I got no sleep last night, so with no comma here it took me longer than necessary to stop wondering where in the article it mentioned stupid guys getting dicked.

No, genius. If you read what I said, the conversation went like this: You: "I don't understand the issue people have with using months for age." Me: "The issue is that when non-parents ask and get months, they don't usually understand." End of discussion. Period. There was no further qualifying argument on which way of saying a child's age is best, because I don't care how old any person's kids are by any unit of measurement.

It's because parents have a basis for what 12, 18, 24, 30, etc. months are because they're used to counting in months. Non-parents who are asking how old your children are aren't asking "at what developmental stage is this little one?" They're pretty much explicitly asking "how many years has this child been out of the womb?" If you tell a non-parent "20 months" they're going to mentally go "okay, so the answer to the question I actually asked you is that the kid is almost two years old."

We do seem to have a risk assessment disorder, as a group.

No, if I wanted to reply to you I'd reply to you. I was replying to the post. Your joke's still retarded, though.

That's linked to the high sodium content that's in the seasoning packets. Throw the packets away, only use the noodles. They're nothing but salt with a bare minimum of flavor stock added anyway.

Common core, which is the standard, is the exact opposite of what you're talking about. That's why students get marked wrong for using old methods but getting the right answer. The current standard is teaching the methodology, and a teacher needs to know that the students know whatever methodology is being taught. And as far as the teachers, they do all know where their students' shortcomings are...that doesn't mean they have time to coddle Susie over there who can't be bothered to prove she's not cheating because she's omg-so-amazing-at-mental-math-like-really while they're dealing with Tom who needs extra help. Then add multiple classes in high school settings, and sometimes multipe subjects depending on the teacher. What it comes down to is, you're not too good to follow instructions when you're in a classroom setting, and if you can't or won't do that then you've earned the low mark.

Of course it's based on conformity. When you teach 30 kids in a class at a time, all learning at different rates and all needing to be taught the curriculum in the space of a year, you need them to learn the same thing and you need to have them show you they learned it. Being special and individual is for when you're in college. If you're not in a private school where you're paying a ton of money for specialized education, you get a specific lesson plan to learn. The teacher doesn't have time or resources to spend letting every student do it their own way and remembering who's doing what, they all need to do it the same way for the sake of efficiency. Once you're in that math or engineering class at university, then you can be special and get creative.

Yes, you should still do it the way they want you to. Their job isn't to teach you that 2+2=4, their job is to make sure you understand the concept of two individual items being added to two other individual items. You can get as many right answers as you want, but if you can't prove you understand the method you're being taught then you haven't learned the material.

Which is why you don't do it at 2 in the morning, you wait until a reasonable time and give that important news in a phone call, like an adult.