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cassandra-goths-wife · 2 years

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Pride Month Writing Challenge, Day 8: Movie Night (Trans YCG (Becca Grunt))

becca grunt lives in my brain rent free

ycg means youngest child grunt, who I like calling becca (inspired by @shiftingparadymes)

“I wanna watch Ariel!” Jill complained.

“Jill, I know you like Ariel, but why don’t we let our guest pick out the movie this time?”

Jill grumbled and crossed her arms. “She likes Ariel, too…”

“Well we have plenty of other good movies, too,” Ms. Jenny took the tape from Jill and put it back on the shelf. “We have Beauty and the Beast, we have Lilo and Stitch, we have more Barbie movies than I can count…”

In truth, Becca didn’t care what movie they watched. She’d never be able to watch any of these movies at home, so it didn’t matter if it was Ariel, Barbie, or anyone else. She just liked spending time with Jill and Ms. Jenny.

While Ms. Jenny continued to list all of the other movies they could watch and Jill continued to pout, Becca noticed an old worn out box on the bottom shelf. She approached it curiously. The side of the box was covered in blue crayon and little golden sparkles. When she turned to the front of the box, she saw a drawing of Cinderella in her beautiful blue ball gown. It looked like a drawing Becca could’ve made.

Becca stood up, box in hand and politely tapped Ms. Jenny’s arm.

“Ms. Jenny, can we watch this one?”

Ms. Jenny smiled. She took the box from Becca and took the tape out of the box. There were more scribbles on the tape itself. “Well I don’t think we should watch this poor old tape, but…!” Ms. Jenny took a DVD from higher up on the shelf. “I think we can watch this one. Are you okay with Cinderella, Jill?”

Becca turned to face Jill, unable to contain her excitement.

Finally, Jill’s pout faded. “Okay… if Becca likes it.”

Becca hugged Jill, cheering in her ear.

“Is Cinderella your favorite princess, Becca?” Ms. Jenny asked.

Becca nodded. “I know a lot of people don’t like her, but… but she’s so nice and patient even though her stepmother and stepsisters are so mean to her! And then she gets to marry the prince and gets the happy ending she deserves!”

Ms. Jenny squatted to her level. “You know, Cinderella was always my favorite, too.” She ruffled Becca’s hair. “In fact, I’m the one who scribbled all over that tape and box.”

Becca looked at the box again. “It’s really pretty! I like it.”

Ms. Jenny laughed. “When I was little, I wanted to be Cinderella every year for Halloween.”

“Yeah me, too… but there’s no way my dad would ever let me do that…” Becca looked at her feet. “He says boys don’t like princesses.”

Ms. Jenny squat down to Becca’s height. “Well even if you were a boy, I’d say you are allowed to like whatever you want.” She took Becca’s hands. “Tell you what. You want to be Cinderella this year? You can be.”

“You won’t tell my dad, will you?”

Jenny kissed Becca’s forehead. “No, of course not.”

#becca grunt #ycg #jill smith #jenny smith #the sims 2 #sims 2 #ts2 #strangetown #strangetown premades #cgw #pride month writing challenge 2022

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okretrozone · 1 year

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I Missed Ninja November...

I can’t believe it wasn’t until January that I realized November happened. It has been wild. Work has been fast and furious...but good. While I’ve been working on the finite state machine and brain of The Skeleton King, I’ve also been just sketching out some level design for the demo that is being built. Which feels good...and necessarily planning but I need to un-train my brain that planning and sketches aren’t a waste but working smarter, not harder.

I don’t necessarily know how to not work?... So even when I’m relaxing I’m still thinking and researching...which has led me to play Cyber Shadow. Which inadvertently has some mechanical similarities with TSK (the skeleton king) I did not realize going in. Which has been nice considering how tight Cyber Shadow feels. But really want I’ve been taken aback by how beautiful the pixel art is. Particularly the transitions and the illusion of depth and detail in the backgrounds. The colors are used soooo dang wisely. Honestly, it is a visual master class on pixel art as far as I’m concerned. The developer Mechanical Head Studio is awesome.

