Tinker's Travels

in 1999, an italian named giancarlo pasquini released a europop song under the alias dave rogers called Deja Vu. this song was picked up as the theme song for the above anime. it in turn became a meme, a shorthand for drifting and Cool Moves as a concept.

in 1983, air canada flight 143, a full sized 767, ran out of fuel halfway to edmonton, alberta. this is not something you want to have happen to a huge airplane. the flight chose to try and make an emergency landing at a nearby decomissioned airforce base (as they were falling fast and could not make it to a proper airport), where they ran into a second problem: they were falling out of the sky at 500 feet per mile, but reached gimli (the base in question) while still too high to safely land. normally a plane would just do a big loop-de-loop to lose altitude, but they had maybe three minutes of airtime left before they hit the ground: not enough time to make any kind of circle. the pilot, therefore, decided to execute a side slip to lose speed and altitude. this is Not a move you want to do with a massive 767, because airplanes are not built for that and if you screw it up that plane is hitting the ground at a high speed at a weird angle and breaking into a million pieces. nevertheless, the captain tried it... and succeeded. the plane landed perfectly, and there were no major injuries! (a couple of people did get minor injuries when evacuating the plane after.) he did it so well, in fact, that the plane was refueled, flown out of gimli a couple days later, and continued to fly for another 20 years with the nickname "Gimli Glider."

what is a side-slip, you ask?

it's drifting.

the guy goddamn drifted his 767.

in 2008, the tv show Mayday: Air Disaster featured the gimli glider with full reenactments as an episode on season five of their show.

and so, in conclusion, the thing i have been giggling to myself about all weekend:

so you may be wondering: how the hell does a 737 (capacity of roughly 100-120 people) run out of fuel midair? the METRIC SYSTEM, that's how!

up until the early eighties, airplanes would have three people in the cockpit: the pilot, first officer, and flight engineer. generally speaking, the pilot's job is to fly the airplane; the first officer's job is to provide support, monitor instruments, and assist (the pilot and FO will swap roles periodically), and the flight engineer's job was to watch over all the fuel gauges, electrical systems, hydraulics, etc., to make sure they were all working properly, as well as taking charge of things like "setting engine power."

however, in the early 1980s -- when this story takes place -- the flight engineer role began to be made obsolete as computers and more advanced systems became capable of doing most of that work. the boeing 737 of this story was one such plane: actually, air canada 143 was quite a new airplane at the time of the accident, and had no flight engineer.

also in the early 1980s? canada was making the switch from the imperial system to metric.

neither of these things is bad in and of themselves. but put together? one of the flight engineer's jobs was to monitor fuel; it hadn't yet been made clear whose job it was now. canada, at the time, was doing refuelling in a convoluted "the fuel is weighed in pounds but put into the plane as liters" system that required Math and Conversion.

let's talk about AIRPLANE FUEL. unlike a car, you don't take your airplane to the station and fill 'er up: fuel has weight, and airplanes care a LOT about weight. way more than you'd imagine. it's the pilot's job to therefore calculate a) how much fuel they need to get from A to B b) how much extra/emergency fuel they need for safety and c) if and when they need to refuel and by how much. is there bad weather in the area? where's the nearest backup airport? if i need Ten Fuels to get to alberta and there's storms in alberta, i need another Two Fuels to circle around and kill time before landing safely, plus another Five Fuels to get to calgary in case alberta is impossible. my airplane is fully loaded, which means it's heavier than usual, so needs another One Fuel for takeoff power. so altogether i need Eighteen Fuels. except i'm in canada in the 1980s so now i need to figure out what that is in liters, and this used to be the flight engineer's job, and idk man. maybe it's 5 liters? that sounds right?

...you see the issue. it isn't that anyone was slacking off, but no one was quite sure what the conversion was, and so instead of giving the soon-to-be Gimli Glider 18 Fuels, they took off in that fucker with nowhere near enough fuel. to make things worse, the plane had a broken fuel gauge, which was a whole other thing and series of comical misunderstandings, but basically it meant that not only was there No Fuel, but the fuel gauges looked something like this:

the very-soon-to-be crashed airplane's day started off normally. they did a little hour long flight from one city to another with no issues. because they knew the fuel gauges were being silly, while on the ground they did a "stick test", which i'm imagining involved a tree branch, basically checking that yep, there was fuel in the tanks, we're good! (in actuality, what it was doing was measuring the weight of the fuel. except, again, they had their maths all backwards, so due to this convoluted conversion process they went "our fuel weighs 5 kilograms, which equals 20 pounds, which equals 18 fuels, which equals 900 liters." just. silly math. i don't want to make these guys out to be idiots: they would obviously have never flown the plane if they had realized their mistake. but the other problem was of course that the process was already convoluted and required multiple conversions; imagine how much worse it would be if, like these pilots, it was a new system you weren't used to!)

