#Class 12 Economics Science

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From @janetm74

From @janetm74 to @the-original-sineater

Dodecuplet: 12 musical notes performed in the time of the same value.

Or: 12 Christmas Eves over the years.

With much help from @mariashades

Prompts: 1) SCIENCE!! 2) Holiday in the Tropics  3)Odd family food traditions.  

One:  Scotland

Lucille Charlotte Evans met Amelia Candice Barclay on a wet and windy day in late August on the steps of a large house in St Andrews.

It was an inauspicious meeting. Lucille – Lucy to her friends – had just climbed out of a taxi and was about to drag her suitcase up the stairs when a gust of wind blew it out of her hands and she suddenly found herself racing down the hill after it.

Amelia happened to be the one who stopped it, or rather, was sent flying by it, and the two women, both strangers to Scotland, found themselves seated together in St Andrews Community Hospital Minor Injuries Unit while waiting for Amelia’s ankle to be x-rayed.

It turned out to be only badly sprained and a very guilty Lucy offered to take Amelia back to her home only to find out they were neighbours, sharing the same student accommodation only on different floors.

They quickly became firm friends by the end of the day, fuelled on the rather unusual local delicacy of deep-fried pizza, chips and cheap red wine.

Lucy was studying Astrophysics and Computer Science. Amelia was studying Economics and Social Anthropology. None of their classes overlapped but they had sections of time that did, and they often sat together in the University library or camped out in one of the museums in an out-of-the-way corner.

That first Christmas they both should have spent with their respective families but heavy snow grounded airflight and so they holed up in Amelia’s room and ate the only food they could scrounge up on Christmas Eve – haggis, neeps and tatties with  a dessert called cranachan and good whisky.

It was the weirdest feast both women had ever eaten. And the beginnings of a tradition they both tried hard to keep while in Uni together – Christmas Eve was always holed up in one of their rooms with their Scottish feast.

Two: Kansas

Ruth bustled around the farmhouse, singing at the top of her voice. The radio was blasting the top 100 tunes from the 80s and she was bopping as she plated food and wrapped them ready for the party.

‘Grant, hun, do you want a drink?’

‘Thanks, Ruthie, that would be lovely.’

She took out a bottle of root beer and watched with a fond smile as he turned the ribs in the smoker. No one cooked meat like her husband did, and while his Kansas BBQ beef was legend locally, so good that even Miss Ella had said she’d buy any leftovers off him – there were never any leftovers with her husband and son – but what Grant was really famous for was his Sweet Southern Slow-Cooker Ham.

Giving him a quick squeeze from behind Ruth returned to the kitchen to finish prepping all the cold foods they would need. It might be winter and cold here in Kansas but their Christmas wouldn’t be complete without the mounds of potato salad, coleslaw, soul food macaroni and pickles to go with the ham and burnt ends.. They’d never really been a turkey kind of family, reserving that bird exclusively to Thanksgiving.

Once Ruth had wrapped all the sides and packed them away she set about cleaning the house from top to bottom. A spick and span house she could do, cooking not so much, not unless you liked burnt as a flavour and a texture.

The day passed on and as it did so did the excitement in the household. Jeff was coming home today from NASA and he was bringing his best friends Lee Taylor and the Caseys. They hadn’t seen Jeff since the spring and as the sun began to go down the sound of a truck in the driveway heralded their guests.

Christmas Eve had become the traditional day they ate their meal and had done ever since the day they had married, with Ruth’s commitments at the local clinic they had always put other families ahead of their own, letting the workers have Christmas Day instead. Jeff had grown up knowing no different and loved having their celebrations a day early.

Arms snaked around her waist as Ruth put the kettle on and a head rested on her shoulder.

‘Ma, I swear you get younger every year.’

‘Flattery will not get you out of the dishes, Jefferson.’

‘Mmm, I’ll happily wash the dishes if Pa’s made his Ham and Burnt Ends.’

‘Stop asking stupid questions and take the coffees through.’

Jeff laughed and took the tray his Mom indicated.

Three: Kent

Lucy and Amelia’s friendship lasted long past University. It lasted the distance of the Atlantic Ocean.

NASA had snapped up Lucy once they’d seen her dissertation but despite the distance they chatted regularly and met up at least once a year, and always on Christmas Eve.

This year was going to be different.

This year Amelia had married.

It Amelia’s turn to host Christmas Eve dinner, and Lucy had brought her fiancé. They hadn’t been going out long but from the chats the two women were having Amelia knew this was the one.

She was eager to see her best friend again and hopeful that Lucy would get on with her husband. She’d laughed a good solid 10 minutes when she’d found out that Hugh was actually Lord Hugh Creighton-Ward, 11th Earl of Kent and that plain old Amelia Candice Barclay was to become Lady Amelia Creighton-Ward.

Speaking of her husband, she put down the spoon she was using to mix the swede and carrot mash and went to find him. It came as no surprise that he was holed up in his office – that Stanley the butler insisted on calling his ‘study’ – even on Christmas Eve. Her husband’s work for the Home Office didn’t stop just because it was an international holiday.

Knocking, she waited for his call before entering, and Amelia broke out into a grin at Hugh’s rueful face.

‘You caught me, Me!’

‘I did, Hugh. Are you done? Our guests should be arriving shortly.’

‘And you want me front and centre. Understood.’

‘I want you to be your usual witty self, my love.’

Hugh laughed and put his file back away in his safe before following his wife out to the kitchen. He pulled up a seat at the table and watched his wife putting the final touches to the meal they would shortly be serving.

He couldn’t believe this beautiful, amazing woman had agreed to marry him. He was ten years older, in a stodgy job and a member of the elite British aristocracy. The day his chauffeur accidently crushed her bike while parking was the day his life had changed. She’d been like a spitfire, giving first Grandy and, when she found out he was ‘just the chauffeur’ Amelia had turned to him and given him such a mouthful.

No one had ever spoken to him like that and by the time the lecture had finished he was smitten. They were engaged by the end of the month. Amelia had been a breath of fresh air to the estate. For a start off she worked closely with the staff to bring them more in line with the 21st Century and after some sweeping changes life had settled into a new routine.

Amelia loved to cook and Hugh had suddenly found that he loved to be in the kitchen, a place he’d never really frequented even as a boy. He loved watching her at work. She danced and sang unreservedly and created magic. He’d never eaten such food, and some of their meals had a distinctly Scottish flair on certain days, and his introduction to the national dish of haggis had been…interesting.

Now he was being inducted into another of Amelia’s traditions, the Scottish Feast on Christmas Eve. Amelia’s best friend Lucille was coming over from America with her partner Jeff. He’d met Lucy a couple of times but he knew Jeff by reputation.

Jefferson Tracy, first man on Mars. Everyone knew him. And now Hugh was about to have the man stay at the house with him. It didn’t faze him, he’d hobnobbed with the cream of British aristocracy and foreign diplomats, he was sure he could handle a hot-shot American.

They were going to eat relatively quickly after they arrived, it was late already and just as Amelia placed the last prepared dish into the aga a knock sounded on the door. She grinned at Hugh, grabbed his hand and pulled him along behind her as they made their way to the door.

Opening it the two women may have squealed – not that either were going to admit that – and the two men shook hands before Jeff pressed a bottle of Pappy Van Winkles Family Reserve. Impressed at the gift, Hugh stood aside and allowed them entry.

‘Good evening. Hugh Creighton-Ward. Please call me Hugh.’

‘Jefferson Tracy. Please call me Jeff. Thanks for invitin’ us.’

‘My pleasure. I hope you know what you’re letting yourself in for.’

‘Lucy has been talking about nothing else for weeks.’

They settled into the kitchen rather than the dining room and Amelia passed around the hot toddies she’d prepared.

By the time dinner was over both men were firm friends and a new tradition had been created, with the invitation for the Creighton-Wards to come to Kansas next year.

Four: Dibrugarh

This Christmas Eve was going to be different.

Jeff, Lucy and their four children were off to Dibrugarh in India. Hugh, Amelia and their daughter Penelope had moved out early in the year ostentatiously to take on a job overseeing a tea plantation. The heat wasn’t really agreeing with Penny, but the ten-year-old was being a trooper.

The plane ride was long but enjoyable. They had flown from Kansas to Chicago and spent the day in the Windy City before sleeping overnight and taking the longest flight the boys had ever been on, 14 hours from Chicago to Delhi. With any other children it would probably have been difficult, but all boys had grown up flying, Scott starting at two months old. From Delhi to Dibrugarh, the last stretch being a little over three hours.

Hugh met them at the airport and drove them to a large villa on the outskirts of the town. It was obviously a new build but it was light and spacious and airy, just right for the temperature.

Drinks called Sherberts were given out and rather than collapsing in a tired heap Jeff and Lucy watched in amusement when the boys got a second wind, following Penny out and exploring while it was the adults who collapsed in a heap.

‘God, Hugh, I thought it would be hot in India!’

‘Not at this time of year.’

They laughed over drinks and chatted while the children ran in and out the rooms, even Penny coming out of her shell to join the boys in a game of tag.

Christmas Eve this year was not the Scottish Feast but an Indian one in the style of a Thali. Bhaat (steamed rice), Dal, Bhendir Sarosi (okra in mustard sauce), Lau Tenga (bottle gourd), Aloo Pitika (potatoes), Xaak Bhaji and the sides Kharoli – a papaya chutney and Assamese pickle, all washed down with a drink called Khar.

None of the Tracys were expecting a mild but highly spiced vegetarian meal, but they all enjoyed what was put before them, the boys in particular loving the open nature of the food and that they not only could help themselves from the central tray but that they could eat with their fingers. The meal was finished off with a selection of Indian sweets and glasses of Mango Lassi.

Scott declared that Indian sweets were almost as good as apple pie to the laughter of all. Lucy spent time with Amelia and the two woman who had helped cook the feast, taking notes and looking forward making some of these dishes once she’d returned home.

The evening ended with presents as usual and a happy puppy pile of Tracys and Creighton-Wards wrapped up tightly in blankets as fireworks lit up the sky.

Five: Fiji

Lucy rubbed her bump. She was getting big and pretty soon she’d have to stop flying. This was going to be their last holiday before baby number five was born.

Their Christmas vacation place this year held a double purpose. Not only were they holidaying in the tropics to give Lucy and John some much needed summer sun after both had been hospitalised with severe pneumonia, but they were here for a surprise Christmas present.

Jeff had been so secretive, the only indication of what he’d been up to was the location. Lucy looked out the window of their private jet as Jeff brought them into land. The ocean was so clear and sparkling!

Fiji was hot in comparison to Kansas, and for that first day Lucy just rested on the beach and baked. And boy did she feel better that evening! John too had some colour to his cheeks and Jeff relaxed a little, seeing that he’d made a good choice.

They had three days before the Creighton-Wards would join them. There was sadness at the thought. Penny had returned to England after a year in India, citing the weather as a reason, although Jeff and Lucy had their suspicions as to the real reason, but they would never ask and put their relationship under strain. It would be the first time Hugh and Amelia had seen their daughter for two years.

The boys understood to give the family room, and after an afternoon spent swimming and exploring the beach they returned to the villa to find the Creighton-Ward’s in their own puppy pile, evidence of tears long dried on all faces.

That evening they rested and just reorientated themselves around each other after missing last year.

Christmas Eve began with more swimming and sun lounging, with a thirteen-year-old Scott trying out some waterskiing for the first time. Lunch was going to be their Lovo Feast. Plates of Kokoda, Palisami, Fish Lolo and Vakalolo for dessert.

The food was some of the strangest they had ever eaten. Gordon’s face when he saw the raw fish made everyone laugh. But soon they had eaten their fill and rested and then Jeff was chivvying them all to the airport for his surprise.

The jet had been refuelled and was ready for them all but Jeff refused to say where they were going. He banned everyone from the cockpit…and that was when the Tracy family realised that the windows had been blacked out.

They had no way of knowing where Jeff was flying them…

It wasn’t too long a journey and they had soon landed. Jeff let them out and held Lucy close as she looked at where they were.

It was an island. Behind them a mountain rose up, in front and below them was a cove and a small patch of sandy beach. There was a gasp from every individual as they stepped off the plane onto the tiny runway. Her husband pulled her close and kissed her head.

‘Jeff?’

‘Do you like it?’

‘Like it…? What have you done?’

‘Done? Why, I’ve bought us an island to holiday on and eventually retire to.’

‘Oh.’

‘Oh? Is that all you can say?’

Lucy turned in his arms and kissed him soundly to the whistles and catcalls of their boys.

‘Was that enough words?’

‘Yes. Boys, Hugh, Amelia, Penny – welcome to Tracy Island.

Six: Kansas

This year Christmas was cancelled.

Scott tried his hardest but no one had the heart for it. With Alan still only a baby really at 21 months old there didn’t seem a point as he wouldn’t miss Christmas if they didn’t do it, and none of his other brothers had been able to muster up enough…drive, desire, want – Scott didn’t know what to call it – to do anything this year. And he couldn’t blame them.

They were never going to be whole again.

Seven: New York

It had been a battle Scott had lost despite fighting bitterly.

Jeff had sunk himself into Tracy Industries since their Mom and Grandpa’s death and the business had gone from strength to strength. And then earlier in the spring Jeff had hit a milestone, opening his headquarters in a new skyscraper in New York of all places as the first of many in an empire that was now beginning to go global.

