Economics

Skibidi Ohio Rizzler and The Economics of Brainrot

Victor Tan
 

Let’s be real. If you are here, you are probably here by accident or maybe a friend sent this to you and said IF YOU DON’T SHARE THIS YOU WILL DIE… 

Uh, you’re going to die regardless, but that’s not the point.

What is the point?

The point is… CONGRATULATIONS! You are a rare person!

Now give yourself a round of applause and share it again. 😇

Jokes aside and in complete seriousness…

Statistically speaking, you are not likely to be reading this blog post.

No.

You are infinitely more likely to be watching this instead. 

Yes, that’s right, that’s what I think of you – I think that you would more likely than not just be casually scrolling TikTok, YouTube Shorts, or any dozen Instagram Reels rather than reading what this delulu guy is saying. 

Yet, you are here. You are reading. Congratulations! 

What does this mean? 

This means that however many minutes you spend reading this blog post, you will never get those minutes back. 

Wow, what a shame. These are precious minutes that you could have spent binge-watching Skibidi Toilet 15 more times, before going on TikTok and doom scrolling for another 3 hours. Before realizing that your economics exam is coming up in 2 weeks, repeating the same evening over and over again, and finally there are 10 minutes left and you decide that you must praise Skibidi Toilet Alpha Rizzler for the gyatt and try to sigma your way into success. 

Jokes aside, time is limited. 

Your attention is limited, and since this is an economics blog, you’ll be happy to know that the attention economy is a real thing, and that we could cite as proof for that statement the fact that there is literally a Wikipedia article titled “Attention Economy”. 

We could quote Herbert Simon here and say that a wealth of information creates a poverty of attention or talk about how, when somebody is distracted from a task, it takes an average of 23 minutes to switch back into the flow. 

Uh, we did, but you can understand that much more clearly just through your common sense, and I could clearly and immediately say that it is not your fault, and it is not the fault of other people reading this either. 

After all, any given moment on this internet with its multiple terabytes of data, you have trillions of possible choices for things you could spend your time on – at any given moment, there are hundreds if not thousands of different people competing for your attention, doing so in extremely sophisticated ways, some by playing on your emotions and others by algorithms that decide what you’re going to see without a click, a share, a touch of a button, or an enter of a URL for profit motive. 

In English?

People and platforms make more money when you spend more time watching them and not other people and when you sacrifice your time to watch them, and they will develop their content and use platforms to engage and maximize engagement — the most logical and effective manifestation of which is what we now call brainrot.

Think about it. Short videos + high stimulation = extreme engagement = high shareability = more money for both the creator and the platform (YouTube, Instagram, or whatever poison you prefer).

What does this mean?

This means that by the design of the platforms of the internet, there is an incentive to make more content like this, and there is a profit motive of people to compete for your attention.

Not only that – there is a profit motive for people and the platforms to cultivate it and make it more effective through surveillance capitalism, watching your behaviors and your preferences, repeating this over time to optimize for your attention — not maximize your attention just in the moment, but to optimize for your retention over your entire lifetime with these short and high engagement videos over time?

Is it any wonder that there has been a sharp drop in our statistical average generational attention span (12 seconds in 2000 to 8 seconds in 2013, leading us to now underperform goldfish (9 seconds))…

…And therefore, that it is terribly unlikely that you would end up reading this blog post and reading it until the end?

I’m not immediately blaming you for that, and I’m certainly not about to start yapping, as you say, about things that the younger generation did or did not do, characterize you as strawberries or any number of exciting things that insult you or mock you, but I will say this. 

Every second that we spend on earth is one second that is gone. Whether in sleep, whether in eating, whether in talking to a friend, a family member, or anyone and anything else, The time that you spend on any given piece of content or otherwise is time that will never return to you. 

For people who have worked part-time jobs, I suppose this is intuitive, since you are paid money for every hour that you spend at your job – Which in turn answers the question: 

What is the economic value of your time? 

For some of you it is 10 ringgit per hour, for others $10, for some others $1000, and for a smaller few, tens of thousands. 

But of course, value isn’t just measured in dollars and cents because it can also be less tangible than that. 

You might ask the questions, for example…

Did the 5 minutes that I spent watching these videos help me have a higher chance of getting a specific job? 

Did the time that I spent studying this subject increase my chances of creating a new and exciting work? 

Did the 10 minutes I spent reading this help increase my ability to interact with the world in a slightly better, more efficient, or elegant way? 

Did the 10 seconds it took to share this increase the sigma skibidi ohio gyatt alpha of my rizzler?

We don’t always know the answer to these questions. 

After all, brainrot is pretty interesting, not gonna lie…

But here’s a fact for you. 

Your time is limited, and how you spend it will shape your life, the way you think and the way you internalize the world. 

I’m not saying that reading this piece was the best ever way that you could have spent your time, but if there is a takeaway from this post, then let it be this: 

Your attention is a valuable and finite currency.

What you exchange it for matters, so you might as well let it be for something good. 

