overclocked, this setup should hold its own for a while longer.
Thanks for all the advice and the extra info, everyone. 👍 My plan is to grab some more DDR3 memory once that sweet GTX 1660 Ti finally hits the shelves—and honestly, I don't see any reason to mess with my motherboard or CPU for at least another few years, especially since that 8370E still has decent overclocking headroom. I don't really need an extra SSD either; my current drive handles Windows just fine, plus whatever games actually need fast loading times.
I've got a Zalman cooler on the CPU, and the case is a Black Widow with three fans, so cooling should be fine—I can always overclock if I feel like pushing it.
I definitely need more memory; I'm constantly hitting a wall, not just while gaming, but even when running VMs or when my browser starts choking with 10-15 tabs open. 🙂 So, would some used DDR3 work? Is there really much of a difference compared to DDR4?
As for the GPU, I've been looking into the GTX 1660 Ti lately and I'm pretty interested—I'll just wait until it hits the shelves here in the States. 👍