This year had also seen changes at home, with both Scott and John leaving for their respective colleges and Gordon beginning to become a serious contender with his swimming. The Squid was going to go places – namely the Olympics – and he’d been pestering his Dad to let him attend a residential school that catered for Olympic hopefuls.

This Christmas Jeff had put his foot down. It was the first one since his boys had left and he was going to make the most of it.

Unfortunately, ‘make the most of it’ meant that instead of celebrating in a relaxed atmosphere at home they were all dressed up – suited and booted – and at Tracy Tower for the staff Christmas Party.

Scott had had words about dragging his brothers here, how it was unfair of Jeff to schedule the party on today of all days, but Jeff had held firm and dismissed him with a wave of his hand and the cutting remark that Scott didn’t know what he was talking about.

They had stopped talking for the last two days, but Scott was determined to give his brothers the best Christmas ever and had taken them all to Central Park that day and spoiled them rotten.

The staff party itself was actually fine, and Scott began to relax as it became clear that this was not one of his Dad’s networking meetings. A small band was playing Christmas pop tunes and people were dancing.

The food was…well, the food was delicious but there just wasn’t enough of it. Aware enough that if he ate as much as his stomach was telling him he needed to he’d probably get into trouble, Scott nibbled sadly as he wandered the room and looked out for his brothers.

John had brought a book and had curled up in a chair in the corner, resolutely ignoring all attempts at conversation. Virgil was currently under one of the tables, his sketch book out and another page being filled with whatever took the artist’s eye. Gordon was on his best behaviour, their dad making it absolutely clear that any discussion about him leaving home depended on his ability to show he was mature enough for it. And little Alan was with John, sitting under his chair and playing with the build-a-rocket kit that Scott had bought him earlier that day.

A hand on his shoulder had him freeze until a familiar voice sounded in his ear. Grinning, he turned and took in the sight of Penny, dressed in a…a…well, in a pink dress. Scott had no fashion sense; he had no idea what she was wearing.

But she looked stunning.

He took her hand and kissed it before offering her the floor, and at her slight nod Scott swept her up in a dance.

Maybe today wasn’t going to be a total loss after all…

Later that night the three eldest and Penny lay sprawled over the couch munching pizza and drinking pop as their fathers chatted over whisky in the kitchen. If Scott had his arm around Penny and if Penny was snuggling into his embrace well no one was going to mention it.

Eight: London

Penny hopped from foot to foot, much to Parker’s amusement. And he hoped that this Christmas would be a turning point for his ward.

They had buried Lady Amelia Creighton-Ward that spring and it had hit her daughter harder than expected. After spending so long apart, the news that her parents were moving back to England had filled Penny with hope for the opportunity to get to know them all over again, but they’d barely been back when her mother got sick.

The family that Penny was expecting had been instrumental in helping her through, and in particular the eldest, who would be arriving before everyone else since he was currently based in Germany.

She’d be lying if the thought of having Scott to herself hadn’t sparked something in her heart. Ever since that Christmas in Fiji they had been getting closer, and Scott had been calling her regularly since her mum…yeah, he knew how she felt, what she was going through. They would talk for what felt like hours even though each call was only around 30 minutes.

And there he was!

A head higher than everyone else, Scott strode confidently across the airport, looking for Penny. A shift in the crowd drew his attention, and Scott grinned as he saw Penny standing there, oblivious to the way the crowds parted for her – assisted in no small part from the grim expression on her guardian, Parker. He saw the moment she saw him, her smile lighting up the atmosphere.

Scott quickened up and, dropping his duffle at her feet, he caught her about the waist and swung her up and around, cherishing her laughter as she rested her hands on his shoulders.

They were staying in what Penny had called ‘the town house’. That term had not prepared Scott for the four-story house in the heart of Knightsbridge. Parker took Scott’s bag to his room and made his way to the kitchen where he prepared tea as slowly as he could. His Lady needed Scott right now.

He found them in the front drawing room, seated on the sofa. Scott was holding a sobbing Penny and he offered Parker a small smile as he tightened his hold. Parker sat the tray down and made a tactful withdrawal.

The next morning Parker drove them to the airport to pick up the rest of the Tracy family. He watched his ward and the boy through the mirror. She was looking brighter, and something loosened in his heart.

Parker watched as the boys gave his lady hugs and surrounded the pair before they swarmed through the airport to the car. They filled the space with a comfortable noise, both in the car and in the house, and they helped Penny relaxed even more.

Lil had made a light lunch so that the dinner could be the Christmas Eve feast Lord Hugh had asked her to prepare. After lunch Parker had taken Jeff to go and collect Hugh from his office and the rest settled down to watch some Christmas movies.

Scott and Penny were on one sofa, with Alan sitting on his brother’s lap and leaning back against him. John was sitting on the floor between Penny and his brother while Virgil and Gordon were curled up on the other sofa. All four brothers were asleep before the movie was even halfway through, their body clocks not yet adjusted to all the time they’d spent flying, and Scott and Penny let them snooze on so that they’d be fresh for the evening.

The smells from the kitchen soon roused the boys, and there was much amusement when Scott returned from there with red ears, red cheeks and a red hand. He slid back into his seat just as their fathers arrived home. There were more hugs and some chatting and then Parker returned to announce that dinner was ready.

Lillian had been given a very specific feast to create, a mixture of the family favourites. It was one of the most eclectic dinners she’d ever put together. It shouldn’t have worked, but for some reason it did. Lil reckoned it was because of who they all were, Parker wasn’t so sure, muttering under his breath about ‘boys’ and ‘cast iron stomachs thanks to Mrs Tracy senior’.

Haggis held court with baked ham with glazed vegetables. Plates of Fish Lolo sat next to Xaak Bhaji and sides of Kharoli and steamed Bhaat and to top it all off there were several desserts.

The families didn’t quieten down at all as food was consumed. And Parker was pleased to see his master and mistress begin to smile genuinely for the first time in a long time.

Nine: Germany

Jeff sat in the chair and sighed, rubbing the back of his neck before stretching as much as possible while still sitting in the ridiculously uncomfortable chair.

He must have made a sound he was unaware of as a low moan came from the bed and Jeff sat forward carefully, picking up Scott’s hand as carefully as he could, mindful of the canula and the still-healing digits.

But Scott didn’t wake fully and after he settled back to sleep Jeff sighed.

A nurse entered with a tray and set it down on the table before pulling out her pad and recording details from the machines still attached to his son.

He took a deep breath.

His son.

His son was here.

Scott was here, alive.

Scott was alive.

Jeff still couldn’t believe Scott was there, and he gently kissed his son’s hand and placed it back on the bed.

‘Mr Tracy?’

‘Uh…yes?’

‘I brought you a meal.’

‘A – a meal?’

‘It’s Christmas Eve, Mr Tracy. We don’t have much, it is a military hospital after all, but we have a little. I don’t know what you eat but I brought some ham, turkey and some vegetables. And I’m sorry but I could only get green Jello for dessert.’

‘Nurse…?’

‘Abby. Please, sir, call me Abby.’

‘Abby, I am very, very touched by this.’

‘You are more than welcome, Sir.’

He eyed the tray, not inclined in the least to try and eat anything and turned back to watching Scott. Jeff didn’t pay any more heed to the nurse, but as she left she paused in the doorway.

‘Colonel Tracy, I just want you to know that your son is in the very best of hands and we’re proud to be looking after him.’

‘Thank you, Abby. That – that means a lot.’

‘I know you don’t want to eat, but Scott needs you to be strong so please try and eat something.’

‘I – I will.’

The door closed quietly and Jeff looked at the tray again. Green Jello had been the dessert Virgil had loved the most, fighting his brothers for it, invariably being rescued by Scott snatching it out of Gordon’s hands. Scott’s was always the red one, much like Alan. Stifling a sob at the memory, Jeff picked up the Jello and ate it slowly as he watched his son’s chest rise and fall.

Ten: Argentina

It was a heavy feeling of déjà vu as Jeff sat at another bedside and held the hand of another son who he’d believed was dead, but turned out Tracys were determined people, for which Jeff thanked his Irish ancestors.

Another bed, another military hospital, another Christmas away from the rest of his boys as he tried to keep one alive.

He’d never believed that anyone could come back more injured than Scott. His eldest had been held and tortured in a supposed POW camp for three months and had his arm and leg bones broken. Many had healed incorrectly and Scott had needed multiple surgeries to reset breaks. But that had needed to wait until he was better – if the double pneumonia, sepsis and malaria didn’t kill him first.

But Gordon, in typical younger sibling energy, had outdone his eldest brother.

The hydrofoil crash had claimed the lives of all the crew, and for almost half an hour Gordon too, but the paramedics had been able to bring him back from the dead. And when Jeff had finally managed to get someone to talk to him he had found out that Gordon had broken almost every bone, including his spine.

Even as he sat stunned at the news Scott had corralled everyone he knew to try and look for a solution to get his brother walking again, refusing to believe that their Squid could lose that ability.

Brains had come up with the solution, working closely with the spinal surgeons and physios to replace the broken sections of vertebrae and nerves with a Cahelium scaffolding framework.

Gordon had had the first surgery yesterday. He was still under; the operation had taken all day and most of the night and the anaesthesia was yet to wear off. Jeff began massaging the hand he held, humming one of Lucy’s tunes as he did in an effort to both stir Gordon and comfort them both.

‘I haven’t heard you hum that tune for a long time.’

Jeff looked to the door where Scott stood, a bad in one hand and two coffees in the other. His cane was nowhere in sight and he frowned at his son. Scott half-shrugged, completely unapologetic and Jeff sighed in exasperation.

‘How is he?’

‘Same as he was before you left for coffee.’

‘Yeah…’

Scott trailed off. Being here in these circumstances…it was bringing back unwanted memories. He’d bolted a couple of times, but he was getting better at staying. Having a younger sibling who needed him was helping him cope better with the trauma he’d been through himself.

This time he’d left willingly, for coffee. And returned with more. He took something from the bag before handing it to his Dad. Jeff wasn’t surprised to see an apple Danish in Scott’s hand and one in the bag for himself.

They solemnly tapped their cups together.

‘Merry Christmas, Dad.’

‘Merry Christmas, Scott.’

‘Do…Do you think you can keep it down? How’s a Squid supposed to sleep?’

It was the first genuine smile either man had smiled for a long time.

Eleven: International Rescue

There was an air of festivities on Tracy Island the like they hadn’t had for a long time. Everyone was here, both family and friends.

International rescue had been operating for almost eight months, and in that time their reputation had gone from strength to strength. Lee Taylor, Tim and Val Casey and Jeff had been the founders, but the last four months Jeff and Lee had been training Scott, John and Virgil to take their roles in the organisation set up in honour of their Mom.

Christmas on the island was polar opposite to Kansas where they had grown up. December was quite warm – around 70°F compared to about 25°F in Kansas – and although they’d officially lived on the island for a few years now, this was the first Christmas all the Tracys, the Creighton-Wards, the Kyranos and Brains were together. Only the Caseys and Lee were missing, Tim and Val unable to get out of work at the GDF due to some top-secret test (that Scott and John absolutely did not know about, no sir, they did not know about the Zero-X at all) about to occur and Lee because he was back on Alphie, trying to persuade NASA not to destroy their beloved base.

Virgil had been acting oddly all week, and once John had come down he’d joined him, they immediately stopped whatever they were doing every time Jeff walked into the same room. He’d caught whispers about something lost, but to be honest Jeff was just revelling in having all five boys and Tanusha under the same roof for once.

Their Dad wasn’t the only one who had noticed John and Virgil’s odd behaviour. Both Scott and Gordon had, but Scott had his hands full with Alan, the eight-year-old had clung to his eldest brother like a limpet, not that Scott minded, but that meant leaving Gordon to find out what was going on…Gordon promised that he would behave but Scott knew better than to trust that kind of promise – there were many shades to “behaving” when it came to Gordon and Scott was well versed in his prankster brother’s ability to create loopholes. Both brothers would vehemently deny it, but when it came to finding loopholes in something John and Gordon were identical. Scott himself would deny that he and Gordon were the same when it came to pranks, but he’d be lying just as much as John would be…

Whatever they were trying to do also involved Virgil’s studio. The place was a strict ‘invite-only’ place, but Virgil had taken to locking the door – both when he was out of the studio and when he was inside – and had lived up to his “bear” reputation when Scott had tried to find out what they were up to. He had backed away quickly when Virgil literally growled at him.

As the week progressed the smells coming from the studio were mouthwatering, though, and as time passed more and more Scott found himself wandering past trying to work out what the two were up to.

All anyone could work out was that it was definitely *ham* that was being cooked, but why it needed such secrecy was anyone’s guess.

Christmas Eve dawned clear, bright and hot. Breakfast was a riotous affair with so many people, an eclectic mix of traditional American, English and Malay foods meaning everyone had something they enjoyed.

Dinner was due that evening, giving everyone all day for whatever activities they had planned. Games were played, films played in the background. Lunch was a spread of finger food for them to help themselves as they so wished.

Virgil and John disappeared back into the studio. Out of the kiln Virgil pulled the latest attempt at recreating Grandpa Grant’s Baked Ham. This was their fifth attempt but, as tasty as the ham was, it was missing something. Virgil sighed despondently as John’s hand landed on his shoulder and gave him s squeeze.