And speaking of Ninja November...no month can contain any ninja. So I’m sure in between game dev streams, we will have more Cyber Shadow and ninjas than we will know what to do with.

#game dev #indiedev #indie game dev #mechanical head studio #cyber shadow #pixel art #pixel graphics #game design #game development #ycg #yacht club #yacht club games #platformer

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neoyi · 4 months

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a story about vanity, stars directing our fate, and praying it's not too late. happy 2024.

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⭐Prince Marine: The Dandy Robot / Art Commission / Ko-Fi / Itch.io / Bluesky⭐

#shovel knight #specter knight #propeller knight #prospecter #neoyi arts #happy new year #propeller of dawn side project stuff #this has nothing to do with new years other than time passage comic so take it anyway #propeller's first mate is based on an old ycg concept called donator knight

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grinfodoro-reblogs-corral · 1 year

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Lamb×Narinder fans be crying today once they open Twitter

#angry birds #cult of the lamb #shovel knight #I am still baffled at this being a thing but it's too funny #AND YCG OUT OF NOWHERE JOINING THE JOKE #It got more cursed than this image but I refuse to knowledge the other edits made after this lmao

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tapewires · 2 years

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scrap knight cannot be the only Hexcavator in pocket dungeon. you cannot separate them from each other. you need to add the others. this is going to severally affect her social abilities.

#yes ik tinker and mole are there #but the other 3. were are they.#this is mainly bc i love the pd artstyle and want to see the others in it #please just add another area on the map that rotates them as bosses #please i can so easily think of abilities for them #spore could throw fungal partials like in her fight that damage multiple random enemies #drill could dig up under enemies and damage them like how prisms teleport ability works #hive could not be damaged by bug enemies #please. ycg. let them in

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phobiium · 2 years

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need a capo so fucking badly or else I'll die

#lost my first one YEARS ago..... when will the misery end #ive never learnt ycg. m a on guitar. dies

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ritterdoodles · 6 months

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Repostober #19, Mina the Harrower

Based on a YCG stream last year when they were playing Bloodborne and based the player character on Mina

Hooded version:

#repostober #ritte draws stuff #mina the hollower #bloodborne #yacht club games

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carpetcat2 · 2 years

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HELLO HIVE KNIGHT FANS. HERE’S SOME FUN TRIVIA. THE LEFT SPRITE IS FROM THE FIRST TIME HIVE KNIGHT EVER MADE A PUBLIC APPEARANCE IN A YCG PRESENTS 2 YEARS AGO (https://youtu.be/4D4HDAYKrTo?t=477) AND THE RIGHT ONE IS THE FINALIZED SPRITE.

#shovel knight #skdig #hive knight

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postsofbabel · 26 days

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#posts of babel #screenreader unfriendly #markdown posts of babel

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jcmarchi · 4 months

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Considering the opportunities, dangers and applications of AI - Technology Org

New Post has been published on https://thedigitalinsider.com/considering-the-opportunities-dangers-and-applications-of-ai-technology-org/

Considering the opportunities, dangers and applications of AI - Technology Org

Reflecting on the swift technological progress that has reshaped the educational landscape in just the past year is astonishing. Incorporating AI into classrooms has become a vital conversation in this age of creativity and innovation. For this interview, we’ve connected with three distinguished authorities in the field of education: Assistant Professor of Education Yasemin Copur-Gencturk, Professor of Clinical Education and Engineering Anthony Maddox, and Professor of Clinical Education Corinne Hyde. They share their thoughts on how AI influences the future of learning, the prospects it offers and the moral dilemmas we must confront.

Illustration by Heather Monahan

Antonio Reyes: What is the role of AI in shaping the classrooms of the future?

