official daine visual archive
Keni
blake kathryn
No title available
No title available
❣ Chile in a Photography ❣
PUT YOUR BEARD IN MY MOUTH
Stranger Things
@theartofmadeline
taylor price
Cosimo Galluzzi
Cosmic Funnies
"I'm Dorothy Gale from Kansas"
One Nice Bug Per Day
d e v o n
🩵 avery cochrane 🩵
noise dept.
KIROKAZE
No title available
Discoholic 🪩
seen from Türkiye
seen from United States
seen from Vietnam
seen from United States
seen from Bangladesh
seen from United States
seen from Italy
seen from United States
seen from United States
seen from Türkiye
seen from Ukraine
seen from United States
seen from United Kingdom
seen from China
seen from United States
seen from United States
seen from United States
seen from Türkiye
seen from United States
seen from Bolivia
@xmorcix
nothing sexier than that picture with the italian players on top of eachother after the win and the english ones going through the 5 stages of grief in the back
THIS ONE
i can see it
ITALIAN MANWHORE SUMMER
always reblog italian manwhore summer
Elkezdtem nézni a Sullivan's Crossingot, tetszett szinte rögtön az elején a "Luke's" easter egg, egyébként egyelőre elég gagyi, viszont amikor meghallottam ezt a dalt nyilván bevillant a krássom mosolya. 🥲🫠
Két évadot megnézve még mindig nem tudom, miért nézem, de láttam, hogy felkerült a harmadik és negyedik is, szóval gondolom nézem majd tovább, hátha rájövök, a tájképek és a nyugis hangulat mellett miért nézem.
Luke meg öreg, de aztán rájövök, hogy lassan 30 éve indult a GG.
"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.
tldr :(
Ez baromi érdekes és szomorú
Ajánlanál ütős bolhapiacokat az arra hajlamosaknak, bástyám?
bástya nélkül is ment volna - Kecskemét a #1 nálam bárki bármit mond. mondjuk ez is van a legközelebb. - Nagykanizsa az a kecskemétivel egy kaliber, a piaccsarnokban sok fasza zabáldával. Visszavágyom. - állítólag az alkalmanként megrendezett miskolci vásár jó szokott lenni, kofáktól ezt hallom. Nem jutottam még el. - Bajai piacon 1x jártam, kifejezetten azért nem indulnék el de ha útba esik rá lehet nézni - Devecser: soha de soha többet. szeméttelep. - Győrben a Mészáros Lőrinc utcai 'Használtcikk piac' az ahova még nem jutottam el, csak távolról láttam, de egyszer megnézném. Az egykori ETO-parki piac "utódja" az Aréna piac, de az lomis szempontból értékelhetetlen. - Pécsi vásár oké, csak egyszerűen nem ismertem ki magam benne & nem lett a kedvencem - Budapesten a Budaörsi lomi ajánlható, múltkor barátném panaszkodott, hogy elkezdték felverni az árakat, turistásodik ez is? Idén nem voltam még. - Bakancsos piac évente 1x megkukkantható - Pestszentlőrincen ha jól emlékszem szombat az erősebb piacnap, régebben jártam oda is többet
nagyjából ezek
a budaörsi turistásodását meg tudom erősíteni
Miskolcon a régiség vásár havi rendszerességgel van, asszem első vasárnap vagy valami ilyesmi.
Napi kérdésünk: mit lopott el ma Bundi?
A helyes megfejtők között az ellopott valami másik felét sorsoljuk ki.
Nem ő volt!
A szívünket? 😍
A párt szerint Vitézy Dávid és Karácsony Gergely is tévedett.
"Simicskó István elmondta: szeretnék az alkotmányos alapjogot érvényesíteni, hogy továbbra is lehessen az automatáknál, akár készpénzzel is fizetni. Kiemelte, hogy nem mindenkinek áll rendelkezésére mobil eszköz, és különösen az idősebb korosztály, a digitális eszközöket nem használók vagy azok, akik nem rendelkeznek okostelefonnal, hátrányba kerülhetnek az intézkedés miatt.
Felvetette, hogy ha az okostelefon esetleg lemerül, hogyan lehet parkolni, illetve a külföldieknek, a Budapestre érkező turistáknak is nehézséget okozhat a parkolási díj kifizetése." Az ország legkártékonyabb kamupártja a KDNP. Remélem az új választójogi törvényben megoldják, hogy ne tudjon a Fideszen élősködve bekerülni a parlamentbe ....
Kártékony kamupárt-e a KDNP vagy sem, attól még kötelezni mindenkit, hogy app-ot használjon parkolásért (vagy persze bármi másért) szar dolog, és valamilyen alternatíva mindenképp hasznos, ha van.
SMS-hez milyen app kell?
nem olvastam utána hogy milyen megoldás lesz amihez nem kell okos eszköz, de úgy néz ki hogy ebben egyet értek a kdnp-vel. az én mobilomhoz pl nincs hozzá rendelve hogy tudjak fizetni sms-el és ezen nem is szándékozom változtatni.
