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Originally Posted by ZOMG_RIGGED!
As long as needed until I understood them.
As a fraction of the total time you spent, what percentage did you save by pointing out the odd/even parity over answering the biggest problem with his analysis?
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If he had said 86 or 88, I wouldn’t have noticed ... I don’t know how they taught you to do your sniffs tests in your fancy college but the first thing I do is make sure the answer is logical, and then I ballpark it.
It's actually a huge failing of fancy colleges that they don't teach people to be practical. It's ironically the exact flaw you're mocking - ivory tower professors so concerned about fancy ways to analyze something that they miss the practical answer.
The practical answer is that there is no functional difference between 84, 86, 87, or 88. The practical answer is that sometimes write QJso when they mean to write QJs.
There are an awful lot of ways for the count to be odd, but not a lot of ways to get a useful answer from a count of 84+/-10, odd or even.
Yes, I know how good you are at poker, and since you're itching to brag about it I'll confess you have infinity times more Bracelets than me. And you know what else I learned from my big fancy college? Some of the best people technically are the worst teachers. It's exactly this sort of antics - "let me spend the next 45 minutes explaining how much smarter I am than you" - that makes people who have already committed their lives thrive, and the exact reason why casual students end up walking away. In a place like MSLHE where people have already shown willingness to commit resources to a lengthy and complex problem, it's fine. In SSLHE where sometimes people just don't know what goes in the numerator and what goes in the denominator, it's weird.
Last edited by callipygian; 01-24-2018 at 11:21 PM.