YCG: AI will play a key role in aiding teachers and schools to meet the individual needs of students. During instruction, AI can instantly help teachers differentiate instruction based on students’ learning patterns. It can be used to tailor assignments to help students master the concepts with which they need additional help. The learning programs available for children and adults could become more interactive and personalized.

AM: With a shortage of teachers around the world, intelligent machines may be able to offer acceptable assistance. This evolution is ongoing, even as education is increasingly supported by lifelong (i.e., throughout a lifetime), life-wide (i.e., day-by-day) and life-deep (i.e., language, culture, being) learning, with classrooms only referring to physical spaces. After all, much learning takes place outside of classrooms, often prompted by what happens within classrooms.

CH: At a fundamental level, the development of AI requires us to consider the purpose of education. Do we educate so that people can remember facts and implement skills? Do we educate so that people can become productive citizens and because education gives power and freedom to the learner? When so much of what we want humans to know and be able to do can now be accomplished instantly with technology many students have in their pockets, we must critically examine what is the best use of humanity’s time, energy and resources. If used thoughtfully and with a critical eye, AI can take over simple classroom tasks—grading basic assignments, quickly providing custom materials for classroom use and engaging in conversations with students around the content. This could free teachers up for more of the things that humans do best: relationship building, social-emotional learning, innovation, differentiating to meet individual student needs and teaching lessons.

How can we ensure that educators are adequately prepared to use and integrate AI tools in their teaching methods?

YCG: As with any instructional tool we educators plan to use, we first need to investigate its affordances and limitations for helping our students. We then need to engage with the tool as if we were students to further identify the issues students might encounter while using it. This is when we can uncover how equitable the AI tool is in terms of providing learning opportunities for students from different backgrounds. It is possible that the tool might be beneficial for one group but not for another.

AM: There is significant importance of separating the skills and abilities of teachers with the role of AI. Teacher preparation may likely include the various roles that emerge between teachers and machines. It is likely that machines, at least initially, will not “understand” the roles that emotions and socialization play in teaching and learning, or may be quite limited in responding to such needs. Perhaps there is comfort in using the term “tool” to describe AI, noting it is often derogatory to call a person a “tool.” Perhaps, sooner than later, it may not be appropriate to label a machine, at least to some degree, as a tool.

CH: I would question whether anyone can ever be adequately prepared to use a technology that is rapidly advancing. We can make educated guesses, but we just don’t know what AI in education will look like in the next three, five or 10 years. If we want educators to be prepared to handle AI as it is right now, then we need to provide ongoing training on the benefits and the drawbacks, as well as specific pedagogical practices that can be enhanced with AI. Educators should be engaged in communities of practice around AI use in education, and administrators need to ensure that both funding and time for professional development are in place for this to happen.

Could AI potentially replace educators in certain scenarios? If yes, where do you see this being most applicable or beneficial?

YCG: Not in the near future; however, if advances in AI are integrated with research in education, then effective, interactive learning opportunities for any subject and any population can be developed. More effective versions of MOOCs [massive open online courses] will be available for both adults and children because there will be interactive and personalized learning opportunities. AI can be used to create more effective curriculum materials and to aid teachers in differentiating instruction more effectively.

AM: The integration of machines and people has been going on for centuries. More recently, machines have demonstrated a means of reproducing human cognitive ability in a somewhat autonomous manner. My sense is that machines are unlikely to replace educators, and it may take quite a while for the effective demonstration of sharing teaching and learning responsibilities between AI and people.

CH: I don’t think AI will be able to completely replace educators (at least in the near term), because so much of education is centered around humanity—those personal connections and social interactions that support and inspire students. However, we aren’t far from the point where AI will be able to provide accurate and adaptable explanations of content. Once we reach that point, the traditional lecture could be obsolete. Students could engage with the AI outside of class time or independently during class time, and this could free up the human educator to design and facilitate learning experiences for students that involve creativity, innovation and critical thinking.

What is the most significant opportunity that AI brings to education, and why?