‘I really wanted this to be ready for tonight but – *sigh* – it won’t be.’

‘It would have been nice, I agree, but you’re really close!’

‘Not close enough, John.’

‘We can do this, Virgil! It’s just a matter of using science and all our taste and memories to work out what Grandpa’s secret ingredient was!’

‘The secret ingre….’

The klaxon drowned out whatever else was going to be said and both men legged to the lounge where the command centre had already been engaged.

‘There’s a problem with the Zero-X launch. Scott, suit up and meet me in One. John, can you return to Five and direct us from there?’

‘FAB Dad.’

‘FAB, Dad.’

‘Kyrano, you have the command centre. Thunderbirds are go!’

Later on, when Scott finally came home, dinner had been forgotten as had all thoughts of food. Once he returned to the lounge Alan all but launched himself at Scott, his other brothers following suit. The four collapsed in a huddle in the middle of the floor, with John’s holo looking on. Pretty soon they were joined by Penny and Kayo and then the older adults surrounded them.

For the second time in their lives Christmas was cancelled.

Twelve: Tracy Island – Together Again

‘What about this?’

‘No – I’ve looked in that box. What about that one?’

‘Hang on…yes! They’re in here!’

This year promised to be their best Christmas ever!

In early spring the five of them with Brains had done the impossible. They had flown to the Oort Cloud, rescued their Father and returned home. Jeff had spent the remainder of the year in a specialist rehab centre, but now he was due home.

Due home on Christmas Eve. What could be more perfect?

So Tracy Island became a hive of activity as everyone prepared for his return. Scott got busy making sure iR and TI could survive the day without them, Gordon and Alan took it upon themselves to decorate the lounge. Brains had muttered something about snow and Kayo was busy in the kitchen with her father and Parker cooking up a feast. Even Uncle Lee had been picked up from Mars earlier in the week by Alan and John.

Virgil and John took it upon themselves to spend the week perfecting Grandpa’s Baked Ham recipe in celebration of having their family all under one roof again. The villa soon filled with the delectable smell of ham.

Every day they tried a new combination in their quest. John had suggested using science to work out what they were missing.

So they started at the beginning by asking the question – AKA ‘interrogating’ Grandma.

Unfortunately Grandma knew nothing. Her husband had been protective of his recipe, not because he didn’t trust her, but because Grant knew what a terrible cook his wife was. It had been a joke that Sally could burn water for their entire married life, and she’d proved that to be the case so, so many times. It hadn’t occurred to anyone that there would come a time when he wouldn’t be around anymore…

So the two brothers formed a hypothesis and theorised that Grandpa would have used ingredients to hand, so they thought long and hard about the kinds of food flavourings they had seen around the old kitchen farmhouse.

Based on that hypothesis they gathered groups of flavourings to try as the predictions part of the scientific method.

Testing the hypothesis had been fun at first. They had mixed flavourings like some kind of kitchen wizards, testing combinations out.

Their family had appreciated most of the ham results. At first. After three days and seven hams even Gordon had begun to complain, but Scott remained oblivious to the amount of thick-cut ham sandwiches he was consuming as he worked.

Tests complete, they analysed the data and drew some conclusions. Nothing matched. They had come close a couple of times, but there was still one key ingredient they were missing, so they tried a different method.

They began searching for their Grandpa’s secret recipe.

They tore into the storage room in the basement, looking through old boxes of stuff that hadn’t been opened since they had moved here from Kansas. They had had to stop for the rest of the day when they stumbled on the one filled with pictures of their Mom and them growing up.

John picked up a heavy box to place it on top of another to make it easier to look into. He’d been down almost the entire week and so gravity wasn’t its usual problem, but the box was heavier than he had anticipated and in manoeuvring it he caught the bottom box. It was enough to make the bottom of the box he was carrying split open, spilling books all over the floor.

A particularly heavy tome flattened his toes and John yelped. Virgil abandoned his box to come and make sure his brother wasn’t too badly hurt, picking up an old tractor manual. It was for Grandpa’s old Deere, the tractor both he and a tiny Virgil had adored both – it was a giant green machine after all…

A feeling of nostalgia washed over him as he flicked through the well-thumbed pages, some still with Grandpa’s oily fingerprints on. As he browsed a yellowing slip of paper full of Grandpa’s neat, careful writing slipped out from between the pages.

With slightly shaking fingers John bent to pick the page up and read it aloud:

Sweet Southern Slow-Cooker Ham

“Ingredients:

1 bone-in fully-cooked ham, about 5.5lb

1 cup apple cider vinegar

½ cup of dark brown sugar

1/3 cup of Kentucky bourbon

¼ cup of honey

¼ cup Dijon-style mustard

4+ sprigs of thyme”

Virgil smacked his forehead. Bourbon? The missing ingredient was bourbon?? He picked John up and swung him around. Both men were laughing before carefully packing the box and putting it back away and returning to the studio.

Several hours later and Virgil was bringing Two into land.

They were all there to bring their Dad home and Jeff was revelling in just being here. He still used a cane to walk around, but he was so much more than the husk of a man they had rescued ten months ago. He’d put on weight, had almost got used to gravity again and was looking forward to sleeping in his own bed with his own children, his Ma and his friends all around him.

Christmas Eve. What a special day to return home. There were so many Christmas Eves that had been special for various reasons, but today was going to be the best ever. As they arrived in the lounge to the cheering of those who had stayed behind and to the smells of food ready to be eaten.

Jeff watched as his children and his friend’s children orientated themselves around him and each other. Huh…interesting. He’d known Scott and Penny had a bit of a thing for each other before…before that time, but now to see Penny sitting with Gordon he realised that ship had sailed. Instead, Scott had gravitated to Kayo, an unusual pairing to be sure, Jeff thought, seeing that they were potentially too similar in temperament, but if it worked then he’d be more than happy for both boys.

Ma, Kyrano and Parker were busy laying the table when John and Virgil brought in a covered dish. There were a few groans from Gordon and Alan which had Jeff raising his eyebrows at them and they quietened down.

The ham was uncovered with a flourish once everyone was seated and ready to help themselves. Scott, recognising the smell of Grandpa’s secret Baked Ham, insisted that Jeff have the first slice and that everyone wait until their Dad and friend had pronounced judgement.

The smell hit Jeff like a thunderbolt. He’d not smelt this particular aroma for…wow, was it really almost twenty years since they had lost Lucy and his Pa? Water welled but didn’t fall from his eyes as Jeff fought to keep his composure.

And then he tastes it.

Tears fell as memories of home, of being a child growing up on the farm, of that first Christmas he’d introduced Lucy to his parents, of the time a two-year-old Scott had managed to pull the tablecloth off the table and was busy hoovering up the food that had fallen, heedless of the adults’ cries of panic over the broken glass and China.

That first time Hugh, Amelia and Penny had come over for Christmas and then Kyrano and Kayo had joined them…and Brains too vied with thoughts of the dried astronaut food he’d sustained himself on when alone out there in the Oort Cloud.

All these memories rushed upon him and Jeff suddenly realised he’d dropped his fork and was just sitting there staring into space, his family looking on with worried faces.

Jeff cleared his throat and wiped his eyes.

‘Thank you. Thank you all. This is without doubt the best Christmas Eve I have had in a very, very long time.’

[mymidnightramblings]

I grew up a child of physics

I grew up a child of physics. I watched Star Trek and Star Wars, and I kept glow-stars in my room at night. I begged for telescopes for my birthday, and I spent time amazing my cat, named Schrodinger, with Newton's cradle. At the age of seven, my dad taught me momentum using balls and a slide. At the age of 12 my mom was teaching me loads while we built tables together. I swung on swing sets and counted how long each swing would take. How I could affect the time it took. I was a child of physics. Now I’m an adult with no idea where to go. 

Congress is defunding NASA this year. I see so many people saying there is no reason we should fund NASA to begin with– focus on the problems on earth then focus on looking beyond. To that I say, looking beyond is what makes us human. The very first humans looked up at the same sky as us, albeit tilted a little differently, stars in slightly different locations, and wondered about their place in the universe. Every major religion has some basis in the stars. Wondering what is out there – where we belong, how our world works– that is human. And we are cutting the budget of the people who study it. 

Now, many people say more money should go from irrelevant government programs to social welfare. Things like social security and medicare. I agree. Why put money into NASA when 41.73 million people live in poverty in the United States? In 1969, during the first moon landing, 8,000 New Yorkers gathered to watch the exciting touchdown of the Lunar Module. However, about 50 blocks further an estimated 50,000 people were protesting it. Most of these individuals were african-american or from a low-income community. Why? The fact their government would rather “throw away” 25.8 billion in 1969 dollars than invest in the lower class was absurd, and it was a sign that their government did not believe in them (Smithsonian). That resentment is completely understandable. Imagine being unable to feed your children, then watching the TV to see the government throw away money you would give your life for just to win a “space race.” Coming from a place of privilege, exploring space seems exciting and expected as the next step, but for those in less fortunate circumstances it makes less sense to put money into NASA when more money could be put into social welfare programs. It doesn’t feel as though NASA is helping the public in any way. This case can still be argued today, with a caveat. NASA is helping the general public in ways one wouldn’t expect. It generated over $71.2 billion in economic output, supported over 339,600 jobs (not counting internships), and resulted in $7.7 billion in tax revenues (NASA Economic Impact Report). Additionally NASA has countless opportunities for underrepresented individuals through internships and engagement opportunities. I, myself, took advantage of such an opportunity for colored women in 2022, where I was able to attend a conference at the Goddard Space Flight Center. They are inspiring the next generation in underrepresented areas as well through their outreach programs, which are run in many low income communities through their Equality and Environmental Justice program (Earth and Applied Sciences).

Additionally, NASA is one of the most resourceful government agencies. In 2023, NASA got allocated $30.92 billion dollars–0.3% of government funds–and they used $28.28 billion of it (USA Spending, FY 2023) NASA uses around 95% of its government funding, with an estimated 3% hidden from the public due to black-budget (sending up hidden spy satellites alongside routine space flights.) 2% of that money is what is actually unused. Now, let's look towards the government's military spending (in 2023), where over $515 billion– 26.5% of its allocated $1.5 trillion–go unused (USA Spending). 

NASA is not some stupid “astrology science” agency, as someone so kindly told me. The innovation found within NASA’s research and engineering teams have helped forward society to new depths. Without satellites the internet would not exist, nor GPS, nor telecommunication services. They actively combat cataclysmic and apocalyptic events through their asteroid and solar ray detection. They have moved asteroids out of the way, and study sun activity to avoid another Carrington Event. NASA is doing the opposite of exacerbating an apocalypse. Why haven’t you heard of any of these space rays attacking Earth? Because NASA keeps an eye on them and takes care of them. Just because you don’t see something doesn’t mean it doesn't exist. Many people believe in a God they don’t see. Many people believe in Santa Claus. If the evidence exists, follow the trail that's been made. 

Now, most MAGA supporters consider themselves “macho” men. Let’s be “macho” men and face our problems rather than running away or making it worse. Starting with the biggest problem. Climate change. 

 Climate change is a terrifying problem, and rockets seem to be exacerbating it. According to the National Oceanic and Atmospheric Association (NOAA), rockets launched more than 1000 tons of soot into the atmosphere, and this is only projected to be worse. Additionally, this soot being deposited in the stratosphere rather than in the troposphere means that the pollution will dissipate over a longer period of time (Kluger). Currently, there is no fix for this, and I completely agree that the pollution created by rockets is quite large. However, we aren’t launching rockets every day. The pollution these rockets put out as a whole are more on the scale of cars and ships. This is because there have never been more than 200 rocket launches a year, and in the past there have been well under 150 per year (US Private Space Launch Industry). In fact, the global aviation industry, which consists of commercial airlines, cargo planes, and more, releases 2.5% of the world's carbon emissions (US Private Space Launch Industry). Moreover, as technology evolves, transportation becomes less damaging. We see this with the rise of electric vehicles, nuclear reactor submarines, and now with more methane fuelled rockets which pollute less. As time goes on, rockets will release less and less pollution, however we need to experiment more with rockets to get to that point (Kluger). 

We are experiencing the biggest threats to some of the most major government institutions. The president does not control the budget, congress does. Keep that in mind when you vote bi-annually.

[sskybooks]

A world-building list. Enjoy! :)

1. Geography & Environment

What is the physical geography of the world: (continents, oceans, mountains)?

Are there any unusual natural phenomena or landmarks (e.g., floating islands, glowing forests)?

What is the climate like, and does it vary across regions?

How does the environment affect the lives and behaviors of the inhabitants?

Are there specific resources the world is known for?

What's the weather like?

2. Culture & Society

What are the main cultures or civilizations in the world?

How do people express their cultural identity (e.g., clothing, festivals, music)?

What are the major languages or dialects, and how do they influence communication?

What are the social hierarchies or class systems?

What role do gender roles, traditions, or taboos play?

3. Politics & Government

What are the dominant forms of governance (monarchies, democracies, councils)?

Who holds power, and how do they maintain it?

How are laws created and enforced?

Are there any significant political conflicts or alliances?

What role do religion or philosophy play in politics?

