Use something like Alcodroid to estimate your BAC, using your weight, how much you just ate, etc. etc., and you can drink to your creativity level with ease.

I imagine people will be confused next year when I turn 0x2A. Shouldn't be a big deal since that's the Ultimate Age of Life, the Universe and Everything.

That analysis was done here: http://norskmeteornettverk.no/... (it's not in English, but google translate does a decent job). He makes a distance estimate based on speed, which itself is based on the assumption it's a falling rock at terminal velocity. But the distance, speed, and time it takes to cross the FOV are related, and if you make a stab at speed you can get distance and vice versa.

Yes, the apparent speed is the biggest argument against it being something packed in the 'chute, I'd think. If the skydiver were still decelerating hard after the parachute opened, the rock could appear to move rapidly, but even then it appears to come from farther away than the parachute. I'm still looking into this, and will have my own thoughts posted tomorrow on my blog.

Because in a system that allocates GPA fairly (where the average GPA is 2 and the standard deviation is 1) a single grade point in a single class is insignificant, so the difference between an A and a B is 0.02 in you final GPA

That's the problem with people who think that knowing a subject makes it possible to get every answer correct. Some of the best courses I took had questions on exams that were not possible to answer correctly without access to a supercomputer and a few hundred CPU months, where the instructor was looking for depth of knowledge and technique rather than "the right answer". It makes me wonder if those that advocate for absolute grading have ever had to do anything difficult in their lives. Or ever considered that two exams on exactly the same material could have different difficulties.

It's also not true that scores are proportional to knowledge. An obvious example is the multiple choice, multiple answer test where negative scores are quite possible.

Typically I design upper division exams for an average of 50%. I could easily design for 84% "standard," but it would tell me and my students less, because there would be less distinction at the upper end. It would be more difficult for students to know what they do and don't understand well. Yet you would have me punish my students for making the people with As work a little harder and maybe learn a little more.

The problem is that grades are arbitrary. The instructor defines them, and the universities and the students pressure instructors to give higher grades in lower division courses. Instead of arbitrary grades, assign lower division grades by quintile. Top 20% A, Bottom 20% F. It's enough to maintain student competition, gets rid of the "easy graders". For higher division, drop the lowest grades, with F being giving to a small percentage at the option of the instructor. Mid division would be ABCD quartiles. Upper division ABC. Graduate AB.

If it's possible for a student to get a degree by taking only "easy" courses, that's a problem with the design of the major curriculum.