YCG: As an educator, the most exciting opportunity AI brings to education is the ability to create effective learning programs when content experts and AI experts can work together. This is a big “if” because I fear that the current attention being given to AI overlooks the importance of targeting specific content and delivering it effectively through AI tools. The content experts are familiar with the knowledge and skills needed to develop proficiency in a particular subject domain that should be utilized during the development of AI tools. Otherwise, AI will only perpetuate the problems already present in education. As an example, ChatGPT mainly focuses on procedural skills in mathematics, neglecting the crucial attention required for conceptual understanding, reasoning and problem-solving skills.

AM: One opportunity is its role as a force multiplier for instructors and learners at all educational levels. Currently, the manner in which people and machines distribute the “teaching and learning load” between them is unclear. Personalized education [via AI] is a brave new world that offers opportunities for everyone regardless of age, language or location; learning across space and time, so to speak.

CH: I see the most significant opportunity that AI brings to education as personalization of learning. Without AI, teachers with 20, 30 or more students simply don’t have the time to personalize learning for each student. AI could provide immediate and personalized explanations, tasks, scaffolding and more for each learner. However, as we consider this, we can’t ignore the reality that inequitably distributed resources could reinforce or even worsen opportunity gaps for students as it relates to AI. Will AI personalized learning be available to all, or only to those who can afford it?

What could be the most severe danger of integrating AI in the education sector?

YCG: Generative AI tools could be used to cheat. More importantly, many generative AI tools are designed to give answers, rather than to develop a robust understanding and other skills. Thus, these tools could hamper efforts to develop robust thinking, reasoning and problem-solving skills. The most severe danger of integrating AI is developing these tools without content experts, because AI experts are generally not experts in education.

AM: There is reason to believe that trust between people and machines is among the list of essential “understandings” needed to advance the idea that true learning is achievable. Along with trust are ideas such as autonomy and agency that will emerge as critical elements of educational interactions between people and machines. We may be wise to admit that machines will likely operate as educators and learners. New meanings will be assigned to the phrase “Trust, but verify” as a mantra for educational interactions between people and machines.

CH: As we begin integrating AI into education, we have to be aware that AI is not perfect and cannot relate to humans like humans can. We should never entrust the education of a human being to AI without human oversight. However, I do think that financial incentives will eventually push us in that direction. It would likely be cheaper to have students taught by AI instead of by human educators. This is a very dangerous path to take. I dread a world where students miss out on the myriad benefits of engaging with human educators and their peer learners.

As AI continues to evolve, what is one trend or development you’re most excited about in the context of education?

YCG: The opportunity to develop more personalized and accessible learning opportunities exists so that barriers around teaching and learning can be lifted. Additionally, using the interaction data to uncover the process of learning is an exciting opportunity to move the field forward.

AM: The possibility for true equity to emerge will be most exciting. Perhaps we will do away with punitive education, where being “wrong” or not following directions is met with reduced scores or embarrassment. However, equity is not one-way. We do not yet understand how well the equity between humans and machines will evolve. We certainly have not operationalized equity between humans, so there is much to be expected for all involved.

CH: I’m hoping that AI will allow us to finally break free from the current age- and grade-level-based progression that we adhere to in the U.S. We know that learners don’t all master knowledge and skills at the same pace, and we know that there can be a great deal of variation in what students know and can do at different ages. However, we still put students into age-based grade levels and then try to make the lessons work for everyone. What if, instead, we could have AI track and manage data about which student is learning which content at which time, make recommendations to educators, and then educators could determine the best learning experiences to provide for students?

How can educators balance the reliance on AI tools with maintaining the human touch in education?

YCG: We can adapt some of the strategies found in other areas where human interaction has become an issue, such as in asynchronous online learning opportunities and in playing computer games. I think that creating online discussion rooms so that educators can work together and share their experiences with AI tools might be an option.

AM: Evolving what may be termed the “machine touch” will be interesting. One perspective is that such a balance may not be under the “control” of humans or machines alone. It is hoped that AI will offer valued perspectives of what the “human touch” really is, and this is will serve as both a window and a mirror for human-machine interaction as it evolves.

