[M.A.P.L.E. IX-22] Anti-climax

Sometimes, the end of Finals Week is a climactic experience with the catharsis of finishing the grading of the exams.

However, this year, it doesn’t seem as climactic, but rather merely relieving.

In most of the years I’ve taught, it feels like the end of the semester has been “crawling” across the finish line, rather than powering across it. This was especially true this semester.

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[O.C.T.O.B.E.R. VIII-10] Another sorry excuse

Either I’m grasping the bottom of the barrel for topics, or this month has just gotten away from me when it comes to posting blog posts.

It was a busy day at work with a few office hours visits, grading to do on the statistics, and prep for the following week. It also involved applying for jobs, as because this is my last “guaranteed” year at UW-Eau Claire, I’m hitting the tenure-track market hard this year.

I maybe could have carved out some time during the day to write a fuller blog post, but I figure I’ll make time on the weekend for that. It might have been fuller if I had gotten home earlier, but at Pokemon League, my second round (in UNTIMED games!) was against the Pidgeotto/Oranguru stall deck. He had a hot streak of Crushing Hammers, and because I had no Energy acceleration, it was a slow and painful demise.

I have lost to so many Oranguru-based control decks in the last two years that I will be so glad when that card rotates out. Perhaps it will receive the ban hammer—there are too many cards that abuse it. (Or better yet, since Crushing Hammer was an A-Block card…)

Of course, I know that complaining about it doesn’t do anything—I either accept it as a losing matchup or build in some sort of counter.

But, once I was checkmated, I resignedly scooped but didn’t make a huge scene of it, although I was definitely a little salty. I think I get the saltiest (which is mild by some people’s standards) after losing an annoying type of matchup, which most often seems to be the “Infinite Loop” strategy.


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Levi & Sasha: 30 days

Florida: 81 days

[M.A.P.L.E. VIII-15] Holistic scaffolds

On some math problems, especially in lower-level courses, they are scaffoldable for the students. That is, you can put sequential parts to ensure that the students are on the right track.

The idea of sequential parts (and sequences in general) leads to this blog post, actually: a brief history of grading and me!

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