mostly new blood interactive games, star wars/swtor, uma musume, love live, elden ring/bloodborne/souls games, retro fps, the owl house, mtg, horror (esp. old timey horror/horror actors), fiber arts, and whatever else flits across my little brain. here's my carrd.
offline I'm a board-certified MLT! I work nights so I post at weird hours for Americans
tagging ā”
i have 4 cats i love very much and i post lots of photos of them <3
I didn't have my phone so I couldn't take pics BUT I saw a little family of foxes playing on some hay bales on the edge of town :] life is beautiful, this world is beautiful
We all know what erectile dysfunction is but literally no one is ever taught what vaginismus is and it can cause people to feel extremely lost, broken, and cause people to take their own lives.
Raise. Awareness.
For the uninformed, vaginismus is when the vagina painfully tightens and spasms when faced with pressure, usually from anything trying to insert into the vagina. Itās the reason I canāt wear tampons, and why many people canāt have vaginal sex without severe pain.
Thereās not a lot of treatments, and there isnāt a single one that is for vaginismus exclusively - theyāre all medications or treatments to treat symptoms, but not the causes. In fact, for a long time doctors waved off vaginismus as a purely psychological disorder in cis women.
Seriously, this is so unaddressed and uncared for in medical circles. Please spread awareness, even if all itās for is to let those who have it but donāt have a name for it finally be able to understand whatās happening to their bodies.
Hi hello! This post is almost 10 years old and there ARE treatments for this. Vaginismus is otherwise known as pelvic hypertonia and it is a MUSCULAR condition that can be caused by many different factors including endometriosis, trauma, chronic UTIs, and connective tissue disorders.
Itās incredibly common! And it can be treated by physiotherapy.
I know this because Iām currently undergoing physio and although it can take months to recover, Iām already seeing improvement. A lot of the pelvic floor exercises are available online, but if you have these symptoms please TALK TO YOUR DOCTOR and see if you can get a physio referral (or investigation for underlying causes like endometriosis).
Also, my additions to posts never get reblogged so a note to my followers: this is SUPER IMPORTANT ISSUE that affects many people and is rarely talked about. Please reblog, and please share this info with as many people as possible.
Pelvic hypertonia/vaginismus is incredibly debilitating and psychologically damaging but it CAN BE TREATED. Spread the word, and you never know who youāll be throwing a lifeline to.
Including, but not limited to! If you have experienced chronic muscle pain, nerve pain, hip injury, spinal cord injury (or lesions), difficult pelvic exams, hormonal changes- consider if this is something your doctors might be overlooking.
Pelvic pain is really common, and there are surprising symptoms associated with it. I cannot overstate the importance of non-physician providers in your care team, especially when it comes to treating pain. Reach out to physical therapy, get an evaluation, and discuss a schedule.
alien (1979) and aliens (1986) are two of the most powerful film titles in cinema history. like the first one? yeah its about an alien. and the second one? brother take a guess
"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 āintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.ā Crucially, he added that this is ānot a matter of laziness on the part of the studentsā but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationās 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 āmeet your students where they areā for so long that she has begun to feel ālike a cruise director organizing games of shuffleboard.ā
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 assessmentās own language, they likely ācannot draw general conclusions based on concepts presented explicitly in a text.ā 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 Austinās McCombs School of Business showed that the mere presence of a participantās smartphone ā whether that be face down, powered off, untouched, or across the desk out of vision ā 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 Japanās 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 ākept losing trackā 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 āYour Brain on ChatGPT.ā They divided 54 participants into three groups writing SAT-style essays ā one using ChatGPT, the second group using a search engine, the last group using nothing ā 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 āconsistently underperformed at neural, linguistic, and behavioral levels.ā 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 ācognitive debtā for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainās 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 studentās mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not āfree students up for higher-order work.ā 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 Kā12 schooling. Whatever the standardsā original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling āevidenceā 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 āfinding the main ideaā 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 āsevere or very severe.ā
In July 2025, the journalist Mary Harrington argued in The New York Times that āthinking is becoming a luxury good.ā 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 ādeep workā 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 sourceās claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into āthis is goodā and āmaybe add more detailsā 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.
Iām afraid I donāt 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? Kā12 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 āstudents will adapt.ā 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 studentsā sentences before theyāve 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."
ā Tyler Jagt, 1 June 2026, "My Students Canāt Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
so are we just supposed to ignore kendrick lamar having lyrics about killing trans women? ātoupee drop and a dude just popped out t of that tank top and bra / and when i say du du du du, bitch that be k-dotā ? heās talking about shooting and killing a woman when he finds out sheās trans aka trans panic. heās a vile transphobe, why are you platformong him?
Kendrick noteably has a song about his uncle (a trans man) and his cousin (a trans woman) that is probably up there as one of his most heartfelt songs of all time, but I remember on an old blog where I once posted one thing about Kendrick and someone immediately jumped into my inbox berating me for talking about an antisemitic artist (and similarly to the above anon, they had completely confused their information).
I know Kendrick isnāt perfect, but I used to talk about a lot of artists on my old blog and coincidentally it was only the Black artists that had multiple people explaining to me exactly why I shouldnāt listen to them, with baseless and incorrect information that they hadnāt bothered to look up properly. I donāt just think this anon is being racist, I know they are because the second you mention a rap artist, it seems like every white person on tumblr has to crawl out of the woodwork and try to hide their overall disdain for Black artists with random excuses as to why those artists are the most dangerous and violent people alive.
Youāre not slick. You couldāve spent five seconds searching up āKendrick Lamar and trans womenā into Google and youād immediately be linked to Auntie Diaries, but you decided to choose a misheard lyric in a song that didnāt mention trans women once and berate someone for sharing a single Black artist. Iāve seen these games before, anon!!
And not just any Black artist, either, but one who is likeā¦ actively trans supportive! Iāve said it before, but Kendrick Lamar has done more for me as trans man than pretty much every white popstar that tumblr loves to put on a pedestal for simply saying āprotect the dollsā once in an interview. Kendrickās not the perfect ally, but he sure as hell is a genuine one.
Anyway, go listen to Mr Morales & The Big Steppers.