4. Religion & Beliefs

What are the dominant religions or belief systems?

How do they explain the creation of the world or existence?

Are there gods, spirits, or other supernatural entities worshipped?

What religious practices or rituals are common?

How do belief systems shape daily life, morality, and culture?

5. Economy & Trade

What is the primary currency or barter system?

What industries or trades dominate the economy?

How do people make a living?

What goods are exported or imported between regions?

Are there economic disparities or poverty?

6. Technology & Innovation

What level of technology does the world possess (medieval, steampunk, futuristic)?

Are there any unique inventions or discoveries?

How has technology shaped warfare, communication, or travel?

Is there a reliance on magic, science, or a mix of both?

Are there limitations or dangers associated with technology?

7. Magic & Mysticism

Does magic exist, and how is it accessed or controlled?

What are the rules or limitations of magic?

Are there magical creatures, artifacts, or phenomena?

Who can use magic, and is it regulated or feared?

How does magic influence politics, economy, or daily life?

8. History & Mythology

What are the major historical events or turning points?

Are there legendary heroes, villains, or mythical stories passed down?

How do different cultures interpret history or myth?

Are there ruins or relics of past civilizations?

What lessons or warnings do people derive from their history?

9. Inhabitants

What species or races inhabit the world?

How do different groups interact or coexist?

Are there unique traits, abilities, or traditions among species?

What challenges do they face in their environment?

How do they adapt or evolve over time?

10. Conflict & Change

What are the major sources of conflict (political, religious, resource-based)?

Are there ongoing wars or rebellions?

How do natural disasters, diseases, or other calamities shape the world?

What changes or innovations threaten the status quo?

How do ordinary people perceive these conflicts?

11. Transportation & Communication

How do people travel (roads, ships, airships, portals)?

What is the fastest or most efficient way to get around?

How is information shared across regions?

Are there any special navigational challenges (storms, voids, magical barriers)?

Do certain regions remain isolated due to transportation limitations?

12. Food & Daily Life

What is the staple diet of various regions?

How do people prepare and share food?

What is a typical day like for different social classes or species?

What sports, games, or hobbies are popular?

How is leisure time spent, if at all?

13. Art & Literature

What forms of art are celebrated (painting, music, dance, poetry)?

Are there famous artists, authors, or performers in history?

How do different cultures view or value art?

Are there shared myths, epics, or tales that unite people?

How is history or knowledge recorded (books, oral tradition, carvings)?

14. Science & Medicine

What is the state of medical knowledge or healthcare?

Are there known cures for diseases, or do plagues persist?

How do people approach science—curiosity, fear, or reverence?

Are there ethical debates surrounding scientific progress?

How do medicine and science interact with magic, if at all?

15. Relationships & Identity

How do people define family or community?

Are marriages, partnerships, or unions celebrated?

How is identity expressed (names, clothing, tattoos)?

Are there rites of passage marking maturity or status?

How do people honor their dead or remember ancestors?

[danketsuround]

An Informal Guide to Writing about School in Japan

Sorry for posting this so late! Thank you for your patience.

This post should be used as a general reference for when you're writing something that takes place in a Japanese school. I made this because there have been a few stories (and even real articles!) written by people who seem pretty... uninformed about how Japanese schools actually work, but please use this as a framework for your story rather than a complete Bible.

Note: This post is informed by two things - my experience working at Japanese public schools, and being an American. The things I include in this post will be things that stand out to me as someone from the states. That being said, Japanese and American schools operate very differently, so there will be a lot!

A Year Overview

1st semester begins in April, and ends right before summer break in June. 2nd semester begins in late July or August, and ends before winter break in December. 3rd semester begins in January and ends in late March.

There is a very short spring break between 3rd semester and the entrance ceremony in which teachers/staff are told if they will be moving to a new school or not. This is specific to public schools. Academies/private schools likely don't adhere to this exact rule since they're contracted for a certain amount of time.

Grades and Classes

In large schools, each grade is divided by class. Each class has about 25+ students in it depending on the size of the school. In elementary school, junior high school, and high school, classes are either divided by letter or number.

For example, if you are a JHS 2nd year in the 1st class, you will be in 2-1. If you are an ES 5th grader in the B class, you will be in 5-B.

Kindergartens and daycares divide classes differently, and are called things like "Rabbits" or "Lions" - I'm pretty sure the names are ways to separate the ages. For example, the "Lion" class is the oldest (5-6 years old) and the "Chick" class is the youngest (1-2 years or less).

The word for "class" in Japanese is 組 ("kumi"). When referring to a certain class, we usually just say - using the same examples as above - ichi-kumi (Class 1), B-kumi (Class B), usagi-kumi (Rabbits)

Ages and Years

Elementary school - 1st grade through 6th grade (Ages 7 to 12)

Junior high school - 1st year through 3rd year (in the states, we would call it 7th through 9th grade. Here, they say JHS 1st year, 2nd year, 3rd year) (Ages 12 to 15)

High school - 1st year through 3rd year (same note as above, 10th through 12th grade) (Ages 15 to 18)

Homerooms

As stated above, each grade is split up into sections, called homeroom classes. In JHS and HS, a teacher will be in charge of one homeroom class as well as one main subject. Not all teachers have their own classrooms (depending on the size of the school, sometimes you have more subjects to teach than students!) but most of them do. However, that doesn't mean there is a dedicated "math room" or "English room" - instead, teachers will move to different classes, and students stay in their homeroom. In elementary school, your homeroom teacher will typically teach every subject. Of course, there is a teacher per subject per year. For example, if you're in a mid-sized junior high school, there would be 3 English teachers.

Between classes, students have a 10 minute break or so. This is so students can use the restroom and drink water (they can't do it during class) as well as prepare their materials for the incoming teacher. Class leaders will also go to the teacher's office and will sometimes be tasked with carrying materials to class or preparing something separately (like turning on the projector, the TV, getting white boards, etc.)

School Subjects

Besides the core subjects (English, social studies, math, science, Japanese, P.E.), Japanese schools also have calligraphy and home economics.

Homeroom teachers will also be asked to teach sougo (interdisciplinary studies) and moral education. I believe sougo is a fairly new subject that was added to Japanese curriculum a little over 20 years ago - from my understanding it's kind of like a psychology, economics, and sociology class all wrapped up into one. Moral education, on the other hand, has been described as "very Japanese" by all of my coworkers - it's like a "here's how we follow the rules", "here's how to be polite", "here's why having good behavior is beneficial for everyone" type of class.

Japanese schools also do not offer advanced classes. All students are expected to take the same class unless they have been put in the special needs classes for learning disabilities, mental health problems, or behavioral issues. Special needs classes tend to be taught at a lower level and sometimes a mix of grades as well. Special needs students "belong" to a specific class (like, 1-1 or 2-B...) but they study in separate, smaller classrooms (sometimes just called Special Needs 1, Special Needs 2...) Some students who need special care but are willing/able to join regular classes will have a support teacher with them. One of my students is partially deaf and needs careful instruction but can otherwise sit and participate in class like everyone else.

The Teachers Office

All teachers' desks are in the teachers' office. There, we prepare for class, have meetings, take a short break, drink coffee... etc. - and teachers who do not have a homeroom class also eat lunch there. Typically, all teachers who are in charge of the same grade will sit together.

Students are allowed in the teachers' office, but they have to state their name, their grade, class, and their purpose for coming. An example would be: "Excuse me. I'm Momo Taro from Class 3-2. I've come to see Kaguya-sensei. Excuse me."

Then, when they leave, they have to say: "Pardon me" (失礼いたしました). Some of my students get in trouble if they don't announce themselves properly or make a mistake in front of the wrong teacher!

And, a small bit about teachers' names

There are some Japanese last names that are extremely common. Did anyone see that article that claimed everyone in Japan will have the same last name by 2531? Funny stuff.

That's why a few teachers go by their first name. It's not rude at all when half of your staff is Suzuki and the other half is Sato.

Teachers, of course, follow the same formalities that students do by using [Name]-sensei with each other. It would actually be considered highly HIGHLY inappropriate to refer to another teacher with -san or -chan in school - unless you're extremely close and just joking around...AND you're both female...a male teacher would not survive doing that.

A Typical School Day

It varies, but schools often start around 8:10 or 8:30 in the morning, and students go home around 4. There are typically 6 periods in a day, with an hour break in the middle of the day to account for lunch and recess - yes, junior high school and high school students get recess, too! Though, older students often use it to study or have a meeting with their club. At my school, my students are required to read in the morning.

Students are really busy and have jobs around the school. There are class leaders - who come to the teacher's office to ask what needs to be prepared for class - and there are students who run the morning, lunch, cleaning ("souji"), and end of the day broadcast, and students who are in charge of grabbing and setting up school lunch in the classroom. Of course, there are club leaders and student council as well.

Uniforms (students)

Uniforms are required for both public and private schools in Japan. Some elementary schools do not require uniforms, and others do. It's extremely rare to find a JHS or HS that doesn't require uniforms, but they exist.

Some schools are more strict than others. The main points are: no piercings, no makeup, no unnaturally colored hair (yes, this includes blonde, but not brown, as some Japanese people do have naturally brown/light brown hair!) - skirt length, shoe color (white only), wearing a hat, jewelry, manicures/nail polish color all have rules mandated by the school. Some schools even have certain haircuts they require students to follow! If a student has long hair, they will usually be asked to wear it in a low ponytail. Of course, not every student follows the rules anyways.

They also have outside clothes called "jerseys" that they wear under their uniform. This way, students are able to change freely in the classroom before/after gym or recess.

Uniforms (teachers)

Teachers are not exactly held to the same standard, but it depends on the school. While private schools are apparently waaaaay more strict about what their students and faculty wear, public schools don't really enforce it at all. The typical uniform is a collard shirt and slacks, but teachers who are in charge of a sports club can get away with the occasional jersey/sport shirt and shorts.

Everyone who comes into the school must take their shoes off and change into slippers or indoor shoes (shoes you bought that you have decided are only for wearing inside and have never ever touched the outside ground before...)

We take our shoes on and off.. a lot. That's why most teacher's inside shoes are comfortable slip-on sneakers or loafers. I've never in my life seen a teacher lace up their shoes before. Hell, my inside shoes have zippers. It just takes too much freaking time!

The Thing About Shoes is...

I said some stuff about shoes above, but I wanted to note that the student and teacher entrance is different. Students have rows and rows of lockers to switch out their own shoes, which is (often) conveniently placed near the school grounds where they play sports.

The teachers' entrance is the regular front entrance, and we have our own lockers as well. There are shelves of slippers that belong to the school for any guests who come in, or students who forgot their inside shoes that day, lol.

Yes, yes, yes - we are required to wear inside shoes with no exception. One of my students was injured and in a wheelchair and he still had to change out his shoes, so..

Discipline

It's basically impossible to get expelled, and things like ISS simply don't exist in Japanese schools. Don't be mistaken - that certainly doesn't mean students do not have behavior issues - MY STUDENTS ARE BAD!! But they don't really get punished for it in ways you would see at an American school.

Most discipline is delegated to the homeroom teacher (or whoever else's class you're failing, lol). Some problems are severe enough to be escalated to a meeting with your parents or the vice principal ("kyoutou-sensei"), but I've honestly never seen the principal do any student discipline, and I've never seen a student be suspended or expelled.

Japan is really keen on making sure everyone gets an equal opportunity for education, even for students who have behavioral issues or would do better if they were homeschooled.

Now, corporal punishment is illegal in Japanese schools. Making students stand outside of class holding buckets of water because they forgot their homework (or whatever you might have seen from slice of life comedies..) is a thing of the semi-distant past. That being said, there is still no shortage of verbal harassment from strict teachers onto their students. I think the most common form of strict discipline that is *still* accepted is a teacher laying it on a student in the office, then sending them back to their homeroom in tears.

Yes, while humiliation sometimes hurts even worse than a ruler to the hand, no one says anything about it. That's the older teacher style. To be honest, younger teachers aren't strict enough with their students sometimes. Including me, cause I'm a pushover, lol.

Club Activities

Club activities are my students' entire LIVES. My students really like handball and track, and are sometimes staying after school 5-6 days of the week. It's not uncommon for students to go to school on the weekends or during summer/winter break. It's also not terribly uncommon for students to be part of multiple clubs, so long as they don't intersect with each other too much.

Clubs are typically anything to do with music or sports. It's not unheard of to have debate clubs, English clubs, literature clubs, calligraphy clubs, theater clubs, etc. either - but I would say that's more common in cities where schools have more opportunity to compete or perform with many other local schools.

A note about mandatory Education

Once you graduate junior high school, your period of compulsory education ends. In other words, you can stop going to school and you don't have to go to high school. You also do not have to have a high school diploma or GED to attend college, but you still have to find a college that will accept you.

Other random stuff (and debunking anime-ish myths)

In summer, students go swimming! They are required to learn how to swim from elementary school.

Teachers don't have smoke breaks during class. No one has time for that, and if you're caught by a student or another teacher, you're fucked. We do it by the 7/11 after school like normal people.

Cram school ("juku") is a thing and a LOT of students are in it. One of my students is in a swimming cram school.

Being openly LGBT in Japan is hard, but it's not impossible. There are some openly LGBT students, especially in large cities. For teachers, they don't really talk about their personal life very often (I think it's a bit taboo..) so I wouldn't imagine anyone would feel pressured to out themselves at all.

