As far as I can tell it’s a tool for ruining the usefulness of Google Image Search. That’s all I’ve ever seen it used for.

No, she’s a Star Trek character.

I saw the movie in the theater during the original run. I have a copy on VHS, and I have a copy on DVD. The version on the DVD is longer and adds NOTHING, it’s more footage of the same shit happening.

There was actually a “flying car” certified in like the 1950’s, they only ever made like six of them though. It was a car that you could snap wings, a tail and a propeller to and it would fly. There’s one in the EAA museum.

The most practical “flying car” I’ve ever seen was a dune buggy that also functioned as a powered parachute. Designed to be an offroad vehicle that, if the terrain is truly impassible, it can fly over it. in VERY good weather, at about 40 mph. And you need something of a clearing to take off in but not as much as a plane would.

Now people are trying to make hexacopters a thing, without really describing to my satisfaction why they’re better than an actual helicopter. They’re not quieter, they’re no more efficient, they’re certainly not safer.

Very stackable long dog.

We don’t have “flying cars” because “flying cars” is what we call aircraft whose use case isn’t practical or safe.

You can go spend $100 grand on a light sport airplane and get a pilot’s license in a couple months right now. You’ll almost certainly never use it for actual practical travel.

The most crashed make and model of airplane in history is the Cessna 172.

The most popular make and model of airplane in history is the Cessna 172, in production since the 1950’s and some guy in Kansas is slapping one together as I speak.

Meanwhile I have a pair of Kenmore 80 series washer and dryer. They’re more reliable than my own heart and lungs, and I can get parts for them when a knob or a lid switch goes bad once every decade or two.

I LOOKED IN THE TEXTBOOKS FOR YEARS. AS A STUDENT. YOU USELESS TWAT!

Children can be taught to repeat something even if they don’t understand it. So can many species of parrot, they famously mimic sounds they hear including human speech without understanding the meaning behind the sounds. And I seem to remember a model of Barbie doll that had a little sound recorder built in so she can “really talk.” These things can repeat something they’ve "learned’ without any deeper understanding.

No we don’t.

I mean, go ahead and lie about how I spent 6 years of my own life to my face. Memorizing proofs and working endless assignments of just…equations. Here is an equation. Do thing to it. Solve it, simplify it, factor it, graph it. I plugged and chugged so many numbers into the quadratic equation, I don’t think I was ever told what that’s for. Some chapters had token word problems.

A lot of the math I actually know I learned in physics class, where you’d do unit math. That 25 meters traveled in 5 seconds means a velocity of 5 meters/second. Science class math comes with sniff tests that math class math doesn’t.

The way I was introduced to order of operations was, the teacher wrote a long expression on the board, this plus that divided by such minus thus times such plus this times that. Spend a second solving this. Okay, who got 7? Who got -23? If you got -23, you’re right.

That is FUCKGARBAGE teaching. It may be the flight instructor in me, that my classroom is an actual airplane that we fly over actual people and their homes, but few things piss me off as deeply as setting up your students to fail. Because introducing the subject this way separates your class into two groups: Those that already have a functioning understanding of the topic whose time is being wasted, and those who don’t already understand it and need you to teach them this skill, who now feel tricked, confused and frustrated.

This teacher went on to explain Order of Operations as a series of rules you follow because following rules is what you do. “You do parenthesis before exponents before multiplication/division before addition/subtraction.” PEMDAS, Please Excuse My Dear Aunt Sally. This was taught with the same “This is how nature is” attitude as the planets of the solar system or how ionic bonds work, except algebraic notation is artificial. It’s manmade, like the English language. It’s a method of communicating ideas, except it was taught as a series of rules and procedures that you were supposed to memorize how to do without understanding the goal, and fuck your life if you lacked the vocabulary to describe what about it you didn’t understand.

That’s the one.

Students asking “why do we need to learn this” or worse graduates who proudly proclaim “Day 19,337 of never using the quadratic equation” are a symptom of teachers who haven’t read their Thorndike.

