You are basing your assumptions on the industrialized world. The number of $$$ spent/student varies a lot depending on where you live, and all colleges around the world do not uphold the same standard. It isn't just for the posh names that people do try to select where to study...

The number of professors will vary. And the knowledge and ability to teach will vary a lot depending on the availablility of good and well-educated teachers. I wasn't joking when I did claim that for some people, help on forums or mailing lists may be required to help with shortcomings in the school.


"Help and forget" - does that sound like good advice? Would that be high up on your selection criteria list if you where to choose what teachers to have?


You and Kai are saying saying that the OP have not received any help. That can be looked at in two ways
1) No help at all.
2) The help receiveed have been no good.

So, I ask you to come forward and tell exactly what was bad or lacking with the received help. But somehow that question seems to be teflon-coated because it is very quickly avoided. I have already proved that there has been a lot of help on a lot of issues.

And another thing: "Is he asking a "Cheque book quote" from a student." With one exception, all times I have used the word "quote" in this thread, it has been in the meaning of a citation. The only time I have written anything about money was the joking "As I see it, you will have to pay for the luxury of not knowing what happens inside your product :)" as trigged by one of your earlier response to me, where you did talk about quotes as in money. My name is not Erik, so if you are arguing with me, you should not do that based on posts by him.


I find it more interesting why you think, that we should all ignore what policys the school has, and give requesters whatever code they need and then forget all about it and move on to the next thread and continue to give the next requester whatever code they asks for.

And you have still not actually presented any form of reasoning what you see wrong with my argument that you can't understand the workings of a final solution if you can't understand the workings of the individual modules. All your arguments indicates that you think the goal with a school is that the examination work is working, and that any knowledge is a secondary effect that isn't specially important.


Good examples of how to side-step an argument.


Yes, I did see the temperament in that post. I also noted that the heat of that argument was directed at Richard.

His temmper had calmed down quite a bit when he summed up his final three bullets.
There are several indications that Erik is correct on his first assessment.
I don't think you should try to argue against his second assessment.
The third one isn't so nicely formulated, but there are quite a number of indications that the OP prefers to wait for larger pre-chewed code blocks instead of looking into received suggestions or responding back with questions if things are unclear.


But still no response from you about lack of help. If you do take a look at my list (which most probably is incomplete since I only added items I remembered had been covered), do you feel that the OP has not received any help? Don't teflon-avoid this question but do spend a bit of time arguing your point. What was wrong with the given help? How could the help have been improved without going directly for turn-key solutions?


Would it be ok if I give a student a radio transceiver to bring to school when doing a written exam? After all, "what ever measures cant be justified wrong". Is there a real difference between school assignments done on your own and turned in within a couple of weeks/months, or written tests taken at the school? Your arguments are basically that anything goes.