Official Match Thread Season 33 Round 12 Las Vegas Bears vs Fighting Furies at The Stadium In The Sky

[Senor M]

 

[Electronic_Renaissance]

View attachment 1379835

Uno!

 

[Senor M]

Uno!

Dos

 

[Pickitt]

Dos

View attachment 1379858

Hey that joke really sucked!

 

[Senor M]

Hey that joke really sucked!

Tres

 

[Electronic_Renaissance]

Dos

View attachment 1379858

 

[Test Tickle]

So where is our match thread anyway guys?

 

[Bastyy]

why is the irrelevant phoenix guy so mad about what TJ did last week

 

[Not TJASTA]

why is the irrelevant phoenix guy so mad about what TJ did last week

BECAUSE HE IS A DUMB MIDDLE AGE MAN WHO CAN'T EVEN GET A SQUEEZE ON BUMBLE OwO

 

[Bastyy]

BECAUSE HE IS A DUMB MIDDLE AGE MAN WHO CAN'T EVEN GET A SQUEEZE ON BUMBLE OwO

I will swipe right on him #demontime

 

[Pickitt]

 

[Bastyy]

 

[Pickitt]

 

[JoshWoodenSpoon]

View attachment 1379899
FIGHTING FURIES OFFICIAL TEAM SHEET
Round 12 vs Who the fu** cares anymore, it's middle season
B: Grockadoc - Bastyy - Stevi_Tigers
HB: James Colorado - Tigerturbulance - Scythe94
C: Dominic03 - crazywildhorse - Rioli8217
HF: Shadow Man - Pickitt - Toump Ass
F: TJASTA - U2tigers - Sab22
FOLL: kdavva - GREENESHOOTS - ImissFrosty
INT: Edmund hunt - rfctigerarmy

CHANGES:
Stevi_Tigers BP > BP
Grockadoc BP > BP
Scythe94 HBF > HBF
James Colorado HBF > HBF
Rioli8217 W > W
Dominic03 W > W
Toump Ass HFF > HFF
Shadow Man HFF > HFF
Sab22 FP > FP
TJASTA FP > FP
NOTE: IF YOU FIND ANY ERRORS ON THIS TEAMSHEET, INFORM THE ADMIN TWO WEEKS LATER SO WE CAN AVOID PUNISHMENT​

House of Mirrors FFC huh? It's a good thing I'm so beautiful.

 

[Matera92]

 

[Party Gull]

Reflecting on Teen-Computer Interaction (Teen-CI)
Teenagers are highly complex and diverse group, which must be considered very carefully in the context of HCI research. Unfortunately many researchers mistakenly believe that they are experts on what it means to be a teenager because they were once teenagers themselves. Instead, this chapter has drawn on contemporary research from the social and behavioural sciences to outline the core developmental processes occurring during adolescence. It has explained the fundamental and universal biological and cognitive processes shaping adolescent development, and how differences in the sociocultural environments of adolescents mould each individual’s unique developmental trajectory. Understanding how (and why) adolescents think and behave differently to both children and adults crucially builds a rationale to support the importance of studying teenagers in their own right. In particular, Teen-CI researchers may wish to consider:

• The cognitive sophistication of teenagers, relative to children, while acknowledging that teenagers’ cognitive capacities are still not as sophisticated as adults.
Teenagers think in more abstract, logical and complex ways than children, and these abilities steadily improve with age. However, in situations where emotional impulses must be regulated (such as when controlling impulses to engage in risky behaviour) or situations that simply involve other people, teenagers do not necessarily think and behave in ways that are consistent with their new found cognitive abilities.

• The heightened sensitivity of teenagers to social information.
Teenagers spend large amounts of time engaging with peers, both offline and online, and are often pre-occupied with thoughts and concerns about peer relationships. They are typically more susceptible to peer influence and more sensitive to peer rejection, than adults, and these differences seem to be reflected in brain function.

• The self-orientated nature of the teenage experience. Understanding the self in relation to others is a common theme overarching all aspects of psychosocial development (i.e. identity, sexuality, intimacy, achievement and autonomy) during adolescence. The teenage years are characterised by self-orientated cognitions, and teenagers may seem self-conscious - or even self-obsessed - as they focus on understanding who they are and how they fit in.