so they boarded their passengers and set off from montreal with the intention of flying to edmonton. and that's when things all went terribly wrong.

pictured: the intended and my interpretation of the actual flight.

all this set up leads to the actual flight, which is almost boring in summary: while high up in the sky, the plane suddenly ran out of fuel. this is bad. we do not want this to happen. the pilots had no idea what was happening at first, but i mean: it was pretty obvious. there's no fuel. no engines. no power. you're 30,000 feet in the air in a 64 ton machine and gravity is going hey girllll heyyyy.

but the thing is, airplanes are really cool. like, this is what got me so interested in these plane crashes and accidents: airplanes are awesome. because first of all: just because you weigh as much as a building and are thousands and thousands of meters in the air? doesn't mean the airplane just falls. hell no! without power, an airplane will still stay in the air, losing altitude, sure, but gliding fairly safely and manageably. this doesn't mean you're safe, but: when air canada 143 lost all power, it still had time and options. it also had... the RAT.

the Ram Air Turbine, or the RAT, is an amazing fucking guy. if an airplane loses power? a hatch pops open, and a little propeller drops down automatically. he's wind powered, and he will provide just enough backup power to keep the most critical systems online, even without fuel or engines or god. we LOVE the rat. and the rat leapt into action here, providing the pilots with enough basic systems to keep going.

this doesn't mean that air canada is out of the woods. landing without power is not easy! the trick to landing an airplane is doing it at a nice shallow angle and low speed, which involves things like "doing nice steady turns to line up with a runway" (no time, we're falling steadily), "using engines to get our speed right" (what engines), "getting to the correct altitude and speed to touch down gently" (we have NO POWER we can't go "oopsie too low" and pull up and adjust). if a plane loses too much speed, it WILL fall out of the sky (a stall) because the aerodynamics stop working. if it's going too fast, you're not landing, you're diving cockpit first into the ground. without power, you can turn, but turns will reduce speed. you can't level off or go back up. you are Going In A Downward Direction. the trick is figuring out how fast and how far and aiming at a runway.

this is also where ATC comes in! we love air traffic controllers!! air canada called a mayday, and ATC leapt into action. their job becomes to Get Them What They Need. air canada wants to go anywhere in canada? atc will move everyone out of the way and get them any runway in the northern hemisphere. when this happened, air canada 143 was near winnipeg, which was their initial goal: this IS going to be a crash landing, and the nearer they can be to emergency services, the better. however, the first officer was doing Good Math, calculating their rate of decent vs distance flown, and soon realized that even though they could literally see winnipeg from the windows, they just weren't going to make it. they were falling too fast.

enter: GIMLI. the first officer had actually trained there during his air force days; it's a former base with two runways. it wasn't ideal, because ATC had no information on it and it lacked instruments and equipment (normally, for example, airports will have locator beams and so on to help an aircraft lock on to the runway at the Correct Safe Angle), but... better than a field or lake. one of the dangers of this type of no engine landing is actually being non-committal: waiting too long to make a decision, trying to maximize time in the air rather than land. this makes sense! it's probably pretty human instinct! prolong that crash as long as possible! but it's much, much better to simply Commit and Prepare and Go For It. and that's exactly what air canada now did.

they told ATC they're going to gimli and made the turn. the cabin crew was meanwhile preparing the passengers for a crash landing.

the crazy thing about plane crashes is, actually, that they are very survivable. don't get me wrong: they're bad. people die. but the number of worst case scenarios where dozens of people still, somehow, survive? shockingly high. of course, you don't want ANYONE to die. i would be terrified if it was me. but cabin crew had to know it would probably be... well, not okay. but that if they got everyone prepared and braced, people were going to make it out. people were going to survive this. possibly most of them. possibly all of them.

as the plane approached gimli, problem #87 came up: they were still too fucking fast. they're gliding down! they can't stop! normally, a plane would simply slow down with flaps, or maybe do a couple of big circles before reorienting themselves towards the runway to lose some speed and altitude, but they don't have time -- or altitude. and that's where the theme song KICKS IN

here are reasons you DO NOT DRIFT airplanes, by the way. it can fuck up your engines: engines work in part by taking IN air, so flying at a Drifting Angle means that's all wrong. the aerodynamics are wrong. you're losing speed VERY fast. you can get OUT of the drift, but now your engines are fucked. on the other hand, this plane effectively HAS no engines, but... there's a reason people don't drift planes, okay.

