Huge Waste Of Time @emiratexaaron - Tumblr Blog

Instead of the new dogshit Odyssey film you should watch Iphigenia (1977). It’s made by actual Greek people and focuses on a mother-daughter relationship to explore how women are sacrificed by powerful men in times of war. Also the main actress has the face of an angel 🙏 the whole movie is available on YT with English subtitles.

celestial-fang

Plugging this once again to remind you that my queen Irene Papas is also in it!! It’s unfair just how gorgeous and ethereal everyone looks

brothermouse-skeleton

The thing you need to know about Johnathan Harker is that the nuns who found him on the side of the road crazed, half starved, and ranting about bloodsucking monsters wrote on his report card that "Johnathan is a delight to have in class"

The man is telling anyone who will listen about how the devil walks the earth like a man and climbs the walls like a lizard and still never forgets to say please and thank you. Mina was absolutely right to wife him.

stovetop00-deactivated20230907

We’re winning.

lilnasxvevo

I found his bio on societyofpresidentialdescendants.org and it was so delightful I had to copy paste the whole thing:

“Ulysses Grant Dietz grew up in Syracuse, New York, where his Leave it to Beaver life was enlivened by his fascination with vampires, from Bela Lugosi to Barnabas Collins. He studied French at Yale (BA, 1977), and was trained to be a museum curator in the University of Delaware’s Winterthur Program in American Material Culture (MA, 1980). A decorative arts curator at the Newark Museum for thirty-seven years before he retired, Ulysses has never stopped writing for the sheer pleasure of it. Aside from books on Victorian furniture, art pottery, studio ceramics, jewelry, and the White House, Ulysses created the character of Desmond Beckwith in 1988 as his personal response to Anne Rice’s landmark novels. Alyson Books released his first novel, Desmond, in 1998. Vampire in Suburbia, the sequel, appeared in 2012. His most recent novel, Cliffhanger, was released by JMS Books in December 2020.

“Ulysses lives in suburban New Jersey with his husband of 45 years. They have two grown children, adopted in 1996.

“Ulysses is a great-great grandson of Ulysses S. Grant. His late mother, Julia, was the President’s last living great-grandchild; youngest daughter of Ulysses S. Grant III, and granddaughter of the president’s eldest son, Frederick. Every year on April 27 he gives a speech at Grant’s Tomb in New York City. He is also on the board of the U.S. Grant Presidential Library and Museum at Mississippi State University.”

wakingfromthewater

And frankly, the novels sound like they slap:

Desmond was nominated for a Lambda Award.

doctorscienceknowsfandom

“With his husband of 45 years.” You kids don’t know ... they got together before AIDS, at the peak of the Gay Glam Life. They stayed together as their generation died around them, and made through it to the point where they could marry and have a legal family. He looks like a chipper preppie who never had a serious thought or care in the world, but it took *incredible* determination, commitment, and also luck to get here.

oidheadh-con-culainn

having now read the first of this man's vampire books, you can absolutely tell that he cares a lot about historical furniture because oh my god he really wanted to tell us about all the historical furniture in this vampire's house. material culture as foreplay. seduction via theses about chairs

queerliblib

we’ve got his biography in QLL!!

(& Cliffhanger in our wishlist, hoping to add it to the collection soooon, alas the other Desmond books are not available for us to purchase)

the-mercurial-star-o-vesper

One thing I notice about Discworld's Nightwatch, when Vimes gets furious about the Glorious(ly failed) Revolution getting Statues...

Like, yeah, its pretty obvious he's angry for the Watchmen.

But when you go through the Nightwatch, 25th of May didn't just include Watchmen and what people could make it behind the barricades. It also included the soldiers. Soldiers that likely made it behind the barricade and fought with the watchmen (A thought that Vimes did bring up at least a couple times), not against them, soldiers that got humiliated by their grannies and were likely marched by ear to the otherside of it, veterans who took their swords home after they left the army... (Hell, one vet taught them the "How do they Rise" as a cadence).

Soldiers who, in the end of it, also wore the Lilac, because they got caught up in the crossfire of arrows alongside the surviving Watchmen.

It brings me to mind a scene. Vimes in front of the Treacle Mine Road watchouse, coco in one hand, cigar in the other, pointing out to a near-mob crowd that the faceless watchmen they came to throw stones at, were more or less folks they knew everyday.

