Americans, the government is trying to make the cause of the explosive diarrhea Taco Bell. I do not even eat Taco Bell, but let me tell you, the cause is industrial farms and distributors not caring about food safety or the fieldworkers, and the current US government for cutting the funding to programs that tracked these things, just like screwworm is also their fault.
Taco Bell is a corporation and not be to trusted but reacted faster to this than the federal government. But the regime is trying to distance themselves from all the literal shit, so the only thing they have done is try to make everyone focus on how Taco Bell screwed up and not them.
a few doors down from me my neighbors have a squirrel bar nailed to the tree in front of the sidewalk, not exactly this but something like this:
it's been there for years and they never "stock" it so it's just sitting there. anyway, i thought it would be cute to make a little squirrel out of sculpey and leave it on one of the stools in the middle of the night. i also made a little sculpey beer bottle with its own label.
it lasted exactly one day and now it is gone. it didn't fall off, i stuck it on with tape. what do you think happened to it? your most fantastical and wrong answers only, please
i wanted to provide another update because there has been more activity at the nut bar
a few weeks ago i sculpted a new patron:
and put him in the bar. the next day he was gone. a couple weeks later he reappeared painted... but with ANOTHER new guest: a 3D printed squirrel based on the first one i sculpted (with a bottle!)
"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.
The rule could have heavy impacts towards trans people across society.
Last week, the Trump administration quietly released a sweeping new federal rule that would use funding threats to force institutions across the country to reject transgender people. The 400-page proposed regulation would codify the administration's anti-trans executive orders into binding federal policy, imposing a blanket prohibition on federal funds going toward "gender ideology"
The proposed rule, formally titled "Regulation for Federal Financial Assistance," rewrites the government-wide framework governing all federal grants across every agency. Among its most consequential provisions, it requires that before a federal grant recipient can receive money, the award must pass a "pre-issuance review" conducted by a political appointee—not a career expert or peer reviewer—to ensure it is "consistent with applicable law, Federal agency priorities, and the national interest." The regulation explicitly instructs these appointees to screen for "denial by the recipient of the sex binary in humans or the notion that sex is a chosen or mutable characteristic." [...] An institution that acknowledges transgender people exist—through its policies, its training, its healthcare, its bathroom access, its HR procedures, its name-change processes—could be deemed to "deny the sex binary" or to “support the notion that sex is mutable” and have its federal funding blocked.
Importantly, the gender ideology prohibition has no age limitation—hospitals could be targeted not just for providing care to minors but for providing gender-affirming care to adults, because prescribing hormone therapy to a transgender patient of any age could be deemed promoting the belief that "sex is a chosen or mutable characteristic."
This is all very bad and horrible, but I want to be clear that it’s worse and more sweeping than just eliminating trans research.
This torches everything. And I do mean everything.
A very abbreviated list of its ramifications include (but are not limited to):
ending funding for ALL DEI related initiatives
allowing the government to terminate grants at any point for any reason
preventing researchers from publishing, going to conferences, and being part of academic societies
requiring that topics must support the president’s agenda.
What this means, and if anything I’m under selling it, is the death of science and research in America. It allows the government to restrict any topic they please at a whims notice, putting officials who have no background in the topic in charge of deciding funding continuity. It controls what gets researched and if/how researchers are allowed to share their discoveries. There are no books to burn if the government never allows them to be written. This is fascism plain and simple.
Please, if you only ever write one public comment, this is the one to do.
Bringing back this guide to writing an effective public comment. This gives you the basics you need to know, what you need to include, a basic outline you can follow, etc.
Public comments are not a vote, it is a chance for you to say "here is an issue with this law I think you need to address" and provide justification for legal challenges if it goes forward:
"Comments raise the bar that agencies have to meet when making a rule; “if an agency fails to adequately respond to significant, relevant comments in a final rule, members of the public may seek to challenge the rule in court on that basis and claim it could be struck down.ˮ"
But also, if possible, don't stop at writing a comment. Don't stop at calling your representatives. You should ideally be talking to people in your community about this and organizing resistance on-the-ground; there is a good chance people are already doing that even if you aren't hearing about it.