Of course, in a default state, I’m sure that you will do well. 

Algorithms are pretty good at deciding what’s interesting for you after all, and they are slated to evolve over time… So will it really be that bad? 

Well, who am I to say? Either way, the fact that you’re here says something, and the fact that you read it till the end, say something else as well. Share this to your most Skibidi Ohio Rizzler friend and slay the delulu as the solulu. 

What do you think about brainrot? Let me know your thoughts down in the comments!

All right, that’s all I’ll say about that and bye!

Yours, 

Sepupu.

What’s the International Baccalaureate Diploma Program (IBDP) and How Is Economics Assessed Within It?

Victor Tan
 

Sepupus, we’ve come to the last part of the focus of this website beyond which an open world lies. Here we are at the program that I did, the International Baccalaureate Diploma Program.

Of all the major pre-university programs, I think that this is probably one of the most misunderstood – But there are a couple of people out there whom you might not expect to have done it, but whose names you will recognize regardless.

Amongst others, you have Khairy Jamaluddin, who did his IB aeons ago (and who did an extended essay on FELDA, interestingly enough), as he discussed with me when we did our interview together last year…

Seen: A couple of (former) IB students just doing their thing. Books: Tun Dr. Mahathir Mohamad’s Malay Dilemma, and Anwar Ibrahim’s The Asian Renaissance.

And also… Kim Jong-un? The current supreme leader of North Korea, otherwise known as the Democratic People’s Republic of Korea, who allegedly did his IB in Switzerland where the thing was actually conceived?

Well, maybe that’s just conventional wisdom or the results of a tabloid rag gone wow. But it would be fascinating to imagine him struggling over a HL math exam 😅

Anyway, IB is a globally recognized two-year educational framework tailored for students aged 16-19, and it is a little different from A levels which tend to go a lot more into depth into individual subjects in that it emphasizes holistic learning, international-mindedness, and developing inquiring people capable of critical thinking and responsible global citizenship – Which pretty much any IB student could easily tell you just means that we are extremely extremely good at BSing, but I’ll leave it to you to discover what’s true and what’s not.

If you’re doing the IB, maybe you can even make it into a TOK question.

You’re welcome.

Anyway…

Educational Philosophy of the IB Diploma Programme

Every educational organization has some sort of underpinning philosophy behind it, and the IB is no different. What it promised seemed a little more appealing to me at the time, though, and this is what it was.

You can also read this document here created by the IB if you are interested.

Didn’t read that? No problem – here are my thoughts and experiences.

I could say any number of woke things about the IB diploma, but I think that that’s a disservice to you, so I will just say my thoughts.

As I understand it, the International Baccalaureate (IB) is designed to be an international qualification. It was designed to be a curriculum that was interoperable, whichever international school you went to throughout the world, and it was designed with that explicit idea of broad focus and worldly scope in mind – To create something for the children of diplomats across the world so that whichever international school they went into, they would be able to just slot themselves in and just function, work, and do well.

To that end, students take six subjects which is meant to offer an education in breadth – three at what we call higher level and three at standard level. A higher level is roughly equivalent to an A level in terms of scope, while SLs are more analogous to AS exams. Also, there are a couple of interesting assessments, namely…

  • Theory of Knowledge (TOK), which explores the nature of knowledge and how we come to know what we know.
  • Extended Essay (EE), which involves an independent research project of 4000 words, fostering depth of inquiry.
  • Creativity, Activity, Service (CAS) encourages students to engage in extracurricular activities to nurture personal growth and community service.

Economics within the IB Diploma Programme

Now, this sets us out to understand economics within the IB Diploma.

Economics within the IB DP focuses not only on economic theories and models but also on their real-world application, ethical implications, and societal impacts, and with an eye towards internationalism.

Curriculum and Content

Economics students at both Higher Level (HL) and Standard Level (SL) study four core units:

  • Introduction to Economics: We study foundational principles and economic thinking, Leading from scarcity into the principles of economics.
  • Microeconomics: We study individual market behaviors, supply-demand analysis, and market failures, amongst other things.
  • Macroeconomics: national economies, policy-making, and economic indicators like GDP, GDP per capita, as well as phenomena that affect the macro economy, i.e., the economies of countries, such as inflation and the interest rate, and how all this affects the aggregate behavior of consumers.
  • The Global Economy: international trade, economic integration, sustainable development, and economic growth.

As with Economics at IGCSE and A level, understanding content knowledge is important, but so is the ability to analyze and to evaluate, although the topics may be slightly different or the emphasis somewhat shifted. We will talk a little bit more about this later on.

The difference between SL and HL in terms of content is that HL goes much more into depth. For example, in HL economics, students go deep into the Theory of the Firm and into cost curves amongst other things, the Marshall-Lerner condition, and a lot more depth in terms of discussions and understanding of economic theory. Also, there is an explicit focus on policy analysis and evaluation which is manifested in paper 3 which is only available for HL students.

