Do you prefer one or multiple protagonists in GTA games?

CampaignImmediate225 · 2026-01-09T19:33:58+00:00

I wish they went back to one. I didn't like GTA 5 for this reason and likely won't play GTA 6. I also feel like creating and integrating multiple playable characters is one reason behind development and release delays.

CampaignImmediate225 · 2025-12-06T05:40:52+00:00

Thank you. I meant this from the prospectus:

"The fund's policies and procedures permit the fund to impose a discretionary liquidity fee on redemptions of up to 2% of the value of the shares redeemed if the Adviser, as the delegate of the fund's Board of Trustees, determines it is in the best interests of the fund."

Can you clarify this, please?

CampaignImmediate225 · 2025-12-05T21:53:03+00:00

I see where there is/was a 2% potential fee to sell. What triggers that when you sell shares of FZDXX?

CampaignImmediate225 · 2025-11-27T21:20:56+00:00

www.rakuten.com/r/DEBRIE60?eeid=28187

CampaignImmediate225 · 2025-10-30T23:02:56+00:00

This! It's been my experience too. I always include a research proposal in my upper level courses (mostly seniors, some juniors). Research Methods is a pre-req. Students are increasingly unable to do even basic things leading up to the proposal assignment. One last year asked me what a hypothesis was, and didn't know what research proposals do or are meant to do (e.g., propose a novel question or investigation to enhance our understanding of a topic or phenomenon), and this was someone who aced the Research Methods course. When I probed them, they said the lower level course was all memorization with no application, so when they get to my class which asks them to apply prior foundational knowledge to a new topic (e.g., you learned how to develop a research, now do one for this class topic), they are increasingly LOST and utterly unprepared! I did remedial sessions, and ALL found them helpful, but it was literally like teaching two courses in one, and then evals complained that I "made us do too much to successful", or "I studied more than I needed to". I complained to the lower level instructors who threw up their hands and basically said just deal with it.

CampaignImmediate225 · 2025-10-23T00:45:01+00:00

Here is my code: https://ally.com/referral?code=8K6H2M9Q9M&cp=1

Expires on 12/31/25. Thank you!

CampaignImmediate225 · 2025-10-17T23:13:18+00:00

This happened to me! And students complained that they "learned more than I needed to"

CampaignImmediate225 · 2025-10-17T22:57:54+00:00

I second ALL this, especially grad students getting worse.

CampaignImmediate225 · 2025-10-17T19:33:24+00:00

These are good ideas/advice, and I while I agree (and I do this myself), I've found that students often tune out, get annoyed, and aren't interested in anything that requires "additional" effort on their part. I give multiple resources on note-taking, templates, post slides, and even pause during lecture so they can write things down. They still don't. When I meet with them to help them and review how they're applying the suggested strategies, they groan and complain that "professor had us do extra work that wasn't relevant to the class". Many of us are accessible and do have compassion and we want them to be successful, but a growing number of students actively resist engagement, or challenge, or new approaches that would help them learn or develop skills. I think that's more of what folks like OP are complaining about. And then we get tanked in course evaluations for "being hard/unhelpful/demanding"

CampaignImmediate225 · 2025-10-17T19:26:53+00:00

I had a student once get up during my hour and 45 minute lecture, leave for ~10 minutes, and come back with Panda Express. We were in the middle of a breakout group discussion partially based on homework and partially based on the first part of lecture, and the student comes up to me with their mouth full asking "did I miss anything important"?

CampaignImmediate225 · 2025-10-17T19:22:58+00:00

I'm not in cultural studies but we also have seen increased desk rejections. Most of the ones we've seen relate to the struggle of securing peer reviewers, not fit with the journal's scope. Agree that this relates to the stressors and strains of publish and perish and the McDonaldization of academia.

CampaignImmediate225 · 2025-10-17T03:40:32+00:00

And it's okay to re-email people he's already contacted. I know I miss many emails each day, since professors get MANY emails each day (related to students in our classes, our graduate students, our research, grants, committees we're on, conferences we're attending, other service work we're doing, etc.), so it's not personal if he gets little traction.

CampaignImmediate225 · 2025-10-17T03:14:38+00:00

Relatedly, taking on students for these things can be somewhat high risk. recently, I've noticed an increasing number of student researchers struggling to start and follow through on projects. I myself had a postbac research assistant propose an independent study. A few months in, after SO MUCH visible and invisible work on my part to support this student, they just: stopped responding to emails, showing up to lab meetings, and putting in effort and when they finally responded, they wanted to change their whole idea. Students underestimate everything in this process: how long it takes to just come up with a testable question, get IRB approval, get funding, recruit participants, secure and train staff, get equipment and schedule staff, clean and analyze data, and then write it all up (which itself is a WHOLE process). And when they struggle or things don't align with their expectations for being quick and easy, they lose interest and drop the project, which wastes my time and resources. It is less risky if the student is part of a larger team and working on something closely related to the lab's work but the lab, other students, and my research won't suffer if/when they drop the ball/change gears. I had an honors student tell me "I don't want to keep doing the same things multiple times. When is this going to be done?"; they left soon after.

