You know, sometimes people give things ironic nicknames. For instance, if you and all your friends were spending hundreds of dollars on nice gold rings featuring your school's mascot, but felt like this was giving in to the man, you might give it such a nickname. Some people might even think it clever, and it could catch on. You never know.
MIT's Zephyr messaging system already accomplishes this to some extent. You can see who's on using znol, and you know it's only authenticated members of the MIT community. Even before this wireless thing, you could find where people are connected using zlocate (unless they hid their information). It also has a topic-based chat sorta like IRC channels, so, for instance, if you need help with something, you can send a message to class help instance something, and hopefully someone will respond usefully. Unfortunately, Zephyr use has been going down (f*ing millenials...), but it's not dead yet.
Maybe he's the sort of asshole who doesn't think he should be required to attend lectures that aren't useful to him. Active learning is useful, but if you already know the material well or if the lecturer makes no sense to you, buzzing in isn't going to help. Some people have this theory that by the time you reach college, you're mature enough to decide what work you need to do to get where you want. I know far more people who drop active learning classes because they think they suck than complain when they fail a class because they punted too much. By the time you're in college, you should be able to accept the consequences for your actions: if you fail a class because you were playing WoW during lecture, deal with it.
That said, active learning does help a lot of people. I'm a big fan of nongraded instant feedback, whether for problem sets or lecture questions. It allows people to actually think about the problem and experiment without the constant fear of losing points.
Slashdot Mirror
If you RTFA, they were able to play all 5 games. They just weren't able to select and download any games that weren't already installed.
You know, sometimes people give things ironic nicknames. For instance, if you and all your friends were spending hundreds of dollars on nice gold rings featuring your school's mascot, but felt like this was giving in to the man, you might give it such a nickname. Some people might even think it clever, and it could catch on. You never know.
MIT's Zephyr messaging system already accomplishes this to some extent. You can see who's on using znol, and you know it's only authenticated members of the MIT community. Even before this wireless thing, you could find where people are connected using zlocate (unless they hid their information). It also has a topic-based chat sorta like IRC channels, so, for instance, if you need help with something, you can send a message to class help instance something, and hopefully someone will respond usefully. Unfortunately, Zephyr use has been going down (f*ing millenials...), but it's not dead yet.
Should we stop buying self-help books? Oops, they've become a habit, it's too late...
Finding a short domain name is tough, or in the case of four letters, impossible. Not quite, there's still zqxq.com (get it while you still can!)
Maybe he's the sort of asshole who doesn't think he should be required to attend lectures that aren't useful to him. Active learning is useful, but if you already know the material well or if the lecturer makes no sense to you, buzzing in isn't going to help. Some people have this theory that by the time you reach college, you're mature enough to decide what work you need to do to get where you want. I know far more people who drop active learning classes because they think they suck than complain when they fail a class because they punted too much. By the time you're in college, you should be able to accept the consequences for your actions: if you fail a class because you were playing WoW during lecture, deal with it. That said, active learning does help a lot of people. I'm a big fan of nongraded instant feedback, whether for problem sets or lecture questions. It allows people to actually think about the problem and experiment without the constant fear of losing points.