• The differences amongst teenagers are as striking as the similarities between them.
Teenagers are not a homogeneous group. The rich and unique socio-cultural environment, in which adolescent development occurs, fosters the development of unique individuals. The potency and plurality of contextual factors shaping adolescence may explain why participatory research approaches, such as those outlined in the chapters of the present book, are becomingly increasingly used with this age group. Group-based differences (such as age, gender and ethnicity) should also be considered.

• The commonalities between teenagers and other populations.
Teenagers are not wholly distinct to other demographic groups and some insights gleaned from research with teenagers may be transferrable to other populations, and vice versa. For example, basic cognitive skills, such as information processing, seem to plateau during the teenage years, suggesting that there is little differences between adults and teenagers in terms of these basic skills. Similarly, concerns about identity, sexuality, intimacy, autonomy and achievement are commonplace amongst adults also.

 

[Supersuns]

Reflecting on Teen-Computer Interaction (Teen-CI)
Teenagers are highly complex and diverse group, which must be considered very carefully in the context of HCI research. Unfortunately many researchers mistakenly believe that they are experts on what it means to be a teenager because they were once teenagers themselves. Instead, this chapter has drawn on contemporary research from the social and behavioural sciences to outline the core developmental processes occurring during adolescence. It has explained the fundamental and universal biological and cognitive processes shaping adolescent development, and how differences in the sociocultural environments of adolescents mould each individual’s unique developmental trajectory. Understanding how (and why) adolescents think and behave differently to both children and adults crucially builds a rationale to support the importance of studying teenagers in their own right. In particular, Teen-CI researchers may wish to consider:

• The cognitive sophistication of teenagers, relative to children, while acknowledging that teenagers’ cognitive capacities are still not as sophisticated as adults.
Teenagers think in more abstract, logical and complex ways than children, and these abilities steadily improve with age. However, in situations where emotional impulses must be regulated (such as when controlling impulses to engage in risky behaviour) or situations that simply involve other people, teenagers do not necessarily think and behave in ways that are consistent with their new found cognitive abilities.

• The heightened sensitivity of teenagers to social information.
Teenagers spend large amounts of time engaging with peers, both offline and online, and are often pre-occupied with thoughts and concerns about peer relationships. They are typically more susceptible to peer influence and more sensitive to peer rejection, than adults, and these differences seem to be reflected in brain function.

• The self-orientated nature of the teenage experience. Understanding the self in relation to others is a common theme overarching all aspects of psychosocial development (i.e. identity, sexuality, intimacy, achievement and autonomy) during adolescence. The teenage years are characterised by self-orientated cognitions, and teenagers may seem self-conscious - or even self-obsessed - as they focus on understanding who they are and how they fit in.

• The differences amongst teenagers are as striking as the similarities between them.
Teenagers are not a homogeneous group. The rich and unique socio-cultural environment, in which adolescent development occurs, fosters the development of unique individuals. The potency and plurality of contextual factors shaping adolescence may explain why participatory research approaches, such as those outlined in the chapters of the present book, are becomingly increasingly used with this age group. Group-based differences (such as age, gender and ethnicity) should also be considered.

• The commonalities between teenagers and other populations.
Teenagers are not wholly distinct to other demographic groups and some insights gleaned from research with teenagers may be transferrable to other populations, and vice versa. For example, basic cognitive skills, such as information processing, seem to plateau during the teenage years, suggesting that there is little differences between adults and teenagers in terms of these basic skills. Similarly, concerns about identity, sexuality, intimacy, autonomy and achievement are commonplace amongst adults also.

 

[Greenery]

I will swipe right on him #demontime

I bet he has one of those big and scary dogs

 

[Bastyy]

I bet he has one of those big and scary dogs

and maybe a big and scary hog ^-^

 

[Greenery]

and maybe a big and scary hog ^-^

He certainly doesn't mind getting around town, hopefully we get the chance to find out! :3

 

[Not TJASTA]

MY BRO JUST SAID "I CAN'T BELEIVE Grand Uncle Horace WAS RIGHT, SIMPSONS POSTING IS RUINING LEAGUE" OwO

 

[Millky95]

Finally a good meme

 

[Dewyyyyy]

Pathetic 16 page match thread, in the bin.

 

[Senor M]

MY BRO JUST SAID "I CAN'T BELEIVE Grand Uncle Horace WAS RIGHT, SIMPSONS POSTING IS RUINING LEAGUE" OwO

 

[Test Tickle]

Pathetic 16 page match thread, in the bin.