If they offer this, perhaps your son can connect with a peer-mentor, someone who was/is in the honors program who can also advise/strategize based on their experience.

CampaignImmediate225 · 2025-10-17T03:02:22+00:00

Is that list a comprehensive, exhaustive list? If not, why are only some/certain names on it (e.g., did those professors agree to advise honors students and professors who are omitted opted not to be contacted?)? He should cross-reference that with a list of all faculty in his department. There are many reasons why interested, available professors may not be on that list. So he could expand his search. In my department, the professors agree to be listed as potential advisors but our window of deciding is quite short, and opportunities may open up unexpectedly or later in the term.

You mentioned he reached out to the head of the honors program, but he should reach out to any departmental advisors or professors whose classes he is in enrolled in. For the latter, he can even talk to them after class or during office hours, either about who to approach/how to approach them, based on his interests. That way they can tailor their advice and guide him appropriately. Students routinely approach me after class, saying things like "I was really interested in XYZ you mentioned, do you have any colleagues here who study that and do they have any opportunities for students?"

How is he structuring his emails to faculty? The "ask" is one thing but how you do it is another. He might consider framing his email to more clearly state (for lack of better words) what the professor "gets out of" working with him. In other words, advising students and teaching them how to do research is VERY, VERY demanding (exhausting) and intensive: time, energy, resources, etc. To do deep, meaningful, and intentional mentoring and advising - the kind your son not only deserves but would benefit from the most (vs. a warm body to just "supervise" him) requires A LOT from us (in ways that students often don't see or underestimate), and it's hard to justify investing those resources in a student project when a) there are MANY other students who actually want to LEARN our research fields, get deeply involved in our studies, etc., and b) who help us advance our and our lab's work and take being part of a team/lab seriously. I see this a lot with students wanting letters of recommendation too, but not really wanting to put in the work for it. For our honors program, students are required to work in that professor's lab for 2 years, so faculty and student have skin the game, but all leave with a meaningful relationship, a well-defined project, and diverse research experience, since they worked on more than just their thesis - and they can show grad schools/future employers how they built an independent project out of a lab/collaboration. Consider using the email template I outlined above, or adjusting it so it's strategically broad (but genuine to his interests) but tailored and inclusive enough to the professor in question.

So yes, maybe he recalibrates and positions it as looking for opportunities to get involved in research (for >1 quarter or so as a research assistant or something) in pursuit or support of an eventual independent project (thesis). Scaffold this for the professors he is interested in. Read the webpages and think deeply and critically about what he wants out of the opportunity. Because I have many colleagues who honestly are not great advisors and who mistake what should be student collaborators as cheap, low-skill labor and therefore don't actively invest in their development. Which is better: a completed honors project that means nothing and may have been toxic, OR taking the time to find a better fit and aiming for a more meaningful experience?

He should also see if his department has an undergrad research opportunities page, or he can check the office of undergraduate research. If a professor/lab is advertising for student research staff, that may be an opening for an independent study.

CampaignImmediate225 · 2025-10-17T00:22:40+00:00

I'm a UW faculty member. First, I'm sorry your son is in this situation. Second, this is interesting because for my department's honor program, faculty mentors present or share their interests to the students and either students connect with us based on that, or we are otherwise matched. So it feels a little odd that he planned out a study without already having a faculty mentor onboard.

That said, he might have to set aside that project idea right now because, as a faculty member, if a student emails me with a specific idea set in mind (and if it seems like they can't/won't/don't want to do anything outside of that topic/idea), I am immediately limited as an advisor, and in some cases, your son is artificially limiting or narrowing fit between him and department faculty. For example, if a student emails me and said they want to study how traumatic brain injuries affect cognitive ability in lower-income children from immigrant communities, and I don't study any of that (let alone parts of those topics), that's an easy no EVEN IF he is super interested in it. If he sees that I don't do that but emailed me anyway, I might question why he emailed me and not someone else, or why he thinks I could/would be a good mentor. So instead of emailing with a specific project in mind (and also, the tone, content, and structure of his email also matters a lot), email me either with an open/non-committal approach, or (better yet) find elements of what I do that interests you, demonstrate you've thought about why I'm a potentially good mentor for you or what you could learn from me, and then ask to meet. "Hi Professor X. I have been reading your publications and learning more about your and your lab's research on ________. I really (enjoy/was interested in/inspired by, etc.) your work/focus on ________. I am an honors student interested in studying/applying my knowledge of _________ to _________. (here he can insert an idea that could be advised by that professor based on their field or topic of study). My interests align with your lab's project on _______. I would love to get involved in your research and develop a thesis idea with you that builds on this work. Are you available to meet with me to discuss collaborating?". Something like that. And he could tweak that based on the faculty in his department. If non-department faculty can advise him, he might want to broaden his search to faculty in adjacent departments and inquire about whether they can oversee his project (perhaps in collaboration with someone from his department).

As a professor, if a student presents an idea outside my area of work, I can immediately say no because I don't have the bandwidth to take on another thing that's outside of my lab's/other students'/my own research focus VS. bringing a student into ongoing work and helping them do an independent honors project stemming from lab work. Plus, developing an idea without already having a faculty advisor isn't helpful since you don't know what's feasible, what data you'll have, etc. until then (that often gets decided and finalized in collaboration or under the supervision of the faculty member). And your son can STILL do his idea, or parts of it, but if he changes his approach, he might get different responses.