CH: AI is a tool, just like a calculator, a computer or a textbook. [ES2] As long as the educator is using their own knowledge and experience to make significant educational decisions, then humanity is still in control of the educational experience. Educators also devote a significant amount of time and effort to getting to know students, building relationships, mentoring students and guiding students in their moral and social development. AI cannot currently provide that kind of support and connection to students, and the human connection is often what educators love the most about teaching. If we lose the human touch in education, it will likely not be at the hands of educators. It would be at the hands of those who want more cost-effective education at the cost of quality.

Are there any practices or strategies related to AI that you’ve adopted in your work that you believe should become a permanent part of education?

YCG: Yes, we have developed a professional development program that uses AI-based technologies to interact with and provide individualized feedback to teachers. I believe these programs could become a permanent part of teacher education, allowing teachers to receive support anytime and anywhere they need it.

AM: I’m truly focused more on the learning experiences of students, and I spend more time developing and operationalizing increased degrees of agency and autonomy in the learning spaces that have been my responsibility. I wonder what it means to exist in a space where trustworthiness is evolving, and I try to determine whether I can recognize it in myself and learners. I have yet to use any of the generative-AI platforms that have emerged, and I am striving to follow the edicts established regarding the use of AI in teaching and learning at USC. I truly believe that lifelong, life-wide and life-deep learning can result in truly personalized education. I am experimenting with decoupling time and space, to the degree that I can, from learning using the Carnegie Unit standardization, and I am developing evidence of viable ways of migrating from standardization to personalization.

CH: I think it’s too early to say if anything related to AI should become a permanent part of education. We still need to see how AI stands the test of time, and how the technology develops. The AI tools that we’re working with right now will likely look and function significantly differently in just a few years. However, I do think that using AI to quickly generate customized scaffolding tools for learners (which I do regularly) is extremely useful and likely to become standard practice in the field of education.

Source: USC

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tihama24 · 6 months

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الأمم المتحدة تدرب خفر السواحل على صيانة المحركات البحرية في المخا

New Post has been published on https://tihama24.com/yemen/news266876

الأمم المتحدة تدرب خفر السواحل على صيانة المحركات البحرية في المخا

تعقد الأمم المتحدة دورة تدريبية لمجموعة من أفراد قوات خفر السواحل اليمنية (YCG) على صيانة المحركات البحرية في قطاع المخا. وقال مكتب الأمم المتحدة المعني بالمخدرات والجريمة (UNODC)، في تغريدة على حسابه في منصة “إكس” اليوم الجمعة، إن برنامج الجريمة البحرية (MCP) التابع له، بدأ أول تدريب لعدد 14 من ضباط خفر السواحل اليمني في …

#اليمن

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pabit-paradoc · 11 months

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Im really really glad ycg is including mona as a playable character more because she is SO fun to play as

#THE REFRACTABLE OR WTVR ABILITY IS SO AWESOMEE #IM JUST THROWING BOMBS BEING A MENACE I LOVE IT

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neoyi · 4 months

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For the ask game: 002 about Mr hat maybe? Is a character that intrigues me a lot alongside phantom striker but I'm brainrotting on the mad hatter

| Give me a character & I will tell you

How I feel about this character: Okay, so I didn't think too much about Mr. Hat for most of Treasure Trove. I figured he was just a rich loon who really, really, reaaaaaaaaaally love hats. And then King of Cards reintroduced him as this absolute menace of maddening audacity that I hesitate to even consider him a mere human (or animal person, or some any kind of mortal, etc etc.) Like you meet him in the mountains where his shop lies. The mountains, which I remind you, is soaked with a sense of mystery and magic the likes that we mere mortals cannot possibly answer. The same mountain range where Plague's minions found... whatever the fuck Oolong is.

Occam's Razor detect the shop is there because he is so completely out of tune to normal human interaction that he has no idea that the average person is not going to climb a damn mountain to get to his haberdashery.

