Editing Isle of Photos/beastman

'''Beastman, Spawn of Typhon '''
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'''(HUMAN FORM)'''<br/> 
CR 2, XP 600<br/>
Human natural beastman fighter 2<br/>
CE Medium humanoid (human, shapechanger)<br/>
Init +5; Senses low-light vision, scent; Perception +4<br/>
'''DEFENSE'''<br/>
*AC 17, touch 11, flat-footed 16 (+6 defence bonus, +1 Dex)<br/>
*hp 19 (2d10+4)<br/>
*Fort +5, Ref +1, Will +2 (+3 vs. fear)<br/>
*Defensive Abilities bravery +1<br/> 
'''OFFENSE'''<br/>
*Speed 30 ft. (20 ft. in armor)<br/>
*Melee short sword +5 (1d6+2/19–20)<br/>
*Ranged sling +3 (1d4)<br/>
'''STATISTICS'''<br/>
*Str 17, Dex 13, Con 14, Int 8, Wis 14, Cha 8<br/>
*Base Atk +2; CMB +5; CMD 16<br/>
*Feats Cleave, Combat Reflexes, Improved Initiative, Power Attack<br/>
*Skills Climb +3, Intimidate +4, Perception +4<br/>
*Languages Koine<br/>
*SQ change shape (human, beastman; polymorph)<br/>
........................................<br/>
'''(BEAST FORM)'''<br/>
Human natural beastman fighter 2<br/>
CE Medium humanoid (human, shapechanger)<br/>
Init +5; Senses low-light vision, scent; Perception +4<br/>
'''DEFENSE'''<br/>
*AC 18, touch 12, flat-footed 20 (+6 defence bonus, +2 Dex, +4 natural) Note: this is too high; reduce from 22 to 18<br/>
*hp 21 (2d10+6)<br/>
*Fort +6, Ref +2, Will +2 (+3 vs. fear)<br/>
*Defensive Abilities bravery +1; DR 10/tin-made bronze<br/>
'''OFFENSE'''<br/>
Speed 30 ft. (20 ft. in armor)<br/>
Melee short sword +6 (1d6+2/19–20), bite +1 ('''1d6+1 plus touched by fear DC13''')<br/>
Ranged sling +4 (1d4)<br/>
'''STATISTICS'''<br/>
*Str 19, Dex 15, Con 17,Int 8, Wis 14, Cha 8<br/>
*Base Atk +2; CMB +6; CMD 18<br/>
*Feats Cleave, Combat Reflexes, Improved Initiative, Power Attack<br/>
*Skills Climb +4, Intimidate +4, Perception +4<br/>
*Languages Common<br/>
*SQ change shape (human, beastman; polymorph)<br/>




[ooc]

 So as stated, [B]the 5 skels are AC16, hps 4. The skeleton champion is AC21 ! Hps 17.[/B] please post your AC and hps, too. 

I'll roll their initiative and attacks now. 

Thye go on [B]21[/B], so probably are fastest. I can retcon later if one of you manages to go earlier.

Two ordinary skels attack the pankratist, two the priest.  One standard skel and the champion are on Tiros. 

All miss except both of Tiros' opponents! Tiros [B]takes 10 damage[/B] and his attack misses.  

[sblock=rolls]
[URX="https://orokos.com/roll/645618"]initiative 1d20+6: 21 [1d20=15]
5 skels#1d20: 5 # 13 [1d20=13] 10 [1d20=10] 5 [1d20=5] 7 [1d20=7] 18 [1d20=18]
damge if hit 1d6+1: 2 [1d6=1]
champion 1d20+7: 21 [1d20=14]
damage if hit 1d6+3: 8 [1d6=5][/URL]

Tiros [B]takes 10 damage[/B]!
[/sblock]
[/ooc]
Merana and Fidi meet their bony attackers well, easily fending their clumsy swipes. But Tiros is struck twice, once glancingly by the ordinary skeleton, but again more tellingly by the helmed champion.

The champion fends Tiros' return blow!

