I don't remember there ever being a download link for that example. However, next time I get a chance I'll see if I do have it or something similar for you. Sadly, it's probably made in a really old version of Construct, so it'll need some heavy tweaking to work the same in the latest version.

This is awesome R0j0hound, nice work!

Wow, those graphics are amazing. What do you usually use to make them?

Sure, I don't take Chemistry so I can't describe that, but I take the other two subjects.

In the first year we learn some stuff like this:

-Nuclear particles, waves and wave-particle duality, materials, and moving bodies (momentum, acceleration, etc) for Physics

-Integration, differentiation, binomial expansions, graphs, trignometric functions, line equations, logarithms for Mathematics

-2D vectors, acceleration, friction of slopes, and moments for Mechanics (an optional part of Mathematics, other options that can be taken instead are Statistics and Decision Mathematics, again I don't know anything about them)

In the second year we then learn some more:

-Magnetic and gravitational fields, nuclear reactions, and rotational mechanics (optional, can be replaced with astronomical or medical physics) for Physics

-Further integration and differentiation (eg: of trig. functions), 3D vectors, further binomial expansion (eg: expansions to a negative power), and partial fractions for Mathematics

-Centres of mass for uniform solid or wireframe 2d shapes, and work energy & power for moving bodies in Mechanics

Although we learn similar things in Mechanics and Physics at times, the questions are very different, with Physics aiming towards understanding and using numerical values. Mechanics on the other hand, is focussed on the mathematical modelling and can instead ask questions like "A ball of mass M is projected with velocity U vertically upwards under a downwards gravitational acceleration of G, show that the maximum height reached by the ball (H) is equal to (U^2)/(2G)" or "Explain a method of improving the realism in the mathematical model"

Ah, that's because the global box only really affects the objects at runtime. When you run the game, the objects will appear, but they don't appear in the editor.

As for a workaround, you should be able to just copy the map objects (platforms/floors/walls/player spawn points/enemy spawn points) and then include an event sheet for the engine. They will then behave as normal and you don't need to copy and paste as many objects.

You could find a free 3d model of a planet/globe and rotate it. Construct should be able to work with any .obj or .md2 file. Some other 3d model formats can be found on this site http://assimp.sourceforge.net/main_features_formats.html

I've been meaning to get around to using Python. I hate to take this slightly off-topic, but if you use Python in one of your games, does the user have to have Python installed on his computer in order to play your .exe game?

Nope, you just need to distribute the Python26.dll with your exe. In the export settings you can enable python, then tell it to copy the dll to the export directory. I think you also need to choose any python modules you use in your project.

As Scidave said, but also, laptops ALWAYS break standards with webcams. It literally is the webcam developers fault as any other external webcam will most likely work with Construct. It'd be better if they wrote new drivers than if the webcam object was programmed to work with each individual model/standard of integrated webcams. Then everybody would conform to the agreed standards!

I had a netbook once that my brother spilled some tea on. Then I had to use an fairly old desktop with Windows 98. I actualy managed to make a ''game'' on.

Win98 was a great OS if you had the right version

For that I think you'd want to use the Download and ZIP plugins. As long as the website link is the same, you should be able to download a zip file from your website with the Download plugin and then extract it to your current game folder using the ZIP plugin.

I've not tried this before, but I think I remember somebody using that method in the past.

In England, grade XI (GCSE "year 11") is mandatory, but you finish it at 16 years old and can leave school. Grades XI and below are 1 to 2 years behind North American schools in terms of content, but that is because GCSE's have been decreasing from what they once were (OLevels).

Then you can do what are called "A-Levels" for grades XII and XII. For students who take them, these make up the short-fall in GCSE's if you take STEM subjects (Science, Technology, English, Mathematics). They cover the "missing" 2 years content, and then things that may be taught in the first year of university in North America. I've only looked at Canada, but a B or above in a Physics A-Level is equivalent to 1 university credit in Physics. This is usually the case for each STEM A-Level, but some are worth a lower value of 0.5 credits in their subject.

I haven't been to university yet (still finishing A-Level exams), but I've noticed that it's more the university you go to, rather than the course you take, that affects what you learn. If you go to Oxford, you get one of the best educations in the world. If you go to some other places, you don't.

Most of my teachers often tell me that the education system here is much easier than it used to be, and that what we do at A-Levels used to be done in OLevels (old GCSE), and their A-Levels had the same content taught in universities today. I wouldn't believe it if it wasn't for news showing 8 year olds getting A's in the papers I'm taking this summer

As for the pressure of doing the subjects, I found GCSE's came to me fairly easy and I didn't have to work hard to get good grades, but others do not have the same ease.

A-Levels are varied. Some people do IB's which mean they need to take 6 or so subjects for A-Level, while others only need to do 2 to 4 A-Levels. It also depends on subject, as science (physics, biology, or chemistry) and mathematics are regarded as the most difficult subjects to take. I think that every A-Level student will feel more pressure than when they did GCSE's however.

oooh. Okey so removing/adding family members is dangerous. em i correct?

thats so sad

i wonder when(IF!) itll get fixed. Sounds like a major kick in the balls if you dont backup your caps that offten.

Hell! i am scared that i might one day forget to do backup and ill loss days of hard work

Well, families have been improving with each new release, so it's probably not as bad anymore. But yeah, always stay on the safe side.