Some added 101-level context from someone (me) who’s worked in federal grantmaking for 20 years and is literally certified on this document - this is a document that governs all federal grantmaking. It’s been around for over a decade and is a mega-document that combine multiple previous smaller documents that have been around for ages. It is updated every few years and generally the updates are minor - a notable change in the previous update was raising the small procurement threshold from $10,000 to $15,000 for example. Deeply dry boring minutiae that no one outside of federal grantmakers need concern themselves with. It was also federal GUIDELINES, which means there was flexibility.
This year’s is different. They are now federal REQUIREMENTS, which means there’s no flexibility. As was said previously, the 400 pages are not singularly devoted to being absolute shitheads to trans people. Theres a lot of stuff in there, some of which is the standard dry boring grants stuff, some of which is the horrible ideological warfare outlined above.
This document is issued by the OMB, the Office of Management and Budget, which is currently lead by fucking Russell Vought, the principal architect of Project 2025. This is how they’re going to implement all the horrible shit in there that wasn’t covered by Executive Order. Russell Vought is actively coming for my job, my marriage, and my kid, and most of my friends lost their jobs last year because of him. He is the fucking arch villain behind the heinous shit the current regime is doing.
So yes, please comment. You don’t have to read all 400 pages before doing so, it’s dry and dense as fuck, but I thought this information might be helpful. Also, while there is a public comment period, this isn’t voted on by Congress. The OMB just fucking issues it. Pressuring your elected officials into publicly saying “hey what the fuck are you doing here” is good, though.
Please note the comment period is open through JULY 13th, not JUNE 13th. I saw a lot of relogs yesterday saying "last day!" and I just want to say it is very much not too late.
As of today, 7/8/26, we have five days for public commentary on this to go through. I am begging y'all: if you care about independent science in the country that produces the most global science funding in the world, please leave a comment.
hey guysss so unfortunately the rumors are true and im leaving the narrative. Buttt the good news is my absence will create such a gaping hole in your lives that it will become a sort of presence itself, and so in a way it will kind of be like i never left! But i am. Leaving just to be clear.
“Teachers are often unaware of the gender distribution of talk in their classrooms. They usually consider that they give equal amounts of attention to girls and boys, and it is only when they make a tape recording that they realize that boys are dominating the interactions. Dale Spender, an Australian feminist who has been a strong advocate of female rights in this area, noted that teachers who tried to restore the balance by deliberately ‘favouring’ the girls were astounded to find that despite their efforts they continued to devote more time to the boys in their classrooms. Another study reported that a male science teacher who managed to create an atmosphere in which girls and boys contributed more equally to discussion felt that he was devoting 90 per cent of his attention to the girls. And so did his male pupils. They complained vociferously that the girls were getting too much talking time. In other public contexts, too, such as seminars and debates, when women and men are deliberately given an equal amount of the highly valued talking time, there is often a perception that they are getting more than their fair share. Dale Spender explains this as follows: “The talkativeness of women has been gauged in comparison not with men but with silence. Women have not been judged on the grounds of whether they talk more than men, but of whether they talk more than silent women.” In other words, if women talk at all, this may be perceived as ‘too much’ by men who expect them to provide a silent, decorative background in many social contexts.”
—
PBS: Language as Prejudice - Myth #6: Women Talk Too Much (via misandry-mermaid)
Every EVERY women’s studies class I’ve been in has had this problem and failed to address it.
i know most people have seen it but i cant emphasize how much this is literally my favorite breath of the wild clip of all time. also i can never fucking find this clip when i need it especially in high definition so here it is
it really is crazy that women's clothes don't fit anybody. fat women can't find clothes, skinny women can't find clothes, tall women can't find clothes, short women can't find clothes, big chested women can't find clothes, small chested women can't find clothes. who the fuck are these being made for
theartofmadeline
romaincrisis
gracieabrams
origamiaround
vaporwave
dailybridgerton
germansingergirl
yousharknotpass