*cyclops, lesser, ogre on island
*independent beastmen hunter, has killed all humans 
*great serpent
*palace with bloody minoatur 
*Temple of Asclepius to be rescued from 
*beastman temple
*Blue grotto can swim down 
*dragon turtle
*harpy tree
*strange island-far out, full of demons n such 
*satyr farmer , good bloke
*oracle, but wants harpy dead


*outcome for use item. 3 use magic item rolls. <40 barely mobile 40-49: stiff, slow movement; 50-59 slow but fluid movement 60-69 fluid, nimble 70-79 dancer-like agility 80+ mercurian liquid agility
* 3 combat rolls (BAB +DEX only) 
*outcome total: <50 the colossus barely animates, or does so briefly and topples
*50-59  wanders stiffly and aimlessly, makes no contact
*60-69 manages no blows, diverts  the KIng briefly before defeat 
*70-79 manages a single blow, likely with no effect, is quickly defeated
*80--89 easily defeated but manages clumsy blows that harm, possibly later slow the King
*90-99 defeated after longer combat, King noticeably wounded and slowed  
*100-109 even combat but King eventually wins, retreats wounded back into east
*110-119 even combat but colossus eventually wins , wrestles King to death
* 120-129 colossus has upper hand throughout, King finally crushed    
*130+ King humbled after murderous drubbing


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Much of the written response was directed at justifying the actions TfL’s had performed in classes. The x,y,y move was frequent in accounts. But a coding of elements according to reflection type had revealed that TfL’s were able to generate reflective writing that had elements beyond desctription or justification. Practices varied widely between individuals, but it was clear some TfL’s were attempting to furnish accounts according to their own emerging sense of what such an account should contain. Hence evidence, theory, even occasionally deeper reflection was I found in accounts.
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Given these findings, it was necessary to formulate a solution to our stated aims, I.e. developing better practices and instruments, that addressed the issues raised. Coding of samples from the reflections indicated that learners are capable of generating a variety of reflection types, as well as willing to attempt accounts that contain elements of writing that provide more than description. 
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One obvious response was to respond to the most powerful signal sent by TLs during the investigative stage of research. This was the signal that , even whete TLs appreciated and believed that reflection was valuable for its own sake, they nevertheless indicted that their writing practices were shaped by concern for their work’s assessment. Strategies such as introducing additional detail,responding multiply whete they felt an overlap existed and regarding work positively were the most common of these. 
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Applying a typical AR model ( use model with lit review as stage) , we looked at literature that dealt with assessment and ... studies had been carried out. The concept in literature that addressed this most close,y was that of washback, in particular the notion that washback can be either positive or negative. What we had identified was broadly speaking, potentially more negative washback.??? Maybe better- Given the power of tLs’ Concerns to shape their accounts, could this be used judo style, harnessed, to generate writing that fulfilled our expectations while satisfying the true reflection tive, transformative and personal purpose of reflection.

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@@ Line 109: / Line 109: @@
 One obvious response was to respond to the most powerful signal sent by TLs during the investigative stage of research. This was the signal that , even whete TLs appreciated and believed that reflection was valuable for its own sake, they nevertheless indicted that their writing practices were shaped by concern for their work’s assessment. Strategies such as introducing additional detail,responding multiply whete they felt an overlap existed and regarding work positively were the most common of these.
 <br/>
-Applying a typical AR model ( use model with lit review as stage) , we looked at literature that dealt with assessment and ... studies had been carried out. The concept in literature that addressed this most close,y was that of washback, in particular the notion that washback can be either positive or negative. What we had identified was broadly speaking, potentially more negative washback.??? Maybe better- Given the power of tLs’ Concerns to shape their accounts, could this be used judo style, harnessed, to generate writing that fulfilled our expectations while satisfying the true reflection tive, transformative and personal purpose of reflection...do lit review
+Applying a typical AR model ( use model with lit review as stage) , we looked at literature that dealt with assessment and ... studies had been carried out. The concept in literature that addressed this most close,y was that of washback, in particular the notion that washback can be either positive or negative. What we had identified was broadly speaking, potentially more negative washback.??? Maybe better- Given the power of tLs’ Concerns to shape their accounts, could this be used judo style, harnessed, to generate writing that fulfilled our expectations while satisfying the true reflection tive, transformative and personal purpose of reflection.
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-There seemed to be two requirements to make positive washback a possibility. First, instruments would be redesigned, and instructions modified, to better scaffold tls’ Experience of preparing the accounts. The sa instrument would not be scrapped, (partly to maintain consistency with previous years’ data) but instead repurposed so that TLs would engage more minimally, less exhaustively. The purpose of the sa instrument as an instrument for a first stage of description, from which a more reflective account might be drawn was consistent both the conceptual staging(description, analysis, ) proposed by models such as x, as week. As the steves’ idea that successful reflection would require data as a starting point.
-*A second instrument would then be used to support scaffolding, staging; learners would not be expected to do cycle in one, a one-off instancing of whole cycles of reflection in a single draft ...
-*These purposes would be shared, made transparent to learners..
-*Even more importantly the crisis used to
-*Secondly, perhaps. Ore importantly a set of criteria covering both instruments would be shared with leRners, justified and explained so as to elicit an authentic personal response, while also challenging
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