another plot twist: gimli air force base was no more. the runways were still there... but it had been turned into a drag strip, ironically enough. and it was family day! picture this. you're a nice canadian racing fan in 1983, at the strip with your family, cooking hotdogs and poutine on a grill. and a fucking 737 APPEARS OUT OF NOWHERE in front of you. because that is exactly what happened. there were KIDS. on BIKES. with a PLANE HEADING RIGHT TOWARDS THEM. in the mayday episode, the kids tried to outrace the plane in a panic: in the pilot's telling, the kids simply froze in fear.

by the time the pilots realized the runway was occupied, it was way too late to turn back. they landed. in a twist of bad luck that turned into good: without power, they had to manually release their landing gear.... and the nose gear didn't lock. this turned out to be a weirdly good thing: without nose gear, the plane's nose hit the runway and acted as one hell of a brake in ITSELF, grinding on the asphalt as the plane barreled down at high speed. the pilot also intentionally steered the plane into the rail in the middle of the runway, trying to slow the plane even more. and... it worked! the plane came to a stop. everyone was fine. even the kids on bikes.

all this friction caused a small fire in the nose, and so the pilots called for an immediate evacuation to be safe. this caused a bit of an issue: because the nose was on the ground, the butt of the plane was higher than usual, and the back slides were basically just vertical drops. a couple people got mildly hurt using them, as you'd expect.

meanwhile, the drag strip folks were rushing over with fire extinguishers and the like, and the small fire was easily contained (note: do not fuck with burning airplanes. this one had no fuel so COULD be contained). by the time ATC got emergency services to gimli, everyone was safe, ankles were being iced, and presumably everyone was eating hot dogs.

the airplane itself had some minor damage (from when the nose acted as a brake), but was largely intact: it was patched up, refuelled, and took off from gimli a while later, where it flew for another 20 years before retiring of old age.

and that is the story of the Gimli Glider: that time a pilot drifted his plane so hard that he saved the lives of everyone on his plane.

all 69 of them 😎

This is "The Most Tumblr Punchline" in action, only I didn't realize there was something to look up.

Now that I do?

When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.

Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.

In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.

The Chronicle of Higher Education’s 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”

Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.

Why is this happening? One reason, of course, is smartphones.

I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japan’s Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.

So when a student tells me they “kept losing track” of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.

Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and “consistently underperformed at neural, linguistic, and behavioral levels.” Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term “cognitive debt” for the lingering deficit.

This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” It deprives them of building the strength to do any substantial cognitive work at all.

There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on “finding the main idea” in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as “severe or very severe.”

In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.

I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a “deep work” lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorrow.

I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” the moment I step back.

But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.

I’m afraid I don’t have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?

Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?

Why are most college classrooms still phone-permissive by default? K–12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?

The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that “students will adapt.” They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish students’ sentences before they’ve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."

— Tyler Jagt, 1 June 2026, "My Students Can’t Read"

Because it has to be. Because your brain is a muscle just like any other part of your body and without training it withers. Because hiring a gym rat wearing inflatable muscles to do your daily work-outs doesn't actually help you score the goal on game day.

My main account got @-ed on this scam (no I won't say which one), and it occurred to me that some of the people here might not realize this is a scam.

Hi-ho, Parasol Lady Ansy (& Sora!) here again 🌧️☀️

With a reminder about heat sickness in light of the extreme heat warnings we’re getting in France & in the US this week or so.

Heat-related deaths in at least France have been rising, so please, please, PLEASE do what you can to stay safe! Have enough cool water on hand (& also eat cooling foods with enough salt to retain said water), wear brighter, lightweight clothes, avoid direct sunlight whenever & however you can (use a dark or dark-underside umbrella like mine), etc.

Heat sickness is not something to take lightly, or just brush off / tough out. If you start to feel lightheaded, weak, very thirsty, nauseous, etc. please take care of yourself. 😢

In the US, we’re forecasted to have record-breaking heat in the east, as well as wildfire conditions in the west. Not good.