Learning is an active process. It takes effort to do. People do not like being made to waste effort. Students will be much more effective learners when they understand the value of the lesson to them in their lives. “You never know when this will come in handy” is not good enough. This is Thorndike’s principle of readiness. And especially high school teachers are bad at satisfying it.

Math teachers get it very often, because for some reason we approach teaching math to a nation full of hormonal teenagers as if they all want to grow up to be mathematicians. Starting in about the 7th grade they stop giving practical examples and teach math as a series of rules to be applied to contextless problems, and to the student it feels like years of pointless busywork.

And while I can’t claim to have ever factored a polynomial in my daily life since leaving school, I did recently come up against the order of operations. I calculated the width of some cabinet doors, and I factored in the gaps between them wrong. 3 doors, 4 gaps between the doors. I did door_width = opening_width / 3 - 4 * gap_width. When I needed to do door_width = (opening_width - 4 * gap_width) / 3. In the first case, you end up subtracting all 4 gap widths from each door. I would be better at math today if you’d explained it to me like that when I was 12.

I’ve seen cats just reach up the chute and work the mechanism manually.

For further context, see the movie Cashback.

Or would you see the photons that are present where your eyes are at the moment, and by moving around you see the photons that already were where you just moved, still approximating normal vision?

I am a flight instructor. I had to study the fundamentals of instruction to earn that title, so I believe I can speak with some authority on this subject.

When discussing facts, figures and such, we consider four levels of learning. The easiest, fastest and most useless is rote memorization. Rote memorization is the ability to simply parrot a learned phrase. This is fast and easy to achieve, and fast and easy to test for, so it’s what schools are highly geared toward doing.

An example from flight school: A small child, a parrot, and some Barbie dolls could be taught that “convective” means thunderstorms. When a meteorologist says the word “convective” it’s basically a euphemism for thunderstorms. You’ve probably already memorized this by rote. You would correctly answer this question on the knowledge test:

Which weather phenomenon is a result of convective activity?

A. Upslope Fog

B. Thunderstorms

C. Stratus Clouds

Okay, what should a pilot do about thunderstorms? Are they bad? What about a thunderstorm is bad? A student who can answer those questions, who can explain that thunderstorms contain strong turbulence and winds that can break the airplane or throw it out of control have reached the Understanding level.

Problem: Sitting in the classroom talking about something is NOT flying a plane. I’ve had students who can explain why thunderstorms are dangerous fly right toward an anvil-shaped cloud without a care in the world, because they didn’t recognize a thunderstorm when they saw one. Living in a forest, people around here don’t get a good look at them from the side; the sky just turns grey and it rains a lot and there’s bright flashes and booming noises. If you can get a good look at one, it’s a tremendously tall cloud that flattens out way up high and tends to have a bit that sticks out like the horn on an anvil. Even in the clear air under that horn you’ll get severe turbulence. A student that can identify a thunderstorm and steers to avoid it can Apply their knowledge, and have thus reached the Application level.

It’s a sign that you’re ready for your checkride if, upon getting a weather briefing that includes convective activity, the student makes wise command decisions to either reschedule the flight for a day of safer weather, or for isolated storms plots a route that steers to the safe side of the weather and plans for contingencies such as turning back or diverting to alternates. A student that alters his navigational choices based on weather forecasts has reached the correlation level.

It’s difficult to go beyond the understanding level in a classroom with textbooks and paper tests, which is too much of what K-12 and college is like.

She also has a lasso, so she’s not the only one in her stories to get tied up.

Or the end boss of Half Life

I might still be young enough to pull that off for a few more years yet.

The way I would implement that is to day one set a date for elections of a congress and my own retirement. I’m imagining a Mars Attacks scenario in which the ak ak ak aliens blow up congress and the government of the United States consists of the President’s teenage daughter and a mariachi band. If through some set of goofy circumstances no meaningful government exists above me and I am in full command, we’re gonna do shit my way for, say, four years, and then we’re calling a congress. At which time I retire to a small estate somewhere in the Carolinas with only ceremonial powers, like I reserve the right to throw out first pitches of baseball games.