Bullying is a big problem, but it's also one of the most widely studied and discussed problem regarding Japanese schools. Some people like to say that it's much worse in Japan, but I would argue it's fairly similar to the states. Severe bullying (in which a student is physically tormented or abused) is less common than things like spreading rumors, singling out someone, or cyberbullying.

Extra credit is not a thing, but some teachers are more lenient than others about deadlines.

Yes, students are able to express themselves freely. They often do, very loudly and opinionated...ly. Or, uh, mine do.

On a test or worksheet, circles are good and checkmarks are bad.

Schools have a lot of various events, assembles, festivals, and school trips - all of which are organized by students and homeroom teachers who don't get paid enough to stay as late as they do ;D

We don't use substitute teachers. Usually the schedule will change or another teacher will fill in during their free period.

Annnnnnd that should be it. If you have any specific questions or need clarification, you are welcome to reply to this post or send me a message! I can try and answer them to the best of my ability. Every school is a little bit different, but this is truly a "general" "overview" of school life in Japan.

Thanks for reading!

[dreaminginthedeepsouth]

Mike Luckovich

* * * * *

LETTERS FROM AN AMERICAN

December 11, 2024

Heather Cox Richardson

Dec 12, 2024

Yesterday, President Joe Biden spoke at the Brookings Institution, where he gave a major speech on the American economy. He contrasted his approach with the supply-side economics of the forty years before he took office, an approach the incoming administration of Donald Trump has said he would reinstate. Biden urged Trump and his team not to destroy the seeds of growth planted over the past four years. And he laid out the extraordinary successes of his administration as a benchmark going forward.

The president noted that Trump is inheriting a strong economy. Biden shifted the U.S. economy from 40 years of supply-side economics that had transferred about $50 trillion from the bottom 90% to the top 1% and hollowed out the middle class.

By investing in the American people, the Biden team expanded the economy from “the middle out and the bottom up,” as Biden says, and created an economy that he rightfully called “the envy of the world.” Biden listed the numbers: more than 16 million new jobs, the most in any four-year presidential term in U.S. history; low unemployment; a record 20 million applications for the establishment of new businesses; the stock market hitting record highs.

Biden called out that in the two years since Congress passed the Inflation Reduction Act and the CHIPS and Science Act, the private sector has jumped on the public investments to invest more than a trillion dollars in clean energy and advanced manufacturing.

Disruptions from the pandemic—especially the snarling of supply chains—and Russian president Vladimir Putin’s attack on Ukraine created a global spike in inflation; the administration brought those rates back to around the Fed’s target of 2%.

Biden pointed out that “[l]ike most…[great] economic developments, this one is neither red nor blue, and America’s progress is everyone’s progress.”

But voters’ election of Donald Trump last month threatens Biden’s reworking of the economy. Trump and his team embrace the supply-side economics Biden abandoned. They argue that the way to nurture the economy is to free up money at the top of the economy through deregulation and tax cuts. Investors will then establish new industries and jobs more efficiently than they could if the government intervened. Those new businesses, the theory goes, will raise wages for all Americans and everyone will thrive.

Trump and MAGA Republicans have made it clear they intend to restore supply-side economics.

The first priority of the incoming Republican majority is to extend the 2017 Trump tax cuts, many of which are due to expire in 2025. Those tax cuts added almost $2 trillion to budget deficits, but there is little evidence that they produced the economic growth their supporters promised. At the same time, the income tax cuts delivered an average tax cut of $252,300 to households in the top 0.1%, $61,090 to households in the top 1%, but just $457 to the bottom 60% of American households. The corporate tax cuts were even more skewed to the wealthy.

In the Washington Post yesterday, Catherine Rampell noted that Republicans’ claim that extending those cuts isn’t extraordinarily expensive means “getting rid of math.”

At a time when Republicans like Elon Musk and Vivek Ramaswamy, who are leading the new “Department of Government Efficiency,” are clamoring for cuts of $2 trillion from the budget, the Congressional Budget Office estimates that extending the tax cuts will add more than $4 trillion to the federal budget over the next ten years. Republicans who will chair the House and Senate finance committees, Representative Jason Smith (R-MO) and Senator Mike Crapo (R-ID), say that extending the cuts shouldn’t count as adding to the deficit because they would simply be extending the status quo.

Trump has also indicated he plans to turn the country over to billionaires, both by putting them into government and by letting them act as they wish. Last night, on social media, President-elect Trump posted: “Any person or company investing ONE BILLION DOLLARS, OR MORE, in the United States of America, will receive fully expedited approvals and permits, including, but in no way limited to, all Environmental approvals. GET READY TO ROCK!!!”

Biden called out the contrast between these two economic visions, saying that the key question for the American people is “do we continue to grow the economy from the middle out and the bottom up, investing in all of America and Americans, supporting unions and working families as we have the past four years? Or do we…backslide to an economy that’s benefited those at the top, while working people and the middle class struggle…for a fair share of growth and [for an] economic theory that encouraged industries and…livelihoods to be shipped overseas?”

Biden explained that for decades Republicans had slashed taxes for the very wealthy and the biggest corporations while cutting public investment in infrastructure, education, and research and development. Jobs and factories moved overseas where labor was cheaper. To offset the costs of tax cuts, Biden said, ‘advocates of trickle-down economics ripped the social safety net by trying to privatize Social Security and Medicare, trying to deny access to affordable health care and prescription drugs.” He added, “Lifting the fortunes of the very wealthy often meant taking the rights of workers away to unionize and bargain collectively.”

This approach to the economy “meant rewarding short-termism in pursuit of short-term profits [and] extraordinary high executive pay, instead of making long-term investments…. As a consequence, our…infrastructure fell…behind. A flood of cheap imports hollowed out our factory towns.”

“Economic opportunity and innovation became more concentrated in [a] few major cities, while the heartland and communities were left behind. Scientific discoveries and inventions developed in America were commercialized in countries like China, bolstering their manufacturing investment and jobs instead of [our] economy. Even before the pandemic, this economic agenda was clearly failing. Working- and middle-class families were being hurt.”

“[W]hen the pandemic hit,” Biden said, “we found out how vulnerable America was.” Supply chains failed, and prices soared.

Biden told the audience that he “came into office with a different vision for America…: grow the economy from the middle out and the bottom up; invest in America and American products. And when that happens, everybody does…well…no matter where they lived, whether they went to college or not.”

“I was determined to restore U.S. leadership in industries of the future,” he said. The Bipartisan Infrastructure Law, CHIPS and Science Act, and Inflation Reduction Act “mark the most significant investment in America since the New Deal,” with new factories bringing good jobs that are rejuvenating towns that had been left behind in the past decades. Biden said he required that the government buy American goods as the country invested in “modernizing our roads; our bridges; our ports; our airports; our clean water system; affordable, high-speed Internet systems; and so much more.”

Eighty percent of working-age Americans have jobs, and the average after-tax income is up almost $4,000 since before the pandemic, significantly outpacing inflation.

Biden and his team worked to restore competition in the economy—just today, the huge grocery chain Albertsons gave up on its merger with another huge grocery chain, Kroger, after Biden’s Federal Trade Commission sued to block the merger because it would raise prices and lower workers’ wages by eliminating competition—and their negotiations with big pharma have dramatically cut the costs of prescription drugs for seniors. The administration cut junk fees, capping the cost of overdraft fees, for example, from an average of $35 a month to $5.

Biden quoted Jeffrey Sonnenfeld and Stephen Henriques in Time magazine a month ago, saying: “President-elect Trump is receiving the strongest economy in modern history, which is the envy of the world.”

In his speech, Biden noted that it would be “politically costly and economically unsound” to disrupt the decisions and investments the nation has made over the past four years, and he urged Trump to leave them in place. “Will the next president stop a new electric battery factory in Liberty, North Carolina, that will create thousands of jobs?” he asked. “[W]ill we deny seniors living in red states $35-a-month insulin?”

In their article, Sonnenfeld and Henriques noted: “President Trump will likely claim he waved a magic wand on January 20 and the economic clouds cleared,” and they urged people: “Don’t Give Trump Credit for the Success of the Biden Economy.”

Biden gave yesterday’s speech in part to put down benchmarks against which we should measure Trump’s economic policies. “During my presidency, we created [16] million new jobs in America” and saw “the lowest average unemployment rate of…any administration in 50 years.” Economic growth has been a strong 3% on average, and inflation is near 2 percent, he said.

“[T]hese are simple, well-established economic benchmarks used to measure the strength of any economy, the success or failure of any president’s four years in office. They’re not political, rhetorical opinions. They’re just facts,” Biden said, “simple facts. As President Reagan called them, ‘stubborn facts.’”

Biden is willing to bet that if the American people pay attention to those facts, they will recognize that his approach to the economy, rather than supply-side economics, works best for everyone.

Today the NASDAQ Composite index, which focuses on tech stocks, broke 20,000 for the first time.

LETTERS FROM AN AMERICAN

HEATHER COX RICHARDSON

[tripod-fish]

conservatives want to genocide trans people & imprison sex workers in the next election - cis people are in danger as well. nobody is talking about this, so REBLOG IT.

REBLOG THIS. i do not care if this doesn't fit with your blog. conservatives, if the next president is republican, want to implement things that involve killing/jailing trans people, information control, actively stopping efforts to stop climate change, etc. if a twitter thread is more digestible, you can find one i made here. RETWEET IT.

https://twitter.com/nuniyoa/status/1698534141472727358

so fucking nobody (that i've seen) is talking about this and i've only seen 1 tumblr post about it with less than 6k notes. @asterosian was the one who brought this to my attention, and here's his post: https://ganbreedings.tumblr.com/post/727921195127865344

the document, which can be found below this paragraph, is ~1000 pages long and i know nobody on tumblr has the patience to read that. use ctrl+f on this pdf (link is to view it in browser) to look up specific topics. in this post, i will be briefly discussing some of the things said using textual evidence and citations. https://thf_media.s3.amazonaws.com/project2025/2025_MandateForLeadership_FULL.pdf

just some of the things this document talks about are:

wanting to imprison trans people for existing, make discrimination of people legal in the workplace, punish education about the existence of trans people, make sex work illegal, make education about sex illegal, make contraception unaffordable, ban the week-after pill, imply fatherhood is a requirement, ban education on real american history, ignore other governments, seal the borders, enforce the death penalty (including for trans people for just existing), stop efforts to end climate change, fund the military, claim OAR science is theoretical and downsize it and NOAA, eliminate critical race theory in education, want to eliminate teaching of critical race theory based on a gross misunderstanding, eliminate diversity, the teaching of marxism's existence, "deleting" words regarding queer and reproductive topics, and so much more.

we trans people are called pornography:

"Pornography, manifested today in the omnipresent propagation of transgender ideology sexualization of children..." (page 37)

and conservatives want to outlaw pornography and say those who distribute it should be imprisoned. if trans people are pornography, is not going about our day outside distributing porn?

"Pornography should be outlawed. The people who produce and distribute it should be imprisoned" (page 37)

they also support the death penalty and say that "child sexual abusers" should be given that. i am not disagreeing that CSA is bad; it is. i'm talking about how they're going to classify trans people as that for exposing minors to "porn" for simply going out in public. by saying this, they are using roundabout language and logic to say trans people should be given the death penalty.

"It should also pursue the death penalty for applicable crimes...crimes involving...sexual abuse of children..." (page 554)

they don't want people to be taught about our existence. and they don't want sex taught at all; even safe sex.

"Educators and public librarians who purvey [porn] should be classed as registered sex offenders..." (page 37)

sex education needs to be taught, period. and if they're going to ban abortions and contraceptives, it especially needs to be taught.

"HHS should rescind...preventive services...preventive services include contraception..." (page 483)

"Eliminate the week-after-pill..." (page 485)

they want to ignore what other countries say.

