You won’t get them anyway because the acceptable substitutions list is crammed with anything they think they can get away with and the human fulfilling the order doesn’t want to walk to that part of the store. So you might as well just let the agent have a crack at it.
I had a construction worker absolutely screaming at me to go through an intersection and refusing to look where I was pointing, when I was correctly waiting for a pedestrian to cross.
There are (and continue to be) millions of young people who do not yet have firm preferences. For the already faithful, their advertising is mostly about reminding them to consume more.
They didn’t get a pass from me. My MacPro has been running Linux longer than it ran MacOS. Apple stopped supporting it officially at Mojave but I jumped ship earlier when I was forced to do a clean install rather than an upgrade because I had a RAID.
I watched it at school too but just once. We all sat in the gymnasium. We also
had a magician perform, some type of band, and some other activities over the years. Looking back I think there was always some “special” day right around the corner.
Unrelated, in high school we watched History of the World Part I in World History and our teacher had a piece of cardboard that said “censored” or something that he put in front of the screen during various scenes like “Bishop humps Queen” but allowed the audio to play through.
What really drives me nuts about von Däniken (and Tsoukalos, Childress, et al. …) is that he contradicts himself. (Sorry, I don’t care about this stuff enough to have a recent example.) His position isn’t consistent.
Zecharia Sitchin’s arguments are also frequently not good but he at least seemed to be trying to construct a consistent whole whereas these other guys will just say anything.
Sitchin's biggest defence is that very few people can read cuneiform. Even less than hieroglyphics seemingly. Certainly less than Hebrew, Sanskrit or Greek. That means there aren't a lot of people able to dismiss his translations properly.
This also happens with Mayan script.
When the group led by Linda Schele made major leaps in the 70s,
to the point where 90% of the glyphs have now been deciphered,
scholars mostly considered their meaning settled.
That obviously hasn't kept cranks from asserting all kinds of wild ideas,
but there are still scholars who dispute the accuracy and meaning of the interpretations.
Willpower is what you use when you’re allowed choice and know you should make the good choice but actually feel like choosing the bad choice. The trick to good discipline is to never allow it to be a choice. There are no excuses. There is no negotiation. It just is the same way the sun rises or the tax man comes. Good discipline is a skill you develop and it is far easier than trying to live via something as temperamental as willpower.
You say "when you're allowed choice" like there are some times when you aren't allowed choice, and I think this is where you lose me. Everything is a choice. Always. It's not a matter of "allowed/not allowed." It's just a reality of existence for me. I'm not sure if I can explain this, but I can try.
You seem to have a kind of "decision persistence" that I don't have, where having decided it once makes it still true in the actual moment of taking the action. It doesn't matter how many times I choose things in advance, in the hypothetical, for the future--and the future is always in the hypothetical. I still have to choose every moment, day in and day out, what I'm doing. Even now, it's not quite a foregone conclusion that I'm going to finish typing this and click the "reply" button. Probably will, but I won't know that for SURE until I've done it. I might decide it isn't worth it after all.
My brain simply does not consider past decisions binding on present activity. I might still decide to do the same thing I thought I would do at this time when I thought about this earlier, but I have to decide it again, because it hasn't happened yet. Every moment is a "deciding again," which means every moment needs willpower. Putting on one shoe doesn't guarantee the other shoe comes next. After a shit, pulling up my underpants doesn't guarantee the pants come next. Maybe I step out of the pants and am halfway through lunch before I realize I never pulled my pants up after the toilet and have been walking around my house without pants for 45 minutes.
"It just is" is not an experience I have. They're not excuses. The next thing just goes, right out of my head. I don't talk myself out of doing what I previously decided to do next or into something else. But there is no mechanism that makes something happen just because I decided it should earlier.
There always has to be another choice, in each moment, about what to do, and whether to keep doing it. Every one of these choices requires willpower, and there's only so much in the jar. But it's not like the jar fills up once, overnight, and I just draw from the jar until it's empty and then it's gone for the day. The jar arbitrarily loses and gains willpower ad hoc throughout the day. So I can always reach into the jar, and sometimes there's some willpower in there and I can do the thing that Planning Smeej thought would be a good idea yesterday, but sometimes there's not, and nobody knows what's going to happen until maybe there is again later.
I don't know if I've made that make any sense. I just know that you're describing a reality fundamentally different than the one I experience.
This teaches intervals like Duolingo teaches language rules. You sort of pick them up because you need them to figure out the small melody it plays. But you don't get the concept of a 'fourth' or a 'fifth' and there's never a moment where the actual rules are explained.
That said, I think it's very useful for what it is and highlights that whatever your view on AI, there is a niche here that AI can fill that people otherwise would just not build either because they don't think it is interesting, or because no one would pay enough for it.
I addressed that. You should read a book to learn the definition of intervals. But in addition, there's no substitute for ear training. Grinding on interval identification is just as valid as this. Once you get to a level where you can identify intervals on the keyboard, the skills are pretty transferable. But there's just no way to learn what a fifth sounds like by reading a book. You need something like this. There is probably room to add a mode that says "this is a fifth" after you identify a fifth. Or to choose a named interval or chord quality based on hearing it. But I don't think any of that diminishes the utility of what's here.
FWIW I think it's probably more useful to play what you hear than it is to be able to name it. Although they're both good.
Right, and I addressed all that as well. I doubt we are in serious disagreement here and calls for me to “read a book” are frankly rude. I think you need to be more generous in the interpretation of others words because I actually disagree with the original poster for the most part, but you obviously have a different definition of “teach” than he. Flash cards don’t teach. They assist memorization or practice. Memorizing times tables doesn’t teach multiplication except trivially for the numbers you’ve memorized. It does assist in learning multiplication. Likewise this ear training can trivialize learning and identifying intervals later but is not itself “teaching intervals”.
I'm not asking you to read a book. Sorry for being unclear. The reading a book stuff all started from this in my original comment:
> You can read about music theory (and should) but the only way to [...]
My point is just that "you" (an abstract you) can learn music abstractly and in practice. Some things require book reading. Some things require practice and listening. Nothing intended about the cgriswald "you".
I know how to do long-hand multiplication and have memorized the 12x12 multiplication table. I'm not sure which one is more valuable, but I think they complement each other.
I'm not sure if we actually disagree about anything, except maybe the relative value of knowing what an interval sounds like vs what it's called.
Ah, apologies for my misunderstanding. Maybe I should be more generous in interpreting others words. I don’t think we disagree about that either. To me it isn’t about “What it’s called” but about the concept itself. Intervals are “hidden” in this ear training. You get them for free but you don’t necessarily learn that the pattern is there at all. I can agree that the doing ability is more important than the concept but it’s not just about the name. That’s just what we have to use to talk about it.
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