The more out-there theory: Mr. Hat is of fae origins. I can't claim this theory as some SK fans have since taken it upon themselves to use as their personal headcanon prior to me stumbling upon that idea. But I've taken a large shine to it and now consider it an adopted headcanon, too. Like, he's just so inhumanely unnatural.

Mr. Hat is bizarrely obsessive in his quest, has zero boundaries or knowledge of proper societal interaction, and extraordinarily strong that he can literally lug his store like his personal backpack. Of course the easiest explanation is that this is just for the Rule of Funny (and that's likely YCG's canonical reasoning behind the mad hatter), but I love the implication that Mr. Hat is a fairy who is trying to fit in with man, but is shy a crayon or two or three or half the pack, to convincingly pull it off. And now you get stories ruminating in your head, wondering why he thinks these mortals are so fascinating (answer: the fae is too predictable for him, mortals are Shiny and New.)

Along with his highly expensive prices, it's no surprise the kind of people he can attract the most are out-of-touch nobles and rich bastards who have no concept of reality either. I love how Mr. Hat evokes the image of a rich man, but his coat looks drabby and dull-colored, a severe contrast to the colorful palettes of actual noble attires. It's as if he's imitating them, but can't quite pull that off either.

Basically, the more alien and mysterious Mr. Hat is, the better. And I hope the games never, ever, EVER explain what his deal is other than... hats. He simply exists to be questioned and never answered.

All the people I ship romantically with this character: I don't, actually. I don't know, maybe he and Meeber had a thing before even she, a fairy, thought he was too bizarre even coming from a fairy. But I can't picture anything romantic or sexual coming from this guy. I hear he's married his entire hat shop. Yes, his hat shop is his wife. That's my headcanon now.

My non-romantic OTP for this character: I've actually taken a liking to the Wandering Travelers grouping up and protecting the Valley for a while, and the complicated, often funny relationship that forms from it. Not quite a found family, but more like an RPG party that's heroic enough to get the job done, but not without foibles with possible trails of unintended destruction they leave in their wake. Phantom Striker would be the leader, wise and experienced, if not too straitlaced for his own good; Baz is the childish manchild who nonetheless Is Trying To Do His Best; Reize is an up-and-coming hero who looks up to his older friends for training and advice... ...Mr. Hat just barged in and hung around as the wild card. I guess he helped. The group putting up with his antics is partially Reize thinking he should be given a chance (much, much frequently than Striker would have allowed) and partially Mr. Hat pulling unexpected trump cards here and there that effectively saves the day, convincing the group to keep him for another day, even if they have no damn clue what the hell this fucker is going to pull next.

My unpopular opinion about this character: *shrugs* I don't think I have one.

One thing I wish would happen / had happened with this character in canon: See above: Just never, ever explain WHAT he is. Dude might be a regular man with bizarre means. He might be an immortal trickster God. I don't know, I don't care. Never explain who he is: Mr. Hat simply wants hats, that's all we need from him. (I act like YCG would threaten to do otherwise, but he's always just been a funny little NPC and probably will just stay that way, free of any background lore.)

my OTP: See second question.

my cross over ship: N/A

a headcanon fact: I've incorporated Mr. Hat in my Specter Knight of the 10,000 Year Future, being one of the OG characters from Shovel Knight to still exist in the future. I'm not sure if I plan to add anything more to this guy other than he's still around being a fucking jester to everyone, but I like the idea that out of all the characters that have been alive since the events of the canon games, he's the one who has changed the least. He is still Mr. Hat. Only... the population of the world has dwindled severely, so there's not as many hats around and the ones he can find intact are rare. It's gotta be a bit sad for Mr. Hat.

KING SHIT.

⭐(Ask Me for my Hot Takes on fictional characters! https://neoyi.tumblr.com/post/739152893490364416/estelanel-001-send-me-a-ship-and-i-will-tell) ⭐

#shovel knight #mr hat #neoyi talks

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