High On Life ((TOP))
One of the two new bounties is the Skrendel Bros, who have enslaved the Moplets again for the G3 and have captured another Gatlian named Creature. They also find a scientific analysis on another Gatlian named Lezduit, whom Kenny seems to personally recognize. Creature, who had been brutally tortured by the G3's numerous experiments, helps the player escape with his ability to asexually reproduce smaller aliens with microscopic lifespans, which they use to sabotage machinery. The player then dispatches the Skrendel Bros, Jonathan, Angela, and Mona, who eventually form a tower of each other they name 'Bro-Tron', but are all killed by the player. After this is done, Garmantuous personally contacts the player, and warns them that he now has 'two very important people' in his custody, which the player and Gatlians all deduce must be the player's parents, and taunts the player with the promise that he is going to kill them after making them suffer. He also reveals that he has set up a new base on earth, which is inaccessible without the right coordinates.
high on life
Kenny explains to the player that Gatlus was once an isolated planet on the far edge of an asteroid belt, completely unknown to the wider galaxy just like earth once was. One day, an alien smuggler named Rel Delmar crash-landed on the planet. Kenny, wanting to leave the planet due to his people constantly calling him a failure, decided to help Rel fix his ship and then go with him, finally getting the chance to achieve his dream of seeing outer space and having great adventures. Unfortunately, Rel being a smuggler caused several run-ins with several shady characters, and eventually met up with the G3 and Garmantuous, who immediately became fascinated with Kenny's abilities of unlimited firepower, and tricked him into revealing the existence of Gatlus. Garmantuous led the G3 in an invasion of the planet, but were pushed back in a rebellion led by Lezduit. Garmantuous attacked again however with a powerful super-virus that zombified most of the Gatlians, and a remorseful Kenny told Lezduit of his involvement in the invasion before seemingly dying, not knowing that Lezduit would survive. Kenny admits he is now scared that he will have to tell the other Gatlians what he did, but just as he finishes his story, they spot Tweeg and Liz outside. Depending on the player's earlier choices, this will either be Lizzie running off with Tweeg to start a new life (in which the G3 will have learned about the bounty hunter through Gene's bounty hunting ads), or Tweeg would be selling out the player to the G3 for money and then kidnapping Lizzie for more money. Either way, they disappear into Tweeg's space rv before the G3 suddenly attack the player, despite being in the neutral Blim City. They flee back to the house and teleport away to specific coordinates under Kenny's instructions. They end up teleporting to Gatlus, now left a toxic wasteland thanks to the G3, and Kenny warns that if they don't stop the G3, earth will end up exactly the same.
When Nintendo released the teaser trailer for Breath of the Wild 2 several years ago, it unleashed a whirlwind of rumors and speculation about a sequel to one of the best Zelda games. Thankfully, Nintendo has given us a few new glimpses into what we now know will be called The Legend of Zelda: Tears of the Kingdom, which is finally nearing its release in 2023. As anticipation reaches a new high, we've dug up all the information there is about our next adventure in Hyrule.
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Players take on the role of a recent high school graduate, tasked by fate and teamed with a sentient "galtien" firearm, who must defend the Earth against a cabal of invading aliens. Led by the evil Garmantuous, these intergalactic bandits are bent on selling off humans as an extraterrestrial narcotic. You'll fight your way across numerous worlds and assemble an armory of jive talkin' hand cannons. Those guns will both blow your head off and talk your ear off with their running commentaries, not unlike Trover from the last game.
Even among the rather bizarre and distinctive guns in "High on Life," Creature stands out as unique. That's because he isn't just one life form, but instead exists with a collection of others on his back. Played by Tim Robinson, Creature can fire out multiple tiny blue monsters with sharp teeth that will start ripping into the flesh of anyone they hit. That makes him the ideal weapon of choice when you face a lot of enemies at once, since these little critters spread out their attacks.
High on Life is the new game from Rick and Morty creator Justin Roiland and his gaming company Squanch Games. The game has you amassing a collection of alien life forms known as Gatliens. The Gatliens are a race of gun-shaped aliens whose home planet has been destroyed by the G3, an evil drug cartel that takes people from different worlds and turns them into drugs.