If you or someone you know is unhoused (or under-housed, especially when it comes to access to AC or power), we do have emergency cooling centers they can go to. They have a website where you can search where to find one in your state. ❄️

You can also come to the public library - many have water fountains, & most of us have HVAC systems (can’t promise the quality, but it’s better than nothing) as well as free WiFi for you to chill out safely out of the heat. I think some of us may also have some cooling resources as well - better check the library’s website for more details before going. 📖

As for you guys out west, be sure to do what you can do to prevent wildfires. I know nothing about that being on the generally wetter east coast (currently more in drought / flood / storm conditions), so here’s a helpful guide by the NOAA.

-Smokey the Bear's website has a fantastic guide on prepping a campfire. If you want to do a cookout this weekend, read it first!

-If you aren't in the middle of a parking lot, take time to clear dry brush and branches from your party/prep area. Dead plant matter is a wildfire's favorite food. The more bare dirt, the better.

-Read the wind: If it's exceptionally windy, DON'T USE FIRE. Wind will carry the sparks and embers of your fire and dump them in that lovely dead plant matter I mentioned.

-Keep a bucket of water and/or dirt on hand if you insist on having a campfire for your cookout. When you are done, completely douse the fire with water and smother it until the embers are cold. Then stir the fire to get those sneaky hidden embers up to the surface, then drown it again.

-While many forest fires are started by lightning strikes, over 85% of Wildfires are caused by human carelessness. It's true: Only You can prevent forest fires.

-Look up your local news station and forest service outlets; If your area is at risk for wildfires of any sort, they are the boots on the ground.

Cons:

-The Pacing of the gameplay is HORRIBLE. From being dragged from tutorial to tutorial without a chance to breathe for the first few hours, to repeatedly ending up caught between a 'capped' Wild zone and a boss fight that's 5-10 levels above that zone. (I just fought a boss with level 57-58 pokemon. The wild zone pokemon didn't even go up to 50)

-The city is... bland. It's flat and there's nothing in the level design to give each sector of the city its own flair and personality. I've seen one billboard in the entire city and a couple flyers stuck up in a waterway. There are exactly 2 small hills.

-The game can't decide if its story is 'fight through a 26-level tournament to become the ultimate champion' or a 'help corral and subdue wild pokemon that are threatening the city.' or even a 'help the detective solve mysteries'. It bounces between the two (Sometimes three, as a treat) like a metronome, breaking the pace of one story just as it gets into stride. (Also, some of the prelude stories before a promotion match are asinine.)

-No Golett/Golurk in the base game.

Pros:

-Some of the environmental storytelling with the wild zones appearing over time works well, but only if you're really paying attention and don't fast-travel everywhere. If the game had some of the plot beats take place in a future wild zone so you could see the contrast/impact on the city, it would hit better.

-Corbeau. Fanfic is already in the process of being developed.

but lets not forget sergei prokudin-gorskiy, who developed a similar process in 1902, published in 1903 and then toured russia to take hundreds of color photographs:

This is Leo Tolstoy, author of “War and Peace” and “Anna Karenina”.

Alim Khan, Emir of Bukhara…

…and his Minister of the Interior.

A Type B-15 steam locomotive…

Another of those peasant girls with guest-gifts of berries…

The Church of St John the Baptist at Staraya Ladoga…

…and a Sergei Prokudin-Gorskiy self-portrait.

Unlike some current selfies ;-> he’s not dominating the image, so here’s a closer shot.

Nice hat…

The adaptation, believed to have recently evolved from a wood-boring mushroom that fed on utility poles, lets this species enter cables through exposed metal, then grow outwards. This not only damages infrastructure, but often ends in a fire, which it uses to disperse its spores further. If encountering copper rot, it is not advised to touch it, as its white tips can conduct enough energy to cause electrocutions.

Anyway I was bitching about how hard it is to come up with feasible planets in Star Wars because sometimes you need a new planet from scratch and sometimes you need to know more about a planet than the 'has jungles, is probably a moon technically' than Wookieepedia will give you, and they're like 'oh yeah I can do something about that'.

So they've written (in Matlab but they swear it will run as a .exe as well and I may be conscripted to embed it as a web tool at some point) a star system generator.

You input what you know about the planet (ecosystem, population, sun colour, does it have liquid water, does it have a moon or moons, is it a moon or moons, temperature averages, atmosphere, you get me) and it will give you the... everything else about the star system, in obedience to real-universe physics. And if you input nothing you get a randomly generated star system.

And I’m like oh I know people who will be into this with a vengeance, and they're not on Tumblr, so this is me seeing who exactly would be keen on, and I cannot stress this enough, a real-physics comprehensive star system generator.