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sheepfilms
Three Goblin Art
Aqua Utopia｜海の底で記憶を紡ぐ
almost home
cherry valley forever
Cosimo Galluzzi
h
official daine visual archive
JVL
No title available
Not today Justin
hello vonnie
Claire Keane
todays bird
$LAYYYTER
Mike Driver
Cosmic Funnies
Monterey Bay Aquarium
"I'm Dorothy Gale from Kansas"
seen from Ireland
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@madmaryholiday
please, please do not send me asks about a fundraiser. i will not post them. i am focusing on organizations instead of individual funds. i am so sorry, but i cannot help you spread your fundraisers.
organizations i am donating to and encourage others to donate to as well: the palestine children's relief fund, crips for esims for gaza, doctors without borders.
Bro absolutely COOKED with this.
If you ever hear the phrase "fascism is aesthetics as politics," that's what this post is talking about.
It's not about being tough on crime, because the absolute toughest most brutal measure you could take against "crime" as a social problem is to alleviate poverty, and increase access to education, healthcare and social mobility.
It's about performing "tough on crime" as an aesthetic by enacting violence against a prop, i.e. minorities and the impoverished, who are fetishized and objectified to represent "crime." They are brutalized as punishment for crime, but never with the purpose of alleviating the problem of crime.
This is why a lot of conservatives and other right wingers can get straight up angry when you suggest things like reform or social measures to reduce crime. They don't want crime to be reduced, they want an eternal war against "crime" because it provides an arena for the righteous to demonstrate virtue by brutalizing their enemies.
Pokemon Heritage Post
Hello person having transgender thoughts but convinced they aren't trans because they don't have the requisite amount of dysphoria they think they need
Hi I transitioned without even thinking I had dysphoria. Like later in hindsight I can go "oh that's probably what it was" but for the first year of my transition I was straight up like "I like being a guy but I like being a girl WAY more" and you can do that!! There is no prerequisite amount of suffering needed to make yourself happier.
Gonna include these tags cuz they're good
it does suck that the government defunded PBS but it's also so fucking funny that now that they don't take uncle sam's slavery dollars they're running videos like "How america's foundation was built on genocide"
no more being polite about it fuck the USA
was on the wikipedia page for charleston red rice and i noticed the photo they used was blurry. i went to the talk page to see if this was brought up and stumbled upon this banger of a conversation
"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.
we are NOT bringing 4chan incel terminology to this site, take that "foid" out of your post and go wash your blog out with soap
the memeification of fascism is a proven method of perpetuating and instilling it in other people. Layers of irony will not protect you once you adopt racist, sexist, ableist, transphobic terminology into your lexicon. you'll be acknowledging and nursing the mindsets and connotations borne of those words.
this scene is so fucking funny the english dub of this show is so good
loud warning
Rolling on the floor sobbing and crying and losing my mind at “GET INSIDE THE VAAAAAAAAAAN”
finally. an appropriate name for my ‘time to leave’ alarm.
The Enigma of Amigara Fault
This short story by Junji Ito is about a fault that appears in Amigara mountain after an earthquake. The earthquake exposes countless human-shaped holes in the mountain which seem to have been made about a thousand years ago. People, intrigued by these silhouettes, gather at the site and that’s when things get creepy.
It’s about a 15-20 min read, but if you haven’t read this before, you’re in for a treat. Link above.
i mean it’s not like i can just NOT reblog amigara fault. what if one of my followers is one of the lucky ten thousand who HASN’T been unutturably altered for life by it yet? go read it! it’s creepy, but trust me, it was made for you.
The long-lost remains of King Alfred the Great have been found buried under a car park, investigators claim.
Alfred died in 899, and his bones were repeatedly moved. He was buried in Winchester Cathedral until 1110, when his remains were moved to Winchester's Hyde Abbey, where they were interred before the high altar between the bodies of his wife and son. The abbey was demolished after the dissolution of the monasteries in 1539, and the place was left in ruins. In 1866, during construction of a workhouse on the site, the English antiquarian John Mellor excavated the area, found what he thought were Alfred's bones and had them reburied at nearby St. Bartholemew’s Church. But in 2013, when archaeologists exhumed and carbon-dated the bones from St. Bartholomew’s churchyard, they proved to date from over 200 years after Alfred’s death - sparking Graham's interest and search. He said: "Whoever’s bones they were, they weren’t Alfred’s. So, I decided to discover what happened to them. "The quest has taken me 13 years.”
shut up they did not find another goddamn king under another goddamn car park
i tried to be funny and it backfired miserably
it’s 2014 it’s time we moved on as a nation and stop reblogging this
every person who reblogs this in 2015 is gonna get their ass kicked by yours truly
World Heritage Post
According to a new report, Xbox is also abandoning physical media with its next console.
The Switch 2's specific terms of service says if Nintendo determines you are in breach of their rules, they can revoke your access to the sy
Are you eligible for a payout? Probably, but it might take a while and will likely be pretty small.
I did expect to see the death of video game consoles in my lifetime, but I thought it would take longer.
He’s being cleaned, not just pet, but judging by that big contented rumble you can hear, he’s quite enjoying it!
When you’re a prehistoric dinosaur and it’s scritches time
brushie brushie brushie
It really is fascinating that basically every animal on earth that has some sort of skin integument enjoys a lil scratch. I mean it makes sense but like. Humans evolved from social grooming animals and we have perfect little grooming hands and basically everything on earth with scales, fur or feathers can basically be convinced to let us give them free back scratches. Humans don’t even get anything out of it other than the satisfaction of helping out. We’re just really good at it. What a useful creature to be put on a planet full of animals who can’t reach their backs.