"International organizations and agreements that erode our Constitution, rule of law, or popular sovereignty should not be reformed: They should be abandoned" (page 12)

they want the border SEALED and illegal immigration ended:

"Illegal immigration...ended...the border sealed..." (page 12)

and, of course, more xenophobic shit about china:

"Economic engagement with China ended..." (page 13)

"[Universities funded by the CCP should] lose their accreditation, charters, and eligibility for federal funds" (page 13).

they want to stop efforts to end climate change:

"Repeal climate change initiatives..." (page 508)

and downsize funds given to the government division (OAR) that forwards its information on climate change to the NOAA, and they want climate change research "disbanded":

"...[OAR climate change research is] theoretical..." (page 676)

"...disbanded..." (page 676)

they want critical race theory and gender ideology erased from schools because they "poison our children". they are erasing things from being taught; and critical race theory isn't about affirming one's characteristics. it's for showing that white people are on top and that it needs to change:

"...'critical race theory and 'gender ideology' should be excised from curricula in every public school in the country..." (page 5)

"These theories poison our children..." (page 5)

"...affirm the color of their skin fundamentally determines their identity and even their moral status..." (page 5)

and they straight up don't want america's history being taught. america is founded on racism, tears, oppression, etc. they don't want this taught because they don't want people knowing real american history. so they can't see history repeating itself:

"...racist, anti-American, ahistorical propaganda [in] America's classrooms" (page 8)

they want discrimination based on queer status and "sex characteristics" legal. this is said in regards to the military, but it won't stop there. and "sex characteristics" means YOU, cis people. you can be denied things just for having boobs or a beard. even if you're cis:

"Rescind regulations prohibiting discrimination on the basis of sexual orientation, gender identity, transgender status, and sex characteristics" (page 585)

"...abolish newly established diversity, equity, and inclusion offices and staff" (page 103)

and misinformation is present of course by saying gender-affirming care causes irreparable damage:

"...'gender transition' procedures or 'gender-affirming care,' which cause irreversible physical and mental harm to those who receive them"

and, quite abhorrently, and i quote, they want words related to queerness DELETED:

"This starts with deleting the terms sexual orientation and gender identity ('SOGI'), diversity, equity, and inclusion ('DEI'), gender, gender equality, gender equity, gender awareness, gender-sensitive, abortion, reproductive health, reproductive rights, and any other term used to deprive Americans of their First Amendment rights..." (pages 4-5).

there is... SO much more i could cover. but i need to cut it short somewhere. and remember: this affects everyone.

cis people, you can be discriminated against for "sex characteristics", which includes things like breasts or facial hair. transphobic queer people, you can and will be discriminated against for your sexuality. your children are at danger of being taught deliberate misinformation at school. america is sealing itself off in a fascist bubble; as much as it hates countries like china and north korea, it is doing the exact same thing. and climate change regulations want to be repealed and climate change science is called "theoretical". this isn't even just about america anymore; this is about the whole world.

vote in the 2024 election. vote democrat. don't let the "mandate of leadership: the conservative promise" by the heritage foundation make this shithole country even worse.

[eleanorandphantom]

Daily life in a Loopᡣ𐭩 •｡ꪆৎ ˚⋅

Hello! I thought I would post a day in the life of living in a loop, specifically the September 3rd 1940 loop located in Cairnholm, Wales 🤭

(yes I will be going into the nitty gritty and using time stamps)

7:30 am:

Wake up

Make beds

Get dressed

Head downstairs for breakfast

8:00 am:

(Each ward is assigned a day to cook meals, instead of having a seven day week we made weeks designated for the amount of wards we have in our loop, currently there are 11 (before Vic died, before Jacob arrived, and including myself))

This is how the week goes:

Day 1: Horace

Day 2: Eleanor 

Day 3: Fiona

Day 4: Emma

Day 5: Hugh

Day 6: Bronwyn

Day 7: Millard

Day 8: Enoch

Day 9: Claire

Day 10: Victor 

Day 11: Olive

9:30 am:

Breakfast is over, normally the older kids help with clean up

10:15 am:

We head out on our morning walk, usually stop off at the local library to pick up some books we are interested in for lessons

12:30 pm:

Classes begin, each class is around half an hour, we have the usual mathematics, literature, sciences, human history, health, home economics, and of course peculiar history, blending in with normals, fashion trends in the present world, how to escape from situations, and basic peculiar criteria

Each day the schedule for classes change, so we might have 3 “normal” classes and 3 peculiar classes, the next day we would have different classes etc etc

1:30pm ish:

We have a later lunch/snack

3:30pm ish:

We would finish with classes for the day and have the rest of our loop day to roam, do as we please, or work on homework and projects that we are assigned

6:30pm:

We have dinner, it normally lasts a while since we have a lot of discussions and we all work to clean up afterwards unlike breakfast

7:45pm:

We get ready for bed and come back downstairs to prepare for reset, we find it entertaining to watch and we look forward to it each day

8:30pm:

Loop reset is finished and we head inside to the living room where we read from The Tales, read our own stories (my favorite is Bronwyn’s series that she’s writing, it’s story about a human girl falling in love with a spirit of a witch, the title of the book is called Clairvoyant Love and it’s so cute) and perform our little acting skits for each other, it’s quite entertaining watching Horace and Millard act out Caesar’s death 🤭

9:30pm:

We head to our rooms, lights out is 11:30 so we can still hang with our loop mates or take showers or do basically whatever but we have to stay in the house

11:30pm:

Lights out and sleep for another day in the loop

We do have days where we don’t do classes and do training, we also have a theater class where we practice modern literature as well as practice acting like modern normals in case we have to leave the loop. We make small scripts and our Ymbrynes rate our performance based off of how susceptible we are to being caught as peculiars

Living the same day over and over again has its advantages and disadvantages, one being that you can master a lot of skills, while also battling insanity, thankfully we find ways to make life fun and exciting

if you have any questions or wanna know more I’d be happy to write more about this! It’s one of my favorite topics about my DR, since the mundane portion of my Dr is one of the main reasons I shift there, other than being with my found family, having ridiculously cool powers, and plenty of adventure for a life time, it’s nice to be able to have a schedule and relaxed time

thanks for tuning in!! See you next time :D

[chansbabygirlsstuff]

Just a bet.... Chapter 1

Boring, that's how I describe math class, the teacher shits on us for not remembering the formula for x or whatever she is blabbering about.

let me explain how college works for me, There are always groups of everything and clubs for anything, for example, the soccer majors, you know the leaders there are amazingly fit and all, all the girls there want them for their own, but that's not how it works in here then you have the dance majors  who are incredibly sexy because the way they move is so ugh.....and music majors hot af, science majors they are actually the funniest and smartest of all the uni, theater majors, dramatic af, psychology majors they only read your mind and always so nosy in whatever is going around because they are 'trying to understand whats going on in their heads so they can solve it ', law majors super gossips, and more, you know at the end it's a university and there is lots of stuff to study. 

My name is Y/n and I'm a law major currently in my 2nd year here, but I really don't have friends, just being around so many people is not a good influence all the time but people talk to me sometimes ( when they need something from you)  some girls in my major are amiable and cute so maybe they are not a bad influence.

"Y/n" Yuna screamed my name from across the class making people look at her and then at me, as she walked towards me with her friend group: Tzuyu, Mina, and Lia.

"hey girl you still up for studying in the library?" "Sure" you answered remembering that they invited you to study yesterday for a group project. you stand up and follow them out of the class to change your path to go to your locker, as you put your stuff away you hear loud laughs and teasing between a group of boys passing through the hallways behind you, the sassy, fun, amiable guys at the school, the popular Boys they are pretty chill but of course, they have there bad shit like hookups during the week with different girls and then leaving them heartbroken after

Seugmin is a baseball major he pretty cool ngl, then there is Lee Know a dance major, Felix in computer science major, Han, Chanbing, and Bang Chan are Music majors but they also studying something else Han is in a Scientific major and Chanbing is in Economics Chan is in Business and then there's  I.N who also studies law and Hyunjin who is in soccer major and Accounting.

"Y/nnnnnnn" Hyunjin comes running toward me with a cute smile and a wobbly run and grabs me from my shoulders moving me side to side as I almost lose balance "What do you want Hwang?" I said annoyed because he only talks to me to annoy me or ask me for something, like last time...

Flashback* 

"Y/nnnnnn," he says screaming from the end of the hallway as I turn to him and say, "What Hwang?" I looked dead into his eyes "Oh don't be mean to me you love me" he said dramatically" " I just wanted to borrow 20 bucks please" he begged "For what?" he stayed silent and said "Well I bet Han that he couldn't fit his whole hand in his mouth and he did it but now it's stuck so Lee know is taking to the hospital, but now I owe that dumb fuck 20 bucks and I didn't bring cash with me, so please have mercy with this beautiful soul in front of you"he pouted his lips and gave the puppy eys as he almost kneeled down "fine! you better give them back tomorrow or you dead meat" I warned him as he left smiling and blowing a kiss at me jokingly 

End of Flashback*

"So... I bet I.N to do karaoke night yesterday at his house and I would've done his statistics homework but now I'm too tired to do it and it has Law examples, you and he study that so can I please copy yours for him" he pouted his lips as I sighed and open my locker to give him my notebook "thank you so much I owe you so much girl," he said screaming and running towards his next class as I got to mine.

12:05 pm 

it was lunchtime time so I went out to a cafe to get myself caffeine for the rest of the day and a chicken sandwich "That will be 14.99" the cashier said to me as I opened my wallet to get my card "I'll pay for that" a man next to me swiped his card for my order before I could even say anything "ok perfect please wait on the line and your stuff will be here soon" the girl said with a smile and left.

the man looked at me and smiled "Chan?" I asked confused as to why he was there and why he paid for my order "Hey, what up?" he said casually as he leaned against the table  "Can I get the same please?" he said to the cashier as he paid his stuff, "umm why did you pay for my things? I was going to do it" I told him while he smiled and told me "You Hyujins friend right? Y/n?"

I looked at him suspiciously and said "Yes and no I'm not giving homework for free" "Technically is not free, I just paid for your meal, but I'm not here for any favours no worries" He said as we took a seat in one of the tables, I ate my food feeling weird cause wtf do he want now? " so is there anything you need?" I said and he looked taken back at my comment that yeah... it was kinda rude.

"no nothing I just saw you were a good friend of Hyunjin's and you seem like a fun friend to have around, so I wanted to be friends with you too," he says smiling at me as I looked confused at him "Plus you're cute," he says with a little smirk appearing in his face "No seriously what do you need?" I said a bit annoyed by his comment and he just chuckled "Nothing relax I just want to be friends, as I said you look like a fun girl" he said as we continued eating, and then before I was finished someone entered the cafe "Chan my man" they fist bombed as the other male sits " hi in Han, your Hyujins friend right?" "OK, what does Hyunjin need now? cause this is weird"

"what do you mean? can we just talk to you?" Han said as he looked offended by my feistiness, I put my head down in shame but you can't trust these guys, they are always up to no good, as I tried to finish my food and just replied to their questions and small talk I got up and picked my stuff "ok I need to go, class is going to start soon, it was nice meeting you all" "let me take you to class" Chan said as he got up to accompany me but I stopped him before anything else "oh you don't have to don't worry I have to go to the library to study anyways" "I was heading there, lets study together" he said keeping up with me as I walked " I have a project with the girls so you will be stuck listening to us, so if your planning to pay attention to what your studying then I recommend to study in another table, they can be loud sometimes" " no worries I would like to learn what you know" he smiles as he follows me, why is he acting as he knew me since forever? doesn't he know that he looks like a creep who is about to kidnap a 23 female or what?.

[religion-is-a-mental-illness]

By: Ross Pomeroy

Published: Jan 4, 2023

Boys are under-performing girls across all ages, education levels, and in most countries — and the divide is worsening.

A recently published study of 39,000 Italian tenth graders found that for male and female students who have identical subject-specific competence, teachers give higher grades to girls.

A simple solution to grading-related bias is for students to write their names at the very end of any test or assignment, so the grader only knows their identity after scoring the wo

Across all ages and nearly all areas of education, boys are under-performing girls.

“Girls are about a year ahead of boys in terms of reading ability in OECD nations, in contrast to a wafer-thin and shrinking advantage for boys in maths. Boys are 50 percent more likely than girls to fail at all three key school subjects: maths, reading, and science,” Richard Reeves, a senior fellow in Economic Studies and the Director of the Future of the Middle Class Initiative, wrote in his recent book Why the Modern Male is Struggling,

According to a 2018 Brookings Institution report, about 88% of American girls graduated high school on time, compared with 82% of boys. In 2020, six out of ten college students were women. Once on campus, they graduate at higher rates, receiving more associate’s, bachelor’s, master’s, and doctoral degrees in the process. As evidenced by declining college enrollment in the U.S., a drop for which men account for 71%, the gender disparity is continuing to worsen.

The reasons for this expanding educational divide have been vociferously debated and discussed. A startling shortage of male K-12 teachers (just 24%), the hands-off, tedious structure of school, and poor parenting are a few of the explanations offered. Another, less frequently discussed, is starting to emerge from the scientific literature: Boys appear to be graded more harshly than girls.

Boys vs. girls

When researchers across the world — from Israel and Sweden to France and Czechia — explored teachers’ grading behaviors, either by having educators grade hypothetical students’ identical works while only changing the students’ gender, or comparing grades achieved by “similarly competent” male and female students, they found that girls consistently receive higher grades than boys.

Further cementing this pattern is a recently published study conducted on nearly 39,000 10th grade students in Italy.

Authors Ilaria Lievore and Moris Triventi, both in the department of sociology and social research at the University of Trento, found that for students with the same level of “subject-specific competence,” as measured by standardized test scores, girls are graded more generously than boys. In Italy, students are graded on a one to ten scale, with six being a passing score. In mathematics, girls are graded about 0.4 points higher than similarly competent boys. In language, the gender grading premium is 0.3 points in favor of girls.

Since the researchers also procured data on students’ teachers and classroom characteristics, they explored whether the teacher’s gender or the classroom size had any effect on the difference in grading. Alas, they didn’t see any sign that male teachers were kinder graders to boys. Moreover, fewer students in a classroom did not mitigate the effect.

The researchers were thus left to speculate about the cause of the grading imbalance.

Teacher bias?

“One related theoretical stream interprets gender grading mismatch as also being a function of students’ observed behaviours,” they wrote. “School and classroom environments might indeed be adapted to traditionally female behaviours. Female students might thus adopt such actual behaviours during class, including precision, order, modesty, and quietness, which go beyond the individuals’ academic performance, but which teachers may highly reward in terms of grades.”

