I wasn’t suggesting this at all. i consider 1⁄4 equivalent to 75% (and dislike to use the / character because it move when I change languages, and this is annoying). i find this claim weird—i use percentage all the time and people generally understand that 75% means quarter.
this is the sort of discussion that we should have! he did provide some evidence, though little. i once had classwork that should done in pair, that i get 90 ad grade and my teammate get 60 (i think? some numerical equivalent of F). and i was reigned with him freeloading, i just dislike all this school teamwork things. but the teacher noticed that i’m the only one who did work. so it’s my experience it’s not hard to notice who do what part of the work.
true, but irrelevant. when someone saying they did all or almost all precision is irrelevant. you don’t get the difference between 90% and 50% by being imprecise.
somewhere in the comments, about how he talked about it with the professor. it’s not STRONG evidence, if you say you are not convinced I will not say it unreasonable. the next step would have been to decide what are the right kind of evidence, and then ask for them.
I wasn’t suggesting this at all. i consider 1⁄4 equivalent to 75% (and dislike to use the / character because it move when I change languages, and this is annoying). i find this claim weird—i use percentage all the time and people generally understand that 75% means quarter.
this is the sort of discussion that we should have! he did provide some evidence, though little.
i once had classwork that should done in pair, that i get 90 ad grade and my teammate get 60 (i think? some numerical equivalent of F). and i was reigned with him freeloading, i just dislike all this school teamwork things. but the teacher noticed that i’m the only one who did work. so it’s my experience it’s not hard to notice who do what part of the work.
true, but irrelevant. when someone saying they did all or almost all precision is irrelevant. you don’t get the difference between 90% and 50% by being imprecise.
Can you please point out the relevant part?
somewhere in the comments, about how he talked about it with the professor. it’s not STRONG evidence, if you say you are not convinced I will not say it unreasonable. the next step would have been to decide what are the right kind of evidence, and then ask for them.
Sorry, I am not going to read through the comments to look for it.
Yeah, legit, i avoided do it second time myself :-)