Mit kell hozzarendelni? En ugy emlekszem h siman smst kuld az ember a megfelelo szamra a rendszammal. Aki meg nem tud smst kuldeni az vezetni se tudja a veszelyes üzemet.
Mobilvásárlás tiltás létezik, pl cégek a dolgozói telókra tudnak kérni, de magadnak is szabályozhatod, hogy a gyerek ne vegyen csengőhangot 5000-ért
@millenovacentoottanta nak special a
@lencse szoboszlai is dropped, új szerelmem ez a bolondviking
Az megvan, hogy ők egy csapatból indultak Salzburgban?
Most pedig, hogy az egyikük Liverpoolban, a másik Manchesterben játszik, egy faluban laknak, szomszédos házakban, a két város között félúton.
Meg is adtad a muníciót az elso ao3 regényemhez, még az is egyértelmű, hogy melyikük lesz a vérfarkas és melyikük a vámpír.
Van egy olvasód
Linket pls
Focis Heated rivalryra tippeltem volna de ez jobb
cycling moots, is this accurate? i haven’t watched the tour de france in yrs
@bombi-szerint-a-vilag is így látja, mikor nézem :D
Henr
Még 35 felett is megannyi új kalandba foghatunk, sosincs vége az első alkalmaknak
Kicsit unortodox még a családi recepthez képest is (abban meggyfa levél is szerepel) meg mint kiderült jobb az üveghez venni az uborkát, mint fordítva, de legalább meglátjuk mi történik a B üvegben a több fokhagymával és a plusz fej lilahagymával (nem akart lent maradni az uborka)
Alakul a buli
Ha eddig izgultatok, akkor itt a sztori vége
Nem csak ehető, de finom is lett :)
Sajnos a végtelen fokhagyma szeretetem megtalálta a határát: a kovászos ubihoz nem megy a mellette kovászolódott fokhagymáról átvett íz.
De minden más szupi ☺️
naon fain *-*
mink levágjuk a csücskit, meg még dobunk bele egy teáskanálnyi feketeborsot is
és bemetszéseket is ejtünk a két végén
Ott a bal oldalin a nyílás az egy vágás, csak a másik irányú vágás mentén szedtem őket ketté a középsővel azért nem látszik jól
Még 35 felett is megannyi új kalandba foghatunk, sosincs vége az első alkalmaknak
Kicsit unortodox még a családi recepthez képest is (abban meggyfa levél is szerepel) meg mint kiderült jobb az üveghez venni az uborkát, mint fordítva, de legalább meglátjuk mi történik a B üvegben a több fokhagymával és a plusz fej lilahagymával (nem akart lent maradni az uborka)
Alakul a buli
Ha eddig izgultatok, akkor itt a sztori vége
Nem csak ehető, de finom is lett :)
Sajnos a végtelen fokhagyma szeretetem megtalálta a határát: a kovászos ubihoz nem megy a mellette kovászolódott fokhagymáról átvett íz.
De minden más szupi ☺️
naon fain *-*
mink levágjuk a csücskit, meg még dobunk bele egy teáskanálnyi feketeborsot is
Ja, nekem is akkor mondta anyukám, hogy le kellett volna vágni, mikor már egy napja forrt... Majd legközelebb 🤣
Még 35 felett is megannyi új kalandba foghatunk, sosincs vége az első alkalmaknak
Kicsit unortodox még a családi recepthez képest is (abban meggyfa levél is szerepel) meg mint kiderült jobb az üveghez venni az uborkát, mint fordítva, de legalább meglátjuk mi történik a B üvegben a több fokhagymával és a plusz fej lilahagymával (nem akart lent maradni az uborka)
Alakul a buli
Ha eddig izgultatok, akkor itt a sztori vége
Nem csak ehető, de finom is lett :)
Sajnos a végtelen fokhagyma szeretetem megtalálta a határát: a kovászos ubihoz nem megy a mellette kovászolódott fokhagymáról átvett íz.
De minden más szupi ☺️
Kedvenc macskás mémeket kérek szépen
If you see this you’re legally obligated to reblog and tag with the book you’re currently reading
Mik történnek?
Vissza kell venni a szexi-trónt Magyar Pétertől.
Van Hugh Grantnek is, a Bridget Jones első részében beesik a tóba, de nem találtam gifet
hallgatnék jó új zenét fiaim
ha van kedvetek, mutassátok meg nekem pls a kedvenc niche/új előadótokat, vagy akit csak úgy hallgattok mostanában (légyszi ne rakja be senki viccből a metallicát vagy a taylorswiftet vagy ilyesmi :D)
kapja be a spotify algoritmus jeligére a szerkesztőségbe, nagyon köszönöm <3
Neha Danielfyt meg Parno grasztot hallgatok. Van benne elet.
Tove Lo, Sombr, Tame Impala
Már a látványától is
jobban vagyok
rosszul vagyok
