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Comment Re:Google? wtf (Score 1) 87

It doesn't matter if they know about other tools or not because most of the time their work machines are locked down to keep malware off of them so that they're not able to install Libre Office even if they want to. Excel is all they have so they do what they can to make it work, for some minuscule value of "work."

Comment Re:Brain-altering? (Score 1) 34

Jewish people do something similar with their youth with bar and bat mitzvahs.

You might want to consider learning something about the subject you're going to rant about before going off half-cocked to avoid shoving both of your feet down your throat. Those two ceremonies are simply symbolic coming of age rituals without any secret sections, and you can find out everything you need about them by asking your Jewish friends, presuming, of course, that you have any.

Comment Re: Marketing (Score 1) 116

This in turn strongly suggests they knew how to position themselves in a marketing perspective in a way that shows all the other more venerable distros out there really dropped the ball.

I don't think so. I think it's more a case of Zorin being the only Linux distro that made an effort to have a look and feel that's as close to Windows as possible so as to make it easy for Windows refugees to make the transition.

Comment Re:We're in the group (Score 5, Informative) 214

There are a couple of things going on there. First of all, schools are really designed to teach kids en masse. If you had to teach ONE kid, you'd never set that kid up as we do, where a kid sits down and a teacher talks to them from the front of a room and, after that, gives the student a few minutes of individual attention. The classroom format is designed to maximize the amount of the teacher's time spent teaching while trying to maximize the aggregate learning of the class. But, that means that, for any particular kid, there's a fair bit of the class time when they're not learning at all or learning slower than they are capable of.

You can offset that, some, with differentiated instruction where you put the "smart" kids together -- there, the teacher can go at a faster pace, can provide more challenging work, and so on. But, it still has the same fundamental flaw -- you're optimizing for use of the teacher's time, not the student's.

The other thing is that schools, especially public schools, are bureaucracies that tend to be driven by centralized policy, not by individual decision making at that staff level. Part of that is necessity, but part of it is because administrators don't trust student-facing staff to make good decisions and are also hyper-concerned with liability when student X gets to do something when student Y doesn't. If X and Y are of different races, then there will be a claim that Y was denied BECAUSE of his/her race, even if the decision ultimately made sense for both X and Y.

Comment Re:It's over. (Score 1) 259

For example, if I asked you, "what is 98 + 87?" you would probably intuitively subtract 2 from 87 to get 85, then add 100 to get 185.

Now that's a weird, counterintuitive, roundabout trick if I ever saw one. When I saw that question, I simply added the two numbers together in my head and see no reason to do things the hard way as you expect.

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