Kenny is the star of the show in High on Life, and Squanch Games did a great job bringing this character to life. He is one of the weaker guns in the game but one of the strongest personalities. We loved hearing Kenny tell stories of his planet, sarcastically mock the surrounding characters, and even pulling him out for battle when a precise shot is needed. You'll learn to love Kenny the way we did through our time with High on Life.
If this wasn't enough, Lead Designer Erich Meyr told Sky News that AI character voices were also used - despite only one making the final cut. At a time voice actors are in the same boat as artists in trying to find work, many are left asking why real-life humans weren't asked to do these tasks. Oh yeah... money.
We interviewed three school principals, about their experience with students drinking on high school grounds, alcohol policies, school-based initiatives to reduce drinking, and potential barriers for implementing these initiatives. Schools were selected based on their prior engagement and experience with alcohol prevention.
The interviews made us aware that an increasing number of schools are collaborating on mutual alcohol policies to reduce student's drinking. The policies are designed to limit availability of alcohol at the included schools by e.g., prohibiting alcohol with a high alcohol percentage (stronger than 5% pure alcohol) to be sold at regular school parties and denying entrance of drunk students at school parties. The collaboration on mutual alcohol policies was established to prevent distorted competition among schools on attracting future students based on alcohol polices. School principals were afraid that adoption of more restrictive alcohol policies than neighboring schools would reduce the number of future students applying for admission due to students' expectation of boring non-alcoholic parties. This potential barrier was further investigated in step 2.
We conducted five focus group interviews (n = 19, 12 girls and seven boys, six first year-, seven second year- and six third year students) at four high schools about students' experience with alcohol consumption at school and their motives for drinking. Students were selected to represent diversity in perspectives, based on school year, sex, and alcohol consumption (also including non-drinking students). In line with the review of the literature, students reported drinking alcohol to have fun and to socialize with friends and engage in new relations (31). Students were more concerned about short-term consequences of alcohol intake such as passing out or getting sick and thereby missing out on the fun, than potential long-term health effects (31). Drinking to intoxication was generally accepted and friends helped each other if one had had too much alcohol. Students were concerned about social exclusion of non-drinking peers and peer pressure to drink. The students primarily got drunk at pre-parties prior to school events, but also consumed alcohol at the high school at events where alcohol was sold.
Not all steps of IM were followed rigidly. However, we found it very useful as a planning tool in combination with the behavior change wheel and the behavior change techniques, as it provided a systematic approach to the development process and as it forced us to be explicit about our choices throughout the planning process. According to the IM protocol, the most important and modifiable determinants should be chosen for intervention (26). We identified the most important modifiable determinants within the high school environment for intervention including environmental and social factors. However, our design may have some limitations. In the context and capacity assessment schools were selected based on experience with interventions related to alcohol. We only interviewed a small number of school principals and students which may have drawn our attention to specific challenges and barriers in some contexts that may not be generalizable to all Danish high schools. However, in our testing of intervention ideas and components we chose to include high schools from both city and rural areas as well as different regions of the country to capture the heterogeneity of high schools. We interviewed both principals and students at schools that already had been working with alcohol prevention interventions and principals and students at schools that had not, to identify different possible barriers to the intervention and make our results as representative as possible.
The school is only one of the arenas of young people's everyday life - there are many arenas where young people meet and engage in heavy drinking that are not targeted by the intervention which may dilute the potential intervention effects. One specific drinking occasion is pre-partying before high school parties. This is often where the largest number of alcoholic drinks is consumed in connection with high school parties. We were unable to design feasible components targeting pre-parties, as interviews with parents showed that they are seldom present at pre-parties and generally don't feel responsible for pre-parties. Peer groups established in high schools do not cease when the students leave school at the end of the school day, go on weekend outings or holidays but continue outside the school setting. As such, it can be assumed that norms created in the school setting will be transferred to social settings outside the school. 041b061a72