📚 IB Economics Assessment Structure: HL vs SL

STANDARD LEVEL (SL)

🔸 Internal Assessment (30%)

  • Content: Three commentaries (800 words each) based on real-world news articles. This will probably be a big source of your suffering throughout the course, and I will talk more about it later on.
  • Coverage: One each for microeconomics, macroeconomics, and global economics.
  • Assessment method: Internally marked, externally moderated. What this means in practice is that all of you will be working with your economics teachers to craft and create your commentaries. In most schools, you will have the chance to have your teacher look over a draft one time so that you can receive comments before having to submit the final.

    What typically happens is that the teacher will assign grades to every single person, and IB won’t be checking every single assignment for marking. Rather, what they do is choose one or two commentaries from the entire cohort, compare what they personally would grade the IAS against the teacher’s grade, and then from there try to understand how the school is doing.

    If the school grades the commentary very leniently and assigns it a perfect score when in reality it should have only deserved a 5, then this raises an alarm bell that tells us that the school is too lenient and therefore all other students should be treated as such.

🔸 External Assessment (70%)

  • Paper 1 (Essay-based) – Extended analytical and evaluative responses, requiring critical thinking and deep synthesis across economic theories. Basically, you need to bring out your analysis and evaluation skills here alongside your understanding of real-world examples. By this point, I hope that you’ve read a lot and have taken the effort to learn about the world around you, countries around you, and economic decisions and how they impact the world around you.
  • Paper 2 (Data-response) – Application and analysis of data sets to examine economic concepts practically.
PaperTypeTimeDescriptionWeight
1Extended Response1 hour 15 minChoose one question from three. Each question has part (a) and part (b).30%
2Data Response1 hour 45 minChoose one question from two. Based on real-world case study extracts.40%

🕒 Total Examination Time: 3 hours
📘 Syllabus Coverage: Core syllabus only (units 1–4)


HIGHER LEVEL (HL)

🔹 Internal Assessment (20%)

  • Content: Same as SL — three 800-word commentaries from different syllabus sections.
  • Assessment method: Internally marked, externally moderated – Same as before.

🔹 External Assessment (80%)

  • Paper 1 and 2 – Same as for SL.
  • Paper 3 (Policy paper) – A specialized assessment exclusively for HL, focusing explicitly on policy evaluation and synthesis.
PaperTypeTimeDescriptionWeight
1Extended Response1 hour 15 minSame structure as SL — one out of three essays (two parts each)20%
2Data Response1 hour 45 minSame as SL — one out of two case-based questions30%
3Policy Analysis1 hour 45 minAnswer two compulsory questions — includes mathematical calculations.30%

🕒 Total Examination Time: 4 hours 45 minutes
📗 Syllabus Coverage: Core + HL extensions (includes more advanced theory and quantitative work)


🎯 Summary: SL vs HL

FeatureSLHL
Papers2 (P1 & P2)3 (P1, P2, P3)
Internal Assessment30%20%
Quantitative Paper✅ (Paper 3)
SyllabusCore topics onlyCore + HL extensions
Total Exam Duration3 hours4 hours 45 minutes
University PreparationModerateStrong (especially for economics/finance)

Philosophy and Practical Differences between HL and SL

HL Economics aims to prepare students rigorously for university-level economics study. It provides deeper theoretical foundations, more extensive analytical challenges, and greater demands for synthesis and evaluation. The additional HL-exclusive policy paper reflects this heightened focus.

SL Economics, while rigorous, is tailored for students seeking a strong but general understanding of economics. It balances foundational theory with practical applications suitable for students whose higher education or career aspirations lie in diverse fields beyond economics itself.

Similarities and the Unique Contribution of the IB

Regardless of whether you are taking SL or HL economics, it’s a good bet that you will be expected to:

  • Read widely
  • Manage your time extremely well because of the multiple other assignments and subjects you are dealing with
  • Be able to comment intelligently and link things together across different areas of the syllabus
  • Make good observations about what’s suitable

One of the reasons why the IB happens to be one of the most expensive pre-university programs that a person can undertake is because of the high labor intensity of this kind of engagement, whereby teachers have to often deal with entire cohorts of students on a personal basis to provide feedback to every single student in the course of their journey, which is not easy by any means and entails a large amount of work.

I consider it a very rewarding programme, but let me go ahead and tell you that it really isn’t for everyone, because it’s not an easy programme and if you don’t choose the right school, you will suffer because of the way the curriculum is structured and because of how much contact time and therefore collaboration you as a student will need to have with your teachers.

I know some of you will read this and you will say that you want a more rigorous education – Well that was exactly what I wanted; let me not overly praise or mock my teachers, but let me just say that it would be fair to say that I went on to hard mood. And up until now I still don’t know whether I can justify it.

To that, I can say the following: Be careful what you wish for because you may actually receive it.

…Then again, you’re here reading Sepupunomics, are you not? Well… Enjoy your masochism then, I guess.😂

Alright, sepupus, that’s enough for today, and I will see you in the next one!