Suddenly "I know where you live" becomes less of an ominous threat, and more like talking sense into someone. You know where they live, because you grew up there too.

That same logic applies to the soldiers.

Now why am I going on about the soldiers and why a statue of Watchmen wouldn't work.

Because the same logic applies... but the result is lopsided.

You put up a statue of Watchmen for the 25th, you're going to inspire "Us vs Them". You'll single Watchmen out for being morally better, when they weren't. You'll remove the soldiers who also wore the Lilac because nobody remembers them (after all, the soldiers were the Bad Guys in the growing narrative of myth around the 25th, even though they were also Ankh-Morpork lads), and end up inspiring war against your fellows for it.

You can't just say that the Watchmen "did the job that was in front of them", because so did the Soldiers. The problem was not the Watchmen or the Soldiers--but by glorifying one, you create that one or the other was problem.

And this goes to another point.

I was confused by why Vimes said that the reason the Revolution didn't work, was because there was Betrayal. And that implies a Traitor. And yes, there are traitorous watchmen, but there's no emphasis that they were the problem. You could latch on to the fact that soldiers slipped through the Barricades, but they weren't the Problem--at least, not the long term one that cause the whole failure.

The fact is, you'd have to go through the rest of the Watch Books to find it. Because out of all of the, the Night Watch (and by extension, Thud) stops monologing about it, where Jingo, Feet of Clay, and Men at Arms burst at the seams to tell you.

And its how Ankh-Morpork is set up, so that the system works towards benefiting the rich and powerful and promotes a culture of single minded pettiness through the stresses of survival.

Where some idiot market can raise the price of bread, without compensating for local wages, and the result is a rightfully angry mob that gets run down by panicking horsemen, and in the blind madness of all sides, the result is the Dolly Sisters Massacre.

Meanwhile, a mad patrician with a paranoia so wild and homicidal its become predictable, gets cake.

And like a poisoned candle--that's the trick. There's the betrayal. Its right in front of you, but you don't see it because its right there illuminating the scene.

The Betrayal was the System that Ankh-Morpork ran in the past (And could fall into again if not kept in check). It's the kind of system that let's madmen take power because they've got the Image people want / expect--Carcer who's friendly and jovial and "cooperative" enough, all the way up to Lord Snapcase who seemed to say all the right things, up until they got what he wanted. A system that would raise the price of bread to a starving populace and allow secret police to take people in the night.

How come nobody does anything about them torturing people? Well its because they torture people. You'd have to burn the torture chamber down and show that the monsters are dead before you did anything more.

Resulting in a culture that simply keeps trading one madman for another regardless of the body count, it keeps its head down, and because there's no solving the actual problem, it goes after the pettiest of problems in the pettiest of ways or finds petty problems. Such isolation does terrible things to a mind.

Like complaining that your rat is actually chicken.

And then the system sent killers to clean up the remains. And one terrible day suddenly becomes just another terrible day in a queue line of terrible days.

To set up the Statue of Watchmen or even a Statue of Soldiers, will always defeat the point.

They didn't solve anything, they didn't change anything, they simply survived long enough to die memorably.

Its especially insulting to do it, because it would inspire more of it, and the very system that betrayed them would use their faces to glorify itself, and perform the same violence it did against the Watchmen and the Soldiers and the People.

You'd end up with people measuring other people by the narrative-image the statue inspired, and nothing will measure up.

I think that's enough of a scene to show off how Vimes and Vetenari, no matter how good a duo of characters they are, are still on entirely different sides.

A statue to placate Vimes would do a whole lot more long term harm than good. It merely shows off the same system of power that put those watchmen in the ground in the first place.

Vetenari, no matter how much he reigns it in, will always be on the side of that system of power (and may the gods help Ankh-Morpork for any patrician that comes after him).

Though he is using it to make systems that will put it in check. Regulating Finances through the Bank, and reinstating Mail, and allowing the Press. Making a Watch that takes in anyone and takes on anyone. Guilds to make constant competition. Having the actual Heir to the Throne is useful, because now him or any of his descendants can, at any point, walk in and kick the patrician out. Checks and Balances, that's the way to go.

Vimes is, effectively, the freest man in the whole of Ankh-Morpork, who can, at any point, simply walk away--and doesn't, because he wouldn't be Vimes if he did.

And Vimes stands with people, regardless of what lines are drawn.

donuts-multifandom-hellhole

Something that I get chills about is the fact that the oldest story told made by the oldest civilization opens with "In those days, in those distant days, in those ancient nights."

This confirms that there is a civilization older than the Sumerians that we have yet to find

Some people get existential dread from this

Me? I think it's fucking awesome it shows just how much of this world we have yet to discover and that is just fascinating

sleepymccoy

@makaeru peer review cos this made me check when the Sumerians happened and I forget how recent history is for every other continent. 7000 - 8000 years ago just isn't that long when you're in Australia, and the amount of detailed history we have access to here is wonderful and should be recognised more internationally

Source (non Aboriginal)

And a quote I picked out from a longer interview with an Aboriginal local elder about the area where he touched on the history

Source (the rest of the interview is really interesting and all transcribed, have a look if you're curious)

chaotic-archaeologist

This is part of my Ancient Civilizations class that I teach, which does a whole week about Australia and the Torres Strait Islands because I was sick of never seeing them represented in USAmerican history contexts. With the help of @micewithknives and @acearchaeologist I've learned so many incredible things about Australia's past and it's been incredibly rewarding to share them with students.

aggressivelybicaptainamerica

My favorite fact about Aboriginal oral history is the fact that we pretty recently discovered that the Aboriginal myth of the 7 Sisters, an origin story for the Pleiades star cluster, accurately reflects a point TEN THOUSAND YEARS AGO when two stars in the constellation got close enough together to no longer be distinguishable by the naked eye.

The story? 6 sisters running from something that took their 7th sister.

jinkohhh

as a gilgar gunditj woman, i was not expecting to see my culture on my dash.

thank you for spreading our words and treating our culture with respect.

leontocephagaina

"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.

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"

The generational collapse in literacy is measurable, persistent, and likely to get worse.

plaguedocboi

So every year, my aquarium does a captive lobster hatchery project (hence all the loblings). The reason we’re doing it is because in the wild, loblings only have a 1 in 25,000 chance of surviving their larval phase. They’re plankton as babies and everything eats them. Additionally, as the Gulf of Maine warms, they are having even lower survival rates because the blooms of copepods they feed on as babies are happening earlier in the year, and they’re missing it.

Obviously, the goal of this experiment is to grow the lobsters until they’re big enough to settle to the seabed and then release them, because they have a much higher likelihood of surviving to adulthood when they’re able to hide. Ideally, captive lobster hatcheries can boost the wild population and keep things stable, so we don’t have a major crash in a decade or two.

The first year we tried this was pretty bad. We had a lot of eggs, but very few babies. It turned out that the CO2 levels in the building spiked as more guests visited throughout the summer, and that settled into the water and threw off the pH and caused a chemical reaction that prevented a lot of the eggs from hatching. I think we ended up releasing three baby lobsters (which is still better than their wild survival rate but not great).

The second year was a little better. We added a de-gasser to the aquarium and got a ton of larval lobsters, but right as they were settling to the bottom we had a disease outbreak that killed most of them. We ended up releasing four babies at the end of the season.

But this year? Oh boy. We have so many lobsters that we had to release the first round early (usually we wait till September or October so guests can see them). We just released a total of FIVE HUNDRED AND TWENTY FIVE baby lobsters, and we still have over a hundred who haven’t settled to the bottom yet. I genuinely don’t even have words to explain how cool this is. OVER FIVE HUNDRED. We just added hundreds of lobsters to the wild population that wouldn’t have been there otherwise.

Conservation is so fucken sick

deepdwellingsteamboat

Jeffrey Combs as Shran STAR TREK: ENTERPRISE 2001 – 2005・3x13 Proving Ground

yeyinde

Collins is gone.

Namaygoosisagagun First Nation/Collins has burned to the ground. The entire community is nothing but ashes after being quickly consumed by wildfires. They did not have any support from emergency services, and no one offered aid. The community saved themselves by escaping into boats because no one came.

Mishkeegogamang and Cat Lake have lost power. Families are ending up in shelters with nothing. Armstrong, Lac La Croix, Whitesand, Gull Bay, Lac des Mille Lacs are currently in the fires path and all members are being evacuated.

All this loss, all this devastation, and it was entirely preventable.

After steadily underfunding wildland firefighting and purposefully excluding Indigenous wildland firefighters and Indigenous wildfire organizations from wildfire operations, firefighter training, decisionmaking, and resource exchanges, in 2025, Doug Ford slashed the forest firefighting budget.

It's hard to ignore his decision to cut funding and leave us out of adequate fire training (even though we've lived with forest fires for thousands of years—far longer than settlers have been in Canada—and made sure fires like the ones we're all seeing today were prevented through kinisitotēn) when, despite making up less than 5% of the population, we account for 42% percent of all wildfire evacuations in Canada.

And when we are successfully evacuated, we face discrimination and racism—like Kashechewan—because it's always been easier to blame us than it is to blame the true culprit: denialism, corportate greed, and colonization.

The people of Collins and every other impacted community deserve better.

Right now, the AFN is currently accepting donations to help Collins First Nation. If you're able to, please consider donating.

ONWA (Ontario Native Women's Association) is another great place to donate to. They have outreach vans going to motels and inns and offering food, water, resources, and cultural support to those impacted by the wildfires.

Other places to consider donating to are Mikinakoos Emergency Fund, Red Cross, True North Aid, Indigenous Climate Action. You can also send donations directly to Whitesand First Nation via e-transfer ([email protected]) and they request that you add your full name in the e-transfer comment section to receive a tax receipt.

*Before sending money, verify that the appeal appears on an official First Nation, Tribal Council or registered charity channel.

If you can't offer financial support, please consider donating items of need. Moontime Connections is currently accepting drop-off donations. If you live in the Thunder Bay area, Namaygoosisagagun Health Office is also taking in donations! They can also bemailed to Superior Inn Hotel & Conference Centre at 555 West Arthur Street, Thunder Bay, ON, P7E 5P8.

items needed are: food, diapers, medical masks, men’s and women’s joggers (all sizes), children’s clothing (newborn to size 14), children’s shoes, summer clothing, men’s clothing, toiletries (lotion, Vaseline, toothpaste, toothbrushes, shampoo, conditioner, soap, deodorant, etc.), strollers, adult depends-all sizes, dog & cat food

wīya ispīh iyiniw-kiskīyihtamowin pasikōpayiki kāwi askiy ta-iyihyīmakan

herpsandbirds

theresthesnitch

Hold on, this is fascinating. Reblog this and tell me in the notes how old you are and if you ever had typing lessons.

irishironclad

What in God’s good name is a “typing lesson”

intjint

I can’t tell if you’re being serious or not

irishironclad

I’m serious what is a typing lesson? What would they teach you? To type? My brother in Christ it is like writing with a pen but technically easier.

intjint

Before home computers were very common, people typically only typed for business-related things, so the only people that actually knew how to use typewriters and word processors were authors, secretaries, accountants, etc. These people would take classes for typing bc it was seen as a skill. This gradually fell out of fashion, much like teaching kids cursive

Typing is only intuitive to gen y & z bc most of us learned through computer games or had someone tell us where to rest our fingers. People who never learned to type use just their index fingers, hit one key, take a long time to find the next letter, hit it with an index finger, and repeat until finished

raineaxolotl

Also bestie people also very much do get extensively taught how to write with a pen

You probably were taught how to type at least a little bit. Through example and lots of practice if nothing else

emiratexaaron

I was taught how how to type. However, it was via a Mario Teaches Typing game wherein you could type the first three letters of the prompt uber-fast, "win" the game, and then they'd let you play Load Runner or Oregon Trail the rest of the class.

So I just type with my index fingers, because I'd only put in the bare minimum so I could play Load Runner and Oregon Trail.

#typing class #typing

paverics

“my father is a boy and my mother is a girl so i’m mixed” is the funniest possible response to someone asking your gender and it came from 6’5 Viking footballer and notable weird little guy Erling Haaland on a Snapchat

paverics

comedians can only dream of writing something this funny

onecells

YOU🫵'RE 🫵 NE->XT.!! moTHERFUCKER!!!!

GET LOVED!!!!!!!!!!

#shrancher

vulcanbiscuit

pitviperofdoom

I try not to fall into the "I never liked their work anyway" ditch when an artist/creator reveals themself to be a terrible person

BUT

a feeling I do have and will stand by is "While I enjoyed their work overall I did have some gripes that I overlooked out of affection and whimsy, but now that my loyalty is gone and my affection tainted there is nothing holding me back from enumerating my many grievances, to which the revelations of the creator's shittiness may or may not provide a new and infuriating context."