Little Women, 1994 (dir. Gillian Armstrong)
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@rosecityqueen
Little Women, 1994 (dir. Gillian Armstrong)
GO VOTE
GO VOTE! -V
Allyship doesn’t exist in stasis, you can’t ‘achieve’ allyship—it’s a constant process of unlearning and learning.
Red Davidson: Being A Good Ally (via everyoneisgay)
We did the nicest activity at our staff meeting today.
I was feeling all salty because our principal changed our department planning time to a staff meeting relatively last minute, and that hurts when you don't have common planning during the school day with your department. But when we entered the cafeteria, we saw that the tables were blanketed with photos of every student in the school, with labels and lines for their name, strength, and need- all three of which are part of our district's oft-repeated goal, to know every student by these three things. Almost the entire meeting consisted of walking around silently and filling in these spaces with information we have about our kids. "Strength: intellectually curious... A strong self-advocate... He may be quiet and seems hard to reach, but keep talking to him: he listens." "Need: age-appropriate peer relationships... Support with organization... Confidence in her abilities and that she can have a bright future." Seeing their little faces, free of the hectic classroom context, along with a goldmine of thoughts from other teachers in the building, was a seriously amazing way to end the day. It was informative, and emotional. At the end of it, we were told to walk around again and choose 2 students who don't seem very "known" (their info was very vague or nonexistent) and/or have a strength or need that speaks to us, so that we can begin making a special effort with them in the weeks to come. Every student will be known by their name, strength, and need. I'm so lucky to be in a building with admin who take our district goals so seriously and address them in meaningful, creative ways. A beautiful way to end a Wednesday. Well, and then I left and planned for two more hours, but you know.
It's cool, I'm not trippin, I know you got over a hundred kids.
My student when I told him I hadn't graded his essay. Seriously, have you ever heard anything nicer from a student, midweek, when you're stressed and buried in grading? 💓💗💓
The latest class of NASA astronauts, recruited in 2013 and already in training, will also be candidates for the first trip to Mars, and for the first time in NASA history, 50 percent of them are female.
The class of is made up of eight recruits in total - Josh Cassada, Victor Glover, Tyler Hague, Christina Hammock, Nicole Aunapu Mann, Anne McClain, Jessica Meir, and Andrew Morgan - selected from a pool of around 6,100 applicants. That’s a fierce 0.0013 percent success rate.
The application process alone took 18 months of rigorous medical and psychological testing, and the recruits are now going through two years of training before they’ll officially join NASA’s 46 currently active astronauts.
But what’s really cool is that they’re the first class to be candidates for the mission to Mars. “If we go to Mars, we’ll be representing our entire species in a place we’ve never been before. To me it’s the highest thing a human being can achieve,” McClain told Ginny Graves in an exclusive interview for Glamour magazine at the end of last year.
That training, as you can imagine, is pretty intense, with the candidates learning how to fly T-38 supersonic jets, practicing walking around underwater in spacesuit that weigh 181 kg (400 pounds), and surviving what’s called the vomit comet, which simulates weightlessness through freefall. They’re also being taught a whole bunch of general survival skills that might help them cope with the myriad things that could go wrong on the Red Planet.
And why it’s a big deal:
I want to make them into a poster for my classroom, because look what BADASSES they are!
Alan Rickman reads Shakespeare’s Sonnet 130
My mistress’ eyes are nothing like the sun; Coral is far more red than her lips’ red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damask’d, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground: And yet, by heaven, I think my love as rare As any she belied with false compare.
David Bowie died, Alan Rickman died, and 50 Shades of Grey was nominated for an Oscar. This is the bleak dystopian hellscape this week has wrought.
@jennytrout (via badromancenovelquotes)
Wake up to America’s newest heartthrob on your walls. Perfect above beds, framed in cubicles or stuck to your locker.
On any given episode of East Los High, the highly addictive teen soap on Hulu that just got a fourth season, you’ll see love triangles and heartbreak, mean girls and bad boys, and some seriously skillful dancing. Think a Latino Degrassi meets Gossip Girl meets Glee.
Clocking in at 20 minutes an episode with lots of online extras, the show is calibrated to get fans in their tweens, teens and 20s to inhale and then tweet things like “Finished all 3 seasons of #EastLosHigh in a week and now I have no reason to live anymore,” and, “OMFG! I want season four right now!!!!!!!”