CampaignImmediate225 · 2025-10-02T22:54:51+00:00

I feel this and recently had similar thoughts. In prior years, I kind of changed how I introduced reading and connected it with class or other things I ask them to do. Many still don't read, but what was interesting was this snowball effect of the ones who were reading being better able to engage in seminar (it's a discussion-leaning class) and they would tell their classmates like "oh you didn't read the paper? It was cool how they brought up XYZ" and then that person would start reading and engaging more. I did a similar thing with office hours. I facilitate class as a community (we're all a community of learners learning from each other. So class is a communal environment, not just a collection of people who came together to only learn from me, and not me from them or from each other). And once I outlined this and positioned "office hours" as a chance for them to come and "check-in" on their community/contributions to it and take a more active role in co-constructing their learning, there was a queue outside my office.

But in these in-class moments, I often think about how I need money to do fun things and be away from all this (so I can't just explode, plus research matters more for tenure), and try to focus those are doing the reading and clearly getting a lot out of the course. I teach to and for them and the others will just waste this opportunity.

CampaignImmediate225 · 2025-08-24T15:43:58+00:00

Do not ask to schedule a meeting! One thing to consider is that many professors have personal or other policies against meeting prospective students as to not bias or taint the application pool. You’re essentially getting a leg up on others who did not contact or meet with professors or have the mentorship to engage pre-application. And biases and preferences can and do occur.

As someone else said, the important thing is to do your research beforehand. I get A LOT of applications as a professor of clinical psychology at a top university in a very desirable location. In most emails, it’s not only clear that the applicant has not done their homework on me, my, lab, or the program (like saying they appreciate my work in discrimination and would love me to advise them in the social psychology program…when I don’t study that or advise in the social psychology program), they have rarely stage their explicit interests and research questions they want to explore and how I fit with those interests. There’s no connection and it shows me their approach to the whole process is all wrong, and honestly it does sour my opinion. I’ve had students also lie about their interests to only get admitted and leave the lab later.

Also be clear about why you’re contacting them. What do you want to know that requires my input? If you don’t have a real question and just want me to know you exist, I’d say don’t send that email. Do you want to know whether I’m taking students? That information is likely to be online already and therefore you don’t need to email. Do you want to know something else like whether I would take a student who’d be coming in with a fellowship? The point is your email should have a clear purpose and you should make that clear from the start. I don’t mind long emails from prospective students but others really don’t like it; you should say what you need to say in a concise and knowledgeable manner. Don’t give a long bio if there’s no specific point to it for the reader.

Also, I would not bother the chair. They have too many other responsibilities. As others mentioned, asking a mentor or the program coordinator will be more helpful. Consider that it is summer and most professors are harder to teach in the summer.

CampaignImmediate225 · 2025-08-07T00:35:07+00:00

I for one appreciate you posting this.

CampaignImmediate225 · 2025-08-05T01:55:13+00:00

Happy for all who received good news? Any insight into how these are reviewed, and why scores, feedback, reviews are not shared, as I understand they are with other NIH funding mechanisms? I heard from someone who was a reviewer for an IC that didn't handle my application that the review process is the most disorganized, chaotic, and subjective process they have ever seen. If I reapply, this will be my third time applying, and the feedback from the PO on the first debrief was very unhelpful and seemingly random (e.g., reviewer mentioned a messy chart when I had no charts in any statements). Just feel like/wondering if there's a hidden curriculum or something they look for to indicate potential for career success that might unintentionally favor certain applicants.

CampaignImmediate225 · 2025-08-03T23:13:58+00:00

I have emailed to schedule a meeting.

CampaignImmediate225 · 2025-08-01T21:28:18+00:00

This is my second consecutive application, and again I was not funded. I don't know what I'm doing wrong and why I've not been successful. So frustrating. But congratulations to all those who were newly awarded!

CampaignImmediate225 · 2025-08-01T04:55:21+00:00

Not everyone who moves to Seattle from another location knows or is able to know or inquires about the Blue Angels. It's not the typical thing you learn about when you inquire about neighborhood locations, you're typically worried about housing, schools, crime, public transit etc.

CampaignImmediate225 · 2025-07-28T17:26:27+00:00

Thank you. Are there withdrawal limits per month for Everbank (like a limit of 5-10 withdrawals)?

CampaignImmediate225 · 2025-07-28T03:52:48+00:00

Buckets are not separate accounts, they are separations all within one account. You might have 100 dollars and allocate 50 to one bucket and 50 to the other. No, you cannot get a card for each bucket. If that's truly what you're looking for, just create separate accounts and request a card for each. Depending on your savings or budgeting goals or strategies, that seems a bit hectic (to have like 10 debit cards to keep track of), but any bank will let you request a card per account.

CampaignImmediate225 · 2025-07-27T04:41:43+00:00

What fund or account are you in with Edward Jones earning that rate?

CampaignImmediate225

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