The simple fact is that, despite their best intentions, teachers can be swayed by the same unconscious biases as the rest of us. As one anonymous teacher pointed out on Reddit, “Teacher’s mood plays into grades. How the student acts in class affects grading. How the students’ parents act plays into grades.”

Thus, a simple solution to grading-related bias is for students to write their names at the very end of any test or assignment, so the grader only knows their identity after scoring the work.

==

Teacher bias has been studied quite extensively.

Abstract

Schools and teachers are often said to be a source of stereotypes that harm girls. This paper tests for the existence of gender stereotyping and discrimination by public high-school teachers in Israel. It uses a natural experiment based on blind and non-blind scores that students receive on matriculation exams in their senior year. Using data on test results in several subjects in the humanities and sciences, I found, contrary to expectations, that male students face discrimination in each subject. These biases widen the female–male achievement difference because girls outperform boys in all subjects, except English, and at all levels of the curriculum. The bias is evident in all segments of the ability and performance distribution and is robust to various individual controls. Several explanations based on differential behavior between boys and girls are not supported empirically. However, the size of the difference is very sensitive to teachers' characteristics, suggesting that the bias against male students is the result of teachers', and not students', behavior.

Abstract

In this paper, we study the presence of systematic differences between teacher non-blind assessments and external blindly graded standardized tests as a measure of grading misalignment. Using a large administrative database covering two student cohorts (N = 31, 183 pupils) from publicly-funded schools in the Basque Country (Spain), we explore the grading gaps found between these two type of assessments for several student characteristics using fixed effects modeling. We find that, after controlling for standardized achievement, systematic teachers’ under-assessment exists for student groups that, on average, lag behind in school: boys, children from an immigrant background, and low SES students. The observed data patterns withstand several robustness checks, including the use of instrumental variables approach (IV) and other alternative regression specifications.

Abstract

The ‘boy crisis’ prompts the question of whether people interpret inequalities differently depending on whether males or females are lagging behind. We study this question in a novel large-scale distributive experiment involving more than 5,000 Americans. Our data provide strong evidence of a gender bias against low-performing males, particularly among female participants. A large set of additional treatments establishes that the gender bias reflects statistical fairness discrimination. The study provides novel evidence on the nature of discrimination and on how males falling behind are perceived by society.

Abstract

Teachers’ evaluations of students do not consider only academic competence, but are imbued with social considerations related to individual teacher and student characteristics, their interactions, and the surrounding context. The aim of this paper is understanding the extent to which teachers grade girls more generously than boys, and which characteristics of teachers and classrooms are likely to reduce this gender grading gap. We use Italian data from INVALSI-SNV, providing information on 10th-grade students linked with their teachers. The analysis relies on grade equation models in multilevel regression analysis, with students as first level, teachers/classrooms as second level, and schools as third level. Results show that, when comparing students who have identical subject-specific competence, teachers are more likely to give higher grades to girls. Furthermore, they demonstrate for the first time that this grading premium favouring girls is systemic, as teacher and classroom characteristics play a negligible role in reducing it.

ABSTRACT

We study if the Italian school system suffers from gender bias when judging students. To this aim, we use a differences-in-differences approach that compares the teachers' assessments and the standardized test scores that the students receive during the school year. We have census data for all Italian fifth and sixth graders in two different subjects, math and language, that include a rich set of additional controls. Our evidence reveals that, since primary school, boys are graded less favourably than girls in both math and language. This result is also confirmed for middle school students (sixth graders), and it holds even when (a) we separate the analysis between the most and least developed Italian regions, (b) we control for possible gender-specific attitude towards cheating and teachers' manipulation and (c) we introduce class and school fixed effects in the models. Comparing the results obtained across different levels of schooling and subjects, we cannot clearly identify the role of specific mechanisms in determining the gender bias. Overall the analysis suggests further study on the role of teachers' characteristics.

Abstract

I use a combination of blind and non-blind test scores to show that middle school teachers favor girls in their evaluations. This favoritism, estimated as individual teacher effects, has long-term consequences: as measured by their national evaluations three years later, male students make less progress than their female counterparts. On the other hand, girls who benefit from gender bias in math are more likely to select a science track in high school. Without teachers’ bias in favor of girls, the gender gap in choosing a science track would be 12.5% larger in favor of boys.

2.1 Grading bias and teacher assessments

The OECD found that girls are more likely to receive better marks from their teachers (in class tests), even when compared to boys who perform equally well in PISA (anonymous, surprise test), and they report similar attitudes and behaviors (amount of time spent reading and on homework, school enjoyment, etc.) [15]. Students’ expectations of their future and ambitions were shown to be linked to their grades. It is concluded that because of the grading bias, boys are more likely to not go to college and to end their education earlier than girls who perform equally well at PISA and display similar behaviors.

The OECD is not alone in their observation of the grading bias. Researcher Camille Terrier found that this favouritism towards girls has long-term negative consequences for boys’ progress. In particular, she notes that “without teachers’ bias in favour of girls, the gender gap in choosing a science track would be 12.5% larger in favour of boys” [16]. She also finds that, contradicting the OECD report’s speculation1, “girls’ better behaviour in class is not behind this nudge forwards”.

Another study analysed the grades of almost 30,000 pupilsfrom 300 Israeli schools, across multiple cohorts of high school seniors, and found a grading bias against males across nine subjects by comparing blind grades from external state exams with non-blind teacher grades [17]. These findings were consistent even in schools where boys outperformed girls on average. As this study is a natural experiment, the findings have a high degree of generalisability.

A very recent study from Italy reports that, among students with identical subject-specific competence, teachers tend to give higher marks to girls [18]. The study further reveals that this bonus in favour of girls is systemic, as teacher and classroom characteristics have minimal impact on reducing it. Thus, a holistic approach may be needed in order to solve the problem which may not be caused by any one particular failing. Notably, the authors conclude: “[…] the magnitude of the bias against male students in not negligible, and may have negative consequences. This is especially true regarding Mathematics, where a teacher penalty may translate into a failing grade, since the average teacher grade for boys falls right on the passing mark.” [emphasis added]

[faridabadhometutor]

Home tutor in Nit Faridabad

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[none-ofthisnonsense]

The French School System: Part 3 (Seconde)

This is PART THREE of a series on the French education system: Part 1 is recommended reading and you can find it here.

Part 2 is mandatory reading to understand some stuff in here. You can find it here.

Ha. You thought this was over. But no. The nightmare is just beginning.

Under a cut.

Lycée is the second part of secondary school, roughly equivalent to USAn high school. At the end of it is the Baccalauréat, commonly known as the Bac.

“Lycée”  - 2nd part of secondary school (at the end of lycée is the Bac  (equivalent to A levels) which certifies the end of lycée) - equivalent  to whatever comes after middle high (US)

15 - 2nde - Year 11 - 10th Grade

16 - 1ère - Year 12 - 11th Grade

17 - Terminale (Tle) - Year 13 - 12th Grade

Ages are when starting the school year.

*

I’ll just be concentrating on Seconde here.

Usual time slots per week in only the mandatory classes (so with no options):

- French: 4h

- History/Geography: 3h

- 1st and 2nd languages (not French): 5h30

- Economic and social sciences: 1h30

- Maths: 4h

- Physics/Chemistry: 3h

- Biology/Earth sciences: 1h30

- Sports: 2h

- Technology/Computer science: 1h30

Total without options: 26 hours/week

For reference my timetable in 2de (nicely colour-coded!):

My school did things based on 45-minute slots so we didn’t exactly have the duration of the classes (we had a little more or less)

I had extra Greek and extra Latin. (And Éloquence is a weird thing that my school added that’s to prepare us for oral presentations. It’s just a thing from my school.)

I had 32.33 hours per week total (+2.33 hours of Greek, +2.25 hours of Latin).

As in previous years, you can add options on top of it.

The main differences with 3ème are:

- No art or music classes anymore

- Addition of SES (economic and social sciences)

Also, it’s way more intense. Lycéens typically are allowed to do more stuff than the collégiens; many schools have a regulation where lycéens can enter and leave freely while collégiens can’t, and we have access to a foyer sometimes, etc. Also, less supervision!

This is a short post specifically because the next are monstrous. And are probably going to be late.

[crystallinejellyfish]

What I think Darkley's Boarding School for Bad Boys would teach. PT 1: CORE CLASSES

pt 2: here

First, DBB is a school of villainy. They want to bump out good villains (sorry Lloyd) that are actually SMART and KNOW what they're doing.

So! I think these would be the Core Classes they would teach. (Grade 9-12)

================================================

MATH:

9- Algebra 1 & 2 | Algebra is the base of many classes, and like I said, most villains have brains.

10- Statistics & Probability | Honestly, Statistics & Probability is really useful in your day-to-day life. For villains, they would need this for basically everything.

11- Pre-Calculus & Calculus | Pre-Cal & Cal is the base of a lot of advanced classes, and in this list, there are a lot of them.

12- Engineering | Villain would USUALLY build their own things. Even then, engineering is a good skill for a villain.

ENGLISH:

9- Lit/Comp | Decoding different types of literature. OR puzzles and such.

10- Humanities | Learning the rise and falls of Empires, ancient languages, and such.

11- Rhetoric | Learning how to think critically and write efficiently to persuade. For a Villain, this is a key factor.

12- Debate | Using what you learned last year to communicate your point of view to others. In a villainy context, knowing how to win arguments is important.

SOCIAL STUDIES:

9- Government | Learning that your government is fucked up. Learning the origins, development, and structure of a government. In the context of Ninjago, whatever its government is they will learn (as well as other types of governments).

10- Sociology | Studying social, political, economic, diversity, religion, crime, etc. Basically studying society in every good and bad way.

11- Economics | Learning about the economy and policies. For A villain, this would be pretty damn important.

12- Psychology | Learning about the human mind. Manipulation 101.

SCIENCE:

9- Biology | Studying life processes and how organisms live in their environment. The only reason I put this one down is because it's a base class of other things that would be useful for a villain.

10- Chemistry | Studying atom, molecules, and their interactions. For a regular villain, this isn't really needed. But it's background information for classes.

11- Physics | Studying everything in physical existence. This Class is needed for engineering and other thing.

12- Forensic Science | Crime scene investigation and reconstruction. Learning what went wrong and how to prevent it.

================================================

All these classes are really advanced, but you have to think about the teachers in Darkley's. (Literal Skeletons) and their dumb dumbs. This could be used as an AU of some sort but honestly, I just got hooked on the idea of Darkley's Boarding School being an efficient school with actual classes that kids can learn to be villains.

[dailyanarchistposts]

Footnotes

[1] I here gladly acknowledge my obligations to Victor Drury, {15} whose classification I adopt and follow.

{1} Actually Say may have gone farther.

{2} From Royal Commentaries of the Incas (1609) by El Inca Garcilaso de la Vega (c. 1539-1616; not to be confused with the earlier Spanish writer of the same name); Lum quotes from the 1871 translation by Clements Markham.

{3} Principles of Sociology I.ii.10

{4} Probably American historian John Lothrop Motley (1814-1877).

{5} Swiss historian and economist Jean Charles Léonard de Sismondi (1773-1842).

{6} Jack Cade, leader of 1450 peasant rebellion; John Wycliffe, 14th-century Catholic dissident; Jacob van Artevelde and Philip van Artevelde, father and son, 14th-century Flemish nationalist leaders; Étienne Marcel, bourgeois leader involved in the 1358 French peasant rebellion known as the Jacquerie; rising of the Swiss cantons: a 14th-century confederacy that threw off Habsburg rule; Cola di Rienzi, 14th-century Italian revolutionary leader; Hanseatic League, Renaissance mercantile alliance of northern Europe.

{7} A reference to Auguste Comte’s (1798-1857) division of history into theological, metaphysical, and positive/industrial phases, though in his description of the details Lum seems closer to Spencer than to Comte.

{8} Barebone’s Parliament, form taken by the British Parliament in 1653, between the dissolution of the Rump Parliament and the rise of Cromwell’s Protectorate, taking its name from the involvement of religious dissenting leader Praise-God Barebones or Barebone or Barbon (c. 1598-1679); Emmanuel Joseph Sieyès (1748-1836), French revolutionary leader who served in the national legislature known as the Convention.

{9} “Progress and Order” (or equally “Order and Progress”) was a popular slogan among followers of Comte; see the Brazilian flag.

{10} Pen name of American humorist Benjamin Drew (1812-1903).

{11} Bonds payable only upon the death of a third party, though here used metaphorically to mean payable only in the afterlife.

{12} “The voice of the people [is] the voice of God.”

{13} Scottish writer Thomas Carlyle (1795-1881), whose description of economics as “the dismal science” has often been thought (as probably here by Lum) to refer to its conservative aspects (e.g., Malthus’s alleged proof that improvements in the lot of the working class were unattainable), though in fact Carlyle meant to be condemning its liberal aspects (specifically its opposition to slavery).

{14} plural sic.

{15} Victor Drury (1825-1918), French-born American anarchist active in the Knights of Labor.

{16} William Godwin (1756-1836), English anarchist philosopher who advocated voluntary equality of property.