But it turns out the show, which is nearing its fourth season and follows a group of mostly Latino high schoolers in East Los Angeles, serves up more than cat fights and cute outfits — it’s also a science experiment, conducted by a team of social scientists and health workers in cahoots with screenwriters and studio executives.
For the past three years, these unlikely collaborators have been folding information about sex and sexual health into the show’s frothy plot lines. Their mission: to make a hit show that also helps young Latinas make healthy life choices.
‘East Los High’ Isn’t Just A Soapy Teen Drama — It’s Also A Science Experiment
Photos: Hulu
In linguistics, a filler is a sound or word that is spoken in conversation by one participant to signal to others that he/she has paused to think but is not yet finished speaking. These are not to be confused with placeholder names, such as thingamajig, which refer to objects or people whose names are temporarily forgotten, irrelevant, or unknown.
In Afrikaans, ah, em, and eh are common fillers.
In Arabic, يعني yaʿni (“I mean”) and وﷲ wallāh(i) (“by God”) are common fillers.[2][3][4]
In American Sign Language, UM can be signed with open-8 held at chin, palm in, eyebrows down (similar to FAVORITE); or bilateral symmetric bent-V, palm out, repeated axial rotation of wrist (similar to QUOTE).
In Bengali, mane (“it means”) is a common filler.
In Catalan, eh /ə/, doncs (“so”), llavors (“therefore”), and o sigui (“it means”) are common fillers.
In Czech, tak or takže (“so”), prostě (“simply”), jako (“like”) are used as fillers. Čili (“or”) and že (“that”, a conjunction) might also be others. A person who says jako and prostě as fillers might sound a bit simple-minded to others.[5]
In Danish, øh is one of the most common fillers.
In Dutch, eh, ehm, and dus are some of the more common fillers.
In Esperanto, do (“therefore”) is the most common filler.
In Filipino, ah, eh, ay, and ano are the most common fillers.
In Finnish, niinku (“like”), tota, and öö are the most common fillers.
In French, euh /ø/ is most common; other words used as fillers include quoi (“what”), bah, ben (“well”), tu vois (“you see”), and eh bien (roughly “well”, as in “Well, I’m not sure”). Outside of France, other expressions are tu sais (“you know”), t’sais’veux dire? (“you know what I mean?”), or allez une fois (“go one time”). Additional filler words include genre (“kind”), comme (“like”), and style (“style”; “kind”)
In German, a more extensive series of filler words, called modal particles, exists, which actually do give the sentence some meaning. More traditional filler words are äh /ɛː/, hm, so /zoː/, tja, and eigentlich (“actually”)
In Hebrew, eh is the most common filler. Em is also quite common.
In Hindi, matlab (“it means”) and “Mah” are fillers.
In Hungarian, common filler words include hát (well…) and asszongya (a variant of azt mondja, which means “it says here…”).
In Icelandic, a common filler is hérna (“here”). Þúst, a contraction of þú veist (“you know”), is popular among younger speakers.
In Indonesian (Bahasa Indonesia), anu is one of the most common fillers.
In Italian, common fillers include “tipo” (“like”), “ecco” (“there”) and “cioè” (“actually”)
In Irish Gaelic, abair /ˈabˠəɾʲ/ (“say”), bhoil /wɛlʲ/ (“well”), and era /ˈɛɾˠə/ are common fillers, along with emm as in Hiberno-English.
In Japanese, common fillers include eetto, ano, sono, and ee.
In Kannada,Matte for also,Enappa andre for the matter is are the common fillers.
In Korean, eung, eo, ge, and eum are commonly used as fillers.
In Lithuanian, nu, am and žinai (“you know”) are common fillers.
IN Maltese and Maltese English, mela (“then”), or just la, is a common filler.
In Mandarin Chinese, speakers often say 这个 zhège/zhèige (“this”) or 那个 nàge/nèige (“that”). Another common filler is 就 jìu (“just/precisely”).
In Norwegian, common fillers are øh, altså, på en måte (“in a way”), ikke sant (literally “not true?”, “no kidding”, or “exactly”), vel (“well”), and liksom (“like”). In Bergen, sant (“true”) is often used instead of ikke sant. In the Trøndelag region, skjø’ (“see?” or “understand?”) is also a common filler.
In Persian, bebin (“you see”), چیز “chiz” (“thing”), and مثلا masalan (“for instance”) are commonly-used filler words. As well as in Arabic and Urdu, يعني yaʿni (“I mean”) is also used in Persian. Also, eh is a common filler in Persian.
