On the left, Yuan-ti Malison! These actually come in three flavors: Snake head, Snake arms, or Snake legs! That is having snakes instead of arms, for those curious. Outside that, basically just a person that can plant a suggestion in your head.
On the right, the first thing we ever polled, the birds that DMs fear, Aarakocra! Roughly 5 ft (1.5 m) tall with a 20 ft (6.1 m) wingspan and comes in all sorts of plumage! The males are also known to be notorious flirts!
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SO. TO KICK OFF THE WEEK OF SPECULATION BEFORE THE UPDATE DROPS.
last night i had a bit of a Revelation. literally. i borderline woke up in a cold sweat with this realization. the way i lunged for my laptop to scream at friends... ough. lets get into it
so. i do believe I've made a couple of theory posts about Barnaby not being quite as receptive to his and Wally's "forced" best friendship as Wally - since the show wrote them to be friends instead of it happening naturally. i thought it might be a point of tension for Barn. i thought a lot.
YES SO I'M TOSSING (almost) ALL OF THAT OUT THE WINDOW!
the bios state Barnaby as Wally's best friend multiple times over. it had to be regularly reinforced. their colors were chosen to mark them as friends.
but Barnaby - presumably - can't see the bios, he wouldn't know the scripts. the friendship would be natural from his perspective. how would he know otherwise? even if the relationship started out synthetic, i don't doubt that it became genuine. in the context of their world and perceptions, realistically speaking Barnaby probably wouldn't sense anything wrong.
the reminders to be best friends weren't for Barnaby.
they were for Wally.
i'm starting to suspect that Wally is Barnaby's best friend, but Barnaby isn't Wally's. i think that Wally's "best friend" is Home - or at least Wally has a closer connection to them / Home is more important to Wally than anyone else is.
i remember reading this livestream trivia (from theneighborhoodwatch's doc, if you haven't their resources yet what are you even doing?):
and i assumed it was for Barnaby's side of the relationship. but it's not, is it? it's Wally's? and it makes too much fucking Sense! it fits! i can see it perfectly! i can feel things slotting together in my mind due to this shift in perspective, and i'm scared
Barnaby probably thinks the relationship is natural, just like how he thinks he's a real person in a real world. Wally probably knows that the relationship is a role, just like how he knows he's a puppet in a false reality.
that leaves me wondering how much of it is genuine on Wally's side. i don't doubt that they really are friends, but how deep does that connection go? in the interview, Wally sounded excited/proud about having a best friend, but how much came from a place of feeling, and how much came from a place of Fulfilling The Role? how much of it is performative? how much of it is a mask?
i've been seeing everything differently. Barnaby poses for Wally the most because he has good balance and is good at staying still, not because of favoritism or because he's Wally's best friend. in the 14 (15 including the hidden halloween) audios, Barnaby consistently seeks out Wally and checks in on him. Wally seems more casual about their relationship than Barnaby is.
i'm worried that Wally values Home & You/Us over Barnaby. that Barnaby is second or third place in Wally's heart. that Wally means more to Barnaby than he means to Wally. after all, only one of them needed their relationship to be reinforced on a seemingly regular basis.
i'm confident that Wally cares about / loves Barnaby, but the question is how much? to what extent?
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like sorry but if ur actually seeing an increase in students using chatgpt 2 write essays 4 ur class why is ur first thought "oh they're being lazy" & not "have i structured this class in a way that makes this student feel the need to rely on chatgpt?" especially bc the majority of college students are overwhelmed taking multiple classes working part-time jobs caring for family dealing with health issues etc etc like there are soooo many reasons a student might decide to use chatgpt that are not just "laziness"!! consider:
the student didn't have time to complete the assignment without chatgpt -> have you created an environment where students can ask for extensions without judgment? do you only give out extensions for "emergencies" or "valid reasons" (<- subjective measure)? if so, why? what purpose do these strict deadlines serve? [think about how this overlaps with students who may have "had time" but were overwhelmed for other reasons; what kind of environment have you created for these students, and does it best serve their learning?]
the student didn't feel they had the ability to write an essay of good enough quality to receive a good grade without chatgpt -> how are you grading students' work? what grading scales have you utilized that made this person feel as though they're incapable of succeeding? do those grading scales prevent them from succeeding? if so, why? what educational resources did they or did they not have access to before entering your class? how might that change considerations about how you grade? [think about how this overlaps with students completing coursework that is not in their first language and whether your grading standards are truly equitable for these students]
the student didn't feel that they could understand the material and therefore couldn't complete the assignment -> again, have you created an environment where this student can come to you for help? how are you presenting and explaining material? what opportunities have you provided for students to seek out additional resources and support with understanding? is this assignment and its correlated grading scale designed to accommodate a variety of skill levels, or is it designed with "the best student" in mind?
the student actually just doesn't care about this class and doesn't want to do the work -> why don't they care about this class? what other classes or work are they prioritizing, and why? to what extent are you willing to accommodate students who simply will never view your class as a priority, but need to complete it to earn a degree--and how is that need tied structurally to a university that serves primarily as a class barrier? what role do you play in that university structure, and is it a role you want to play?
at the end of the day if your goal is 2 prioritize student learning that means being flexible & adapting your grading scales, assignment structures, class policies, etc. to accommodate students at their level of learning for their own purposes. like if the choice is between having a student get a zero on an assignment for "cheating" versus working with that student to create an alternative assignment which they can complete & which engages them with the course material on a level they can manage then to me it seems like a pretty clear choice between "no learning" and "some learning."
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the mudwing delegation
from left to right - badger, prince hoatzin, cordgrass, kaolin, princess caiman
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