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Here’s a good video about it:

that’s what Susan is

but no, we have to invent the most uninspired, surface level take on her story possible and peddle that as the big takeaway of a book series that hardly ever gives you such an on-the-nose “moral”

Weiss: *Sighs* what?

Nora: Oh, yeah. And it's a big one. Real scary. But I'm a big girl, and I can take it.

Jaune: NORA! (Runs in, Pants torn and cut) Why was there a Grimm in my pants?!

Nora: Comedy!

Weiss: Oh, that's what you meant...

Jaune: What's so funny about Grimm in my pants?!

Nora: This! (Plucks thread, Pants fall apart)

Weiss: (Blushing, Staring)

Nora: Oh yeah~.

Same energy

One of the big problems of The Mandalorian is them giving him literal unbreakable armor that makes him functionally indestructible. He can't even take battle damage the way that Robocop and Terminator can, which makes it all feel a bit pointless.

Most heroes are on their last legs by the time the climax rolls around, but Mando just looks the same as he always does. Subconsciously, you're going "well, what really happened? He hasn't taken one bit of damage or changed visually at all, so did he really go on any sort of journey?"

Here's James Bond at the end of a Bond movie. Doesn't he look like he's pushed himself to the absolute limit to accomplish his mission?

What an epic adventure Max and Furiosa went on! They barely survived!

The ongoing "Jason Todd is a cop" debate has reminded me of a brilliant brief image essay by Joey deVilla. So here it is, images first and the full essay text below:

There was a time when the world was built upon different assumptions. Not better people. Not smarter people. Just different assumptions.

The assumption was that a broken chair would be repaired. That a worn tool would be sharpened. That a machine would be rebuilt rather than discarded. That a man who did not yet know how to do something could learn.

The assumption was that usefulness was not purchased, but made.

Open an old magazine and you can still see it between the pages. Instructions for building a boat in the backyard. Plans for a radio assembled on the kitchen table. Articles explaining how to pour concrete, wire a workshop, repair an engine, build a cabinet, raise a barn.

No one stopped to explain why an ordinary person was capable of these things. It was simply assumed.

The world expected participation.

Somewhere along the way, the assumptions changed.

Now we are surrounded by things we are not meant to open, repair, modify, or understand. We are told to replace rather than mend, to hire rather than learn, to consume rather than create. And because we hear it often enough, many begin to believe that building is the work of specialists, and repair the work of experts.

Yet the old assumptions still linger in certain places.

They live in machine shops where tools older than their owners still earn their keep. They live in workshops where scraps of steel become brackets, where worn bearings are replaced instead of ignored, where old radios glow to life after decades of silence. They live in garages, barns, basements, and sheds. They live in calloused hands and notebooks filled with measurements.

Most of all, they live in the quiet belief that nearly anything can be understood if one is willing to spend enough time with it.

That is the oldest assumption of all.

A broken machine is not a mystery. It is a lesson waiting to be learned.

A missing part is not the end of a project. It is a problem waiting for a solution.

A thing does not lose its value simply because it requires effort. Perhaps that is why old tools, old buildings, and old machines feel different. They come from a world that expected stewardship. They were built by people who assumed someone would care for them after they were gone.

To hold something once meant more than possession. It meant responsibility. It meant maintenance. It meant repair. It meant preserving what was worth preserving and passing it on with a little more life left in it than when it was received.

Those assumptions have become less common, but they have not disappeared. They survive wherever someone looks at a broken thing and says, "Let's see if I can fix it." They survive wherever someone looks at a problem and says, "I can learn." They survive wherever creation is valued more than convenience.

And in those places, the old world has not vanished completely. It is still there, quietly waiting, built upon old assumptions.

Practice Stewardship!

Teachers beg parents to read to their kids. Parents don't. We try to get kids to work through frustration, but parents have given them screens to microdose them with dopamine all day long, so they're incapable of focusing or sitting with discomfort. We're not allowed to tell kids they're wrong, and not allowed to hold kids back even if there's no way they could succeed in the next grade, since they can't read. When we do get to hold a kid back? Parents can appeal it and the school board will automatically pass the kid to the next grade in most districts.

I just have some problems with it.

Look. I do agree, trying to paint everyone with "teachers couldn't care less" brush is bad but having saw how other teachers acted when my mom WAS teaching, especially in special ed, has left me with the idea that yes, there are teachers that care. There are teachers that try. There are teachers that go outside of their expected duties and means to try and get something going for these kids. My mom was one of these And by the sound of it, Auseful if they teach also is one.

And then you have the teachers that just fucking don't care. At all.

The ones that don't document stuff not because it takes time away from them, but because they just don't like paper work. Or dumping the expected paper work onto someone else. Or, after my mom switched from teacher role to an administration position, walk into the class room, the kids are being kids and not doing work just kinda acting up and the teacher is on fucking instangram. Hell a handful of these would try to get a kid tested not out of the kindness of their hearts to put them into a more suitable teaching environment but because FUCK I don't wanna deal with this brat, get him away from me!

These teachers stay because well there's not enough teachers, they don't rock the boat enough to get canned, and they still do the job which is 'just pass the kid'. And it's not about teaching the kid to think or learn but just how to not annoy the teacher for most the year and how to pass the few tests that actually matter.

Admins aren't much fucking better, as Aseful said, "We want documentation" for like EVERYTHING among other issues(my god the fucking petty arguments my mom overheard, like some of these higher admins were arguing about fucking FIEFDOMS not schools). Oh and that donation you raised for library books? Just gone. Fuck you dunno where it went. Don't look at the new car the Principal bought or the new bus for the football team.

So you have a good storm of number of parents don't care because their child is perfect(of course they are, THEY THEMSELVES are prefect, what do you mean my child is on the spectrum, are you saying I'M RETARDED TOO YOU LITTLE BI-), a number of teachers that don't care(treating the entire thing on the level of fucking DMV operations), and a number of Admin that also do not fucking care(save for not wanting to look bad and keeping the funding coming).

In literally the sense of 'when Phonics became the new standard, people still pushed back to this change and forced us back to Whole Language/Balanced Literacy' and 'No Child Left Behind policies changed how willing teachers were to fail students'.