In Portuguese, tipo (“like”) is the most common filler.
In Romanian, deci /detʃʲ/ (“therefore”) is common, especially in school, and ă /ə/ is also very common (can be lengthened according to the pause in speech, rendered in writing as ăăă), whereas păi /pəj/ is widely used by almost anyone.
In Russian, fillers are called слова-паразиты (“vermin words”); the most common are Э-э (“eh”), это (“this”), того (“that”), ну (“well”), значит (“it means”), так (“so”), как его (“what’s it [called]”), типа (“like”), and как бы (“[just] like”).
In Serbian, znači (“means”) and ovaj (“this”) are common fillers.
In Slovak, oné (“that”), tento (“this”), proste (“simply”), or akože are used as fillers. The Hungarian izé (or izí in its Slovak pronunciation) can also be heard, especially in parts of the country with a large Hungarian population. Ta is a filler typical of Eastern Slovak and one of the most parodied features.
In Slovene, pač (“but”, although it has lost that meaning in colloquial, and it is used as a means of explanation), a ne? (“right?”), and no (“well”) are some of the fillers common in central Slovenia, including Ljubljana.
In Spanish, fillers are called muletillas. Some of the most common in American Spanish are e /e/, este (“this”), and o sea (roughly means “I mean”).[6], in Spain the previous fillers are also used, but ¿Vale? (“right?”) and ¿no? are very common too.
In Swedish, fillers are called utfyllningsord; some of the most common are öhm, ja (“yes”), ba (comes from “bara”, which means “just”), asså or alltså (“therefore”, “thus”), va (comes from “vad”, which means “what”), and liksom and typ (both similar to the English “like”).
In Ukrainian, ой /ɔj/ is a common filler.
In Urdu, yani (“meaning…”), falan falan (“this and that”; “blah blah”), umm, and aaa are also common fillers.
In Telugu, ikkada entante (“Whats here is…”) and tarwatha (“then…”) are common and there are numerous like this.
In Tamil, paatheenga-na (“if you see…”) and apparam (“then…”) are common.
In Turkish, yani (“meaning…”), şey (“thing”), “işte” (“that is”), and falan (“as such”, “so on”) are common fillers.
In Welsh, de or ynde is used as a filler (loosely the equivalent of “You know?” or “Isn’t it?”). Ym… and Y… are used similarly to the English “um…”.
Remember that this stuff is really important for fluency of speech. I’ve encountered a bad attitude among language teachers before: “we don’t teach filler words, because that’s not “normative” vocabulary, and it encourages students to sound unsure.” But that’s so, so wrong.
All people use filler words in conversation and even in formal settings. It’s a way to keep the flow of speech when the train of thought pauses; it holds the audience’s attention and actually helps maintain clarity of thought. What’s more, these words are instrumental for language learners, who need to pause more often in their speech than native speakers. Allowing them to pause without breaking into their language (saying a filler word in their language) or completely breaking the flow of their speech allows them to gain fluency faster.
My high school Japanese teacher did it right: “etto” and “anou” were in the second lesson. Teach filler words, people!! And if you’re studying a language and don’t know them, look at this list!! It has a lot!
Hahahaha
Completely delightful content, completely delightful accent.
Watch: In another clip, Sanders explains the real reason he got into politics.
lmfaoooo this show is gold
What is this magnificent show? Put me on.
I was looking at the criteria for test one and it says numbers from one through 30 and tell time we can do the numbers but what do you want him to know about tell time?
Parent of a Spanish I student
Maybe I want him to know... HOW TO TELL TIME.
Like... what we took notes on for three days in a row and practiced for weeks.
Do you want me to type up the entire curriculum for you in a perfectly packaged email? After teaching it, making the notes available to him after absences, providing practice opportunities for days, posting the topics and due dates on the class website, and providing access to an online resource with explicit tutorials and practice activities on EVERY topic?
The *only* thing one of my ELL students wrote on his summary assessment in 8th grade Social Studies. He and his (identical!) twin brother arrived from Cambodia with almost no English and also no literacy in their native language. They don't know what I'm saying, yet I'm supposed to teach and assess them on rigorous Common Core standards. And they, plus a girl newly arrived from Saudi Arabia, are of course in my most challenging class period full of behavior issues. My heart ❤️💔