Editing Talk:2283: Exa-Exabyte

Jump to: navigation, search
Ambox notice.png Please sign your posts with ~~~~

Warning: You are not logged in. Your IP address will be publicly visible if you make any edits. If you log in or create an account, your edits will be attributed to your username, along with other benefits.

The edit can be undone. Please check the comparison below to verify that this is what you want to do, and then save the changes below to finish undoing the edit.
Latest revision Your text
Line 23: Line 23:
 
:'''I think this should be noted in the explanation.'''  
 
:'''I think this should be noted in the explanation.'''  
 
:[[User:ProphetZarquon|ProphetZarquon]] ([[User talk:ProphetZarquon|talk]]) 06:18, 21 March 2020 (UTC)
 
:[[User:ProphetZarquon|ProphetZarquon]] ([[User talk:ProphetZarquon|talk]]) 06:18, 21 March 2020 (UTC)
βˆ’
:Good point -- 10000000000000000000000000000000000000 bytes is obviously much more than 200000000000000000000000000000000000 bytes. [[Special:Contributions/162.158.91.101|162.158.91.101]] 11:39, 23 March 2020 (UTC)
 
  
 
It is worth mentioning that Randall is also mocking the education system for its lack of ability of explaining complex stuff to pupils. The teacher here is supposed to be able to provide different analogies from real life so that there is a chance of getting a feeling of the magnitude of the underlying number. Instead, she just repeats the explanation in the same mathematical terms as the original concept. That clearly doesn't help. Even worse, it prompts another student to attempt to explain it in even simpler terms but miss the point completely. The irony here is that incorrect but easy to understand explanation is accepted and not the correct one. Here it's also possible to mention similarities regarding climate change information not getting through to the general public but that would be a stretch. Also, what's the whole point of understanding these numbers if they are just a funny statistical fact? -- [[User:SomethingLike|SomethingLike]] ([[User talk:SomethingLike|talk]]) 06:15, 21 March 2020 (UTC)
 
It is worth mentioning that Randall is also mocking the education system for its lack of ability of explaining complex stuff to pupils. The teacher here is supposed to be able to provide different analogies from real life so that there is a chance of getting a feeling of the magnitude of the underlying number. Instead, she just repeats the explanation in the same mathematical terms as the original concept. That clearly doesn't help. Even worse, it prompts another student to attempt to explain it in even simpler terms but miss the point completely. The irony here is that incorrect but easy to understand explanation is accepted and not the correct one. Here it's also possible to mention similarities regarding climate change information not getting through to the general public but that would be a stretch. Also, what's the whole point of understanding these numbers if they are just a funny statistical fact? -- [[User:SomethingLike|SomethingLike]] ([[User talk:SomethingLike|talk]]) 06:15, 21 March 2020 (UTC)

Please note that all contributions to explain xkcd may be edited, altered, or removed by other contributors. If you do not want your writing to be edited mercilessly, then do not submit it here.
You are also promising us that you wrote this yourself, or copied it from a public domain or similar free resource (see explain xkcd:Copyrights for details). Do not submit copyrighted work without permission!

To protect the wiki against automated edit spam, we kindly ask you to solve the following CAPTCHA:

Cancel | Editing help (opens in new window)

Template used on this page: