There really isn't much rhyme or reason for any of this nonsense. I just roll with what I like. It's mostly things I think are pretty or amusing or insightful. Sometimes a combination of the above. Often cute animals, social things, and various fandom stuff. deviantART fanfiction.net
to anyone in the areas impacted by the wildfire smoke, my #1 biggest piece of advice as someone whos been dealing with wildfire smoke in the NW united states for years, is build yourself a Corsi-Rosenthal Cube
they perform as well as expensive HEPA air cleaners, and are comparatively VERY inexpensive. all you need is a box fan, 4 air filters, a piece of cardboard, and some duct tape!!!!
i think it took us maybe a half hour to put ours together, if that, and we replace the filters every 3 months. it's really made a HUGE difference, both when the air quality is bad, but also with our allergies
Also just a handy, DIY air filter in general, if a bit bulky. For a less bulky and cheaper (but also less effective) solution, you can simply tape one filter to the fan, cut a shroud if you'd like.
just FYI, this is quite literally what the climate scientists at my work who specialized in wildfire smoke impacts recommend. it works great, it's cheap to make, and it will make a noticeable impact on your air quality.
i have asthma & keep one of these running in my room perpetually. after I set it up the difference in my sleep quality was pretty much night and day. Dont waste your time on proprietary air filters; SIMPLY bust out the duct tape
"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.
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.
Every single one of the 599 refugees the US admitted last month was a white South African, according to data the State Department’s Bureau of Population released Friday.
In fact, so was every other refugee admitted this year. Since October 1, 2025, the US has accepted 6,668 refugees. Of those, 6,665 were white South Africans. Three—admitted last November—were from Afghanistan. No other refugees were admitted.
1. The court holds Google responsible for statements made by its AI, considering them Google's statements (search engines have limited liability for results in their engine as they're the words of other sites/companies/people), meaning when their AI lies/hallucinates they're liable for the defamation/harm resulting from those statements.
2. Google's defense that customers are generally aware of the lack of reliability and are responsible for fact checking was dismissed. As the court pointed out, that would "significantly diminish" AI Search's stated purpose and it can't be distinguished from Google's business practices/statements as a search tool.
3. Studies have found about 91% of Google's everyday AI responses are accurate, leaving millions of searches per HOUR with potential liability for falsehoods. 56% of correct responses weren't supported by the sources the AI listed. Both of which mean Google is now liable for a LOT more AI "errors."
4. Google was held liable for 80% of court costs in this case and this precedent is expected to reverberate around the world. This is a massive shift from the 3rd-party search provider role Google has previously played and it comes right as they've tied ALL searches to their AI search.
Learning that Pokemon Go was using user data to build model of the world that was then being sold to a military contractor to build a no-GPS positioning system for the newest generation of military drones has been incredibly heartbreaking. The more details that come out the more disturbed I become.
While this article is a lot more pro-military than I'd prefer (though unsurprising given the source) it still gives a pretty good summary of the situation.
Pokémon Go players' 30 billion scans trained navigation tech now bound for military drones, via Niantic Spatial's defense partnership with V
"The Montana court separately declared that transgender people constitute a suspect class under the state's equal protection clause. In legal terms, a suspect class is a group that has historically faced such severe discrimination that any law targeting them must meet the highest level of judicial scrutiny to survive—the same standard applied to laws that discriminate on the basis of race. [...] The practical effect is sweeping: any Montana law that singles out transgender people will now face strict scrutiny, meaning the state must prove the law serves a compelling interest and is narrowly tailored to achieve it—a standard that laws almost never survive.
"Because the decision rests entirely on the Montana Constitution, it is insulated from the U.S. Supreme Court. Under the principle of adequate and independent state grounds, the federal Supreme Court cannot review a state court's interpretation of its own constitution, so long as that constitution provides more protection than the federal one. [...] What this means in practice is that Montana's transgender residents now have a constitutional shield completely independent of the Supreme Court of the United State’s decisions."
I saw this when running newpipe. But wait, it gets deeper. I clicked on the details buttons and it said as of today, we have 83 days left until Google rolls out this new requirement for apps inside and outside of the google play store. If any developer disagrees with their new terms and fees, they will be blocked!
I'll share some of the info below:
Looks like they're trying to nuke the remaining privacy and freedoms we have left on the internet.
What to do?
-Get your developer friends to not comply to their new guides
- Sign the open letter on the site and take action by checking out the full resources list on their website as well!
To summarize, this is all daunting especially when you feel all alone with unfair and inhumane regulations comming out faster than improvements but we got this working together!
Share the link with your friends, family and anyone who will listen!
Your phone is about to stop being yours. In September 2026, Google will block every Android app whose developer hasn't registered with them.
Okay no I need to talk about the book version of Howl's Moving Castle. I love the movie but the book has such a different vibe and you, yes you, should read it.
Movie Howl is a soulful and quiet. Book Howl is a drama queen and Causing Problems and has a long string of jilted exes and couldn't shut up if you paid him.
Sophie and Howl drive each other up the wall at the beginning and it's really funny. Sophie and Howl are (despite themselves) very much in love by the end and they still drive each other up the wall and it's even funnier.
In the movie, Howl has been ordered by the king to participate in The War, and Howl is avoiding it because he is a brave conscientious objector. In the book, Howl has been ordered by the king to rescue his lost brother from the Witch of the Wastes, and Howl is avoiding it by any means necessary because he is a cowardly weasel who wants to stay as far from the Witch as possible.
In the movie, the Witch cursed Sophie because she was jealous about Howl speaking to Sophie for five minutes. In the book, the Witch cursed Sophie because Sophie had been doing surprisingly powerful magic for years without knowing it and it was actually starting to cut into the Witch's plans. (Sophie does not discover any of this until nearly the end of the book, but the reader can start to pick it up much earlier and the way Sophie's magic works is pretty darn cool.)
In the movie, there's a rumor that Howl eats the hearts of maidens, but this is implied to be nothing but nasty fearmongering. In the book, there's a rumor that Howl eats the hearts of maidens because Howl started the rumor so people would stop asking him to do wizard junk all the time.
The book lightly parodies a couple of tropes from Western fairy tales. In particular Sophie has internalized that, as the eldest of three sisters, her "destiny" is to fail so that her younger sisters will look cooler when they succeed, which is why she's so resigned to the hat shop at the beginning. (Sidebar: Sophie's sisters come up much more in the book and they're great.) There's also a really funny bit where Sophie attempts to operate a pair of seven-league boots.
In the movie, the fourth and final location that the magic door connects to is some sort of black void / mindscape / time portal dealy. In the book the fourth location is Wales, in the UK, on Earth, so that Howl can visit his family, because from Howl's perspective this is an isekai story.
- Diana Wynne Jones was alive when the movie was made, and is thus on record saying things in interviews like “It’s interesting as two children who lived through WWII Miyazaki and I have very different approaches to war in our creations” and “why they decided to make him charming and brave is beyond me but it’s very funny”
These pescatarian birds are directly exposed to PFAS contamination due to the island's position near the St. Lawrence Seaway.
Over fifty years of data show a peak in PFAS (also known as "forever chemicals") content in seabird eggs in the 90s, followed by a decrease as regulations went into effect. The most recent findings show a 70% decrease of most common PFAS.
While continued vigilance a regulation is needed, this data indicates that regulations are working to reduce PFAS concentrations in marine ecosystems.
Yes!!!! I did a review of literature on PFASs in human drinking water about half a year ago, and there is a lot of really good progress! Please celebrate this, please don't let this solution be forgotten (at least so quickly) as the ozone layer or acid rain.
We are making genuine progress! Producers are dramatically altering how much they use PFAS and how much gets released in effluent, but also there's a lot better understanding of how to remove PFAS from the environment!
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