{17} American economist Henry George (1839-1897), who though generally a free-market advocate regarded society as the legitimate owner of all land, and consequently favoured replacing all taxation with a single tax on land; American state-socialist writer Edward Bellamy (1850-1898); Lum’s line “looking backward to Sparta and Peru” is a sarcastic reference to Bellamy’s utopian 1888 novel Looking Backward.

{18} A reference to an example in Henry George’s 1881 book The Land Question.

{19} German economist Wilhelm Roscher (1817-1894), an important influence (perhaps surprisingly) on both the German Historical School and the French Liberal School. The passage quoted is from Joseph Lalor’s 1878 translation of Roscher’s 1854 Principles of Political Economy.

{20} A frequent misquotation from Shakespeare’s Tempest IV.1.151-57, eliding “the baseless fabric of this vision” with “we are such stuff as dreams are made on” a few lines later.

{21} English economist David Ricardo (1772-1823) had argued in his 1817 Principles of Political Economy and Taxation that there was a natural tendency for wages to approach the cost of production of labour, which he held to be the bare cost of keeping the labourer alive and able and willing to work; however, he also held a) that wages may be kept above this natural rate indefinitely in an improving economy, and that b) willingness to work depends in any case on cultural factors (including prevailing standards of comfort and decency). Dropping these qualifications, Ferdinand Lassalle (1825-1864) and other socialist thinkers developed Ricardo’s theory into an Iron Law of Wages according to which wages are doomed to stand forever at bare physical subsistence so long as the wage system survives.

{22} Classical liberal English statesman John Bright (1811-1889), free-trade and anti-imperialist activist; the quotation is from Bright’s Glasgow University installation speech in March 1883.

{23} Whatever source Lum is quoting (presumably by Henry George) is evidently to be found reprinted in the 1901 Sunset Club.

{24} In Greek mythology Cerberus was the three-headed dog who guarded the entrance to the underworld.

{25} A standard Spencerian concern, taking the line of progress to run toward greater differentiation. By “to greater differentiation” Lum presumably means “in preference to greater differentiation.”

{26} The quotation is from Spencer’s 1876 Principles of Sociology V.18 §570.

{27} This phrase often means “piecework,” but in the present context seems to mean labour done on one’s own without cooperation.

{28} The English phrase “to go without saying” derives from the French aller sans dire, although aller de soi, “to go of itself,” may be the more common French idiom.

{29} Lum had had an acrimonious falling-out with the Greenback Party ten years earlier.

{30} Change of antecedent sic.

{31} Presumably there should also be a hyphen between “from” and the first “day.”

{32} An agrarian association friendly to the urban labour movement, formed in Michigan in 1889; a similar movement of the same name was formed in Ontario the following year.

{33} The passage that follows is drawn from the article “‘Greatest Happiness’ Principle” (Westminster Review XI, no 21 (July 1829), which is apparently but not explicitly by Bentham; see Macaulay’s discussion.

{34} The quotation which follows is from Herbert’s “A Politican in Sight of Haven.”

{35} Principles of Sociology V.xviii.563.

{36} Probably a reference to the title of Henry George’s 1879 Progress and Poverty.

{37} Either American economist Amasa Walker (1799-1875) or his son Francis Amasa Walker (1840-1897).

{38} American anarchist and currency reformer William Batchelder Greene (1819-1878).

{39} Hebrews 11:1.

{40} This makes no sense, and is an error for “will not go bankrupt at the same tine” in the original.

{41} Should be “since it is subscribed.”

{42} From Proudhon’s Organisation of Credit and Circulation (1848).

{43} Science of Wealth (1866), ch. 5.

{44} Another quotation from Roscher.

{45} “The great thinker is the secretary of his age”: from English philosopher George Henry Lewes (1817-1878), Problems of Life and Mind (1874).

{46} The Land Question (1881), ch. 16.

{47} Bavarian-American anarcho-communist Johann Most (1846-1906).

{48} French novelist Edmond François Valentin About (1828-1885).

{49} First quotation from Rights of Man (1792), II.1; next three from First Principles of Government (1795).

{50} Reference to a quotation from Malthus.

{51} Science of Wealth, XI.6.

{52} American abolitionist, businessman, liberal economist, and antiwar activist Edward Atkinson (1827-1905).

{53} German-American anarchist August Spies (1855-1877), one of the Haymarket martyrs.

{54} Isaiah 58:1.

{55} American abolitionist poet John Greenleaf Whittier (1807-1892), in “Stanzas for the Times.”

[mariacallous]

Since the start of Moscow’s full-scale invasion of Ukraine, the Russian authorities have begun integrating ideological and military-themed lessons into school curricula. However, their plans for the upcoming academic year are even more drastic. Children will receive instruction in combat training and learn how to use grenade launchers and automatic weapons, all as part of the required school curriculum. The Russian government has radically revised the list of social sciences, replacing them with militarized or ideological equivalents. Now, instead of economics and law, students will study “traditional values” and the “Russian world.” The independent outlet Holod explained Russia’s new educational model. Meduza shares an abridged version in English.

Russia's educational landscape has experienced significant shifts since the start of the full-scale war. In September 2022, schools across the country rolled out a new class called “Important Conversations,” a state-designed, “patriotic” lesson series meant to bring students’ spiritual and moral values in line with the Russian Federation’s National Security Strategy.

A year later, the Russian authorities supplemented this ideological teaching with military instruction. In addition to things like fire safety and first aid, students began learning “basic military training” in their “Fundamentals of Life Safety” classes. In 10th grade, they learn about the workings of the Kalashnikov assault rifle and “information-psychological warfare.”

Now, the Kremlin is looking to further expand ideological and military teaching in schools. From September 2024, “Fundamentals of Life Safety” will be replaced by something called “Fundamentals of Homeland Security and Defense.” (While related amendments to federal education law were made in July 2023, the program was only officially registered with the Justice Ministry on February 29, 2024.)

A child today, a soldier tomorrow

“Fundamentals of Homeland Security and Defense” (FHSD) is approved for students as young as those in fifth grade, but from eighth grade, the course is mandatory. Among other things, eighth and ninth graders will be taught about the tactical and technical characteristics of the Dragunov sniper rifle, the RPG-7 handheld anti-tank grenade launcher, the Kalashnikov assault rifle, and various hand grenades. Students will also study drill training, general military regulations, “the essence and importance of military discipline,” and “the essence of unified command.”

Instructors are tasked with fostering specific “personal results” in students by the program’s conclusion, including “a responsible attitude toward fulfilling one’s constitutional duty of defending the Fatherland” and “an understanding of the significance of the military oath.”

By ninth grade, students are expected to master skills such as putting on equipment and body armor, “assessing the risks of violating military discipline,” and performing drill exercises. Over the two following years, the program goes even deeper. Tenth and 11th graders will learn the basics of combined arms combat, how to set up a combat unit’s position, and how to use more modern firearms such as the MP-443 Grach pistol and the AK-12 assault rifle.

The FHSD program has between 136 and 238 lessons, depending on the grade level at which it’s introduced. Since schools can independently decide how many hours to allocate for each unit (there are still traditional topics such as disaster preparedness and response), this could add dozens of military lessons to those already required in the “basic military training” block. As a result, a significant portion of the school curriculum will focus on military training and preparing future soldiers for combat. 

The Russian authorities plan to tap “special military operation” veterans to help teach the new subject, according to First Deputy Education Minister Alexander Bugaev, who said the ex-soldiers will fill an “invaluable niche [in schools by transferring] their personal experience.”

These veterans will be prepared for their new teaching career at the Vertex Center for Military Patriotic Education at Russia’s Federal State University of Education. After just 36 hours of training, a former soldier can get a document certifying them to teach in schools. In addition to retraining war participants as teachers, the center will organize military games for children. Officially, the university’s vice rector, Alexey Ryabtsev, heads the program, but the actual work is likely to fall to his deputy, Pyotr Ishkov, who served as deputy education minister of the self-proclaimed “Luhansk People’s Republic” in 2022. However, details about the center itself and its educational programs remain scarce. 

Integrated ideology

Russian schools are also set to make big changes to core classes. Russia’s Education Ministry has already drafted a law that would replace social studies in sixth through eighth grade with something called “Our Region’s History.” While social studies will still be taught in high school, many Russians leave school after ninth grade to go to trade schools.

Less than half of the topics covered in “Our Region’s History” will actually touch on local history because the course is meant to incorporate topics from an existing discipline, “Fundamentals of the Spiritual and Moral Culture of the Russian Peoples.”

Course topics include: “The Traditional Family,” “Risks and Threats to the Spiritual and Moral Culture of Russia,” “The Russian World,” “Russian Language — the Basis of Russian Culture,” “Spiritual and Moral Values of the Russian People,” “Unity of Values in Russia’s Religions,” “Heroes of the Armed Forces,” and “The Citizen’s Duty to Society.”

Students will still have separate “Important Conversations” classes, but now state ideology will also be integrated into and dispersed across regular subjects.

Previously, ideological subjects could be mostly ignored. While they might influence awards at school, they didn’t have an impact on college admissions. Now that ideology has been added to the core school curriculum, though, related topics will be included on Russia’s college aptitude test, the Unified State Exam (EGE).

Students planning to take the history EGE are now required to know the reasons for “The Revival of the Russian Federation as a World Power,” “The Reunification of Crimea with Russia,” and “The Special Military Operation in Ukraine.” In 2023, only Russia’s annexation of Crimea was included.

In 2024, the list of topics students should know for the EGE in social studies includes things like “The Spiritual Values of Russian Society,” and “The Russian Federation’s State Policy to Counter Extremism.” Neither of these topics was on the exam last year.

[kick-a-long]

subsistance farming

fyi: i have no links or sources for this

but i think the romanticization of farming and communal living as a means to escape capitalism dates back to the roman empire. roman soldiers were promised land to retire to so they could become farmers and part of the landed class. this also meant they could stop making their living from violence and what was essentially never ending camping, crowds, shared cramped temporary spaces, and marching. basically farming was advertised and expected to be a life of plenty, wealth, independence, leisure, and social mobility.

when it turned out farming was none of those things and that most retired soldiers, even with slaves, do not know how to farm or the pitfalls of maximizing crop yield (specifically how fucking hard it is without a life of experience and study) there was a massive food shortage in rome. especially because 1. they bought/stole the land from poor farmers who moved to cities and 2. the military campaigns had gotten better at keeping roman army men alive to retirement by tactics, gear, and employing more of them.

this was one of the reasons for ceasars rise to power, as the head of the senate he decreased the amount of people on "welfare" by capping the level of poverty you needed to be at to get free bread. this fixed the bread shortage somewhat but also it made him insanely popular. this is also one of the reasons he crossed the rubicon, ended democracy in rome, all of which restarted the roman emperor part of the roman empire. this is also what lead to the mainstreaming of christianity with the emperor as champion of christianity.

now we come to america. the american founders loved the roman democracy. they had some fixes which is cool, but the idea that farming was a romantic and leisure activity stuck around. especially because they were fundamentally idealists about the new government and revolution they were fighting. this has always been a part of american ideals. the amount of grizzled farmers that are held up by everyone as "real americans" "real salt of the earth types" "really independent" basically that farmers by their nature are more virtuous and pure than corrupted cities. think of the thanksgiving car commercials that inexplicably include a stern wrinkly man standing by his barn with his pitchfork and overalls, piece of hay dangling from his concerned mouth.

the romanticization of farming from the left springs from the same source. farming is the dream end of all the violence and "work" needed for the revolution. in many ways, evolving a society past farming is the original sin of capitalism. but it's a crock of shit. farming is hard. every communist country starts by trying to get everyone farming and it goes TERRIBLY. when you hear about all the famine then the eventual dictatorial takeovers then the abandoning the principles of marxist labor organization then everyone is back to being a wage slave which basically every communist state has in it's history... that's why.

so i propose: every k through 12 must bring back shop, home economics (learn about budgeting and baking kids. it'll save you a ton of money) and agrarian science as mandatory. even in cities. even if you think it's a waste of fucking time. make agrarian science as real and scary as abstinence only health class. teach americans to fucking respect and fear farmers so they don't want to be them but do want to pay them lest they leave or die out.

there i solved it. everything is cool now.

[dreaminginthedeepsouth]

deAdder

* * * *

LETTERS FROM AN AMERICAN

August 11, 2024

Heather Cox Richardson

Aug 12, 2024

Vice President Kamala Harris’s choice of Minnesota governor Tim Walz to be her running mate seems to cement the emergence of a new Democratic Party.

When he took office in January 2021, President Joe Biden was clear that he intended to launch a new era in America, overturning the neoliberalism of the previous forty years and replacing it with a proven system in which the government would work to protect the ability of ordinary Americans to prosper. Neoliberalism relied on markets to shape society, and its supporters promised it would be so much more efficient than government regulation that it would create a booming economy that would help everyone. Instead, the slashing of government regulation and social safety systems had enabled the rise of wealthy oligarchs in the U.S. and around the globe. Those oligarchs, in turn, dominated poor populations, whose members looked at the concentration of wealth and power in the hands of a few people and gave up on democracy. 

Biden recognized that defending democracy in the United States, and thus abroad, required defending economic fairness. He reached back to the precedent set by Democratic president Franklin Delano Roosevelt in 1933 and followed by presidents of both parties from then until Ronald Reagan took office in 1981. Biden’s speeches often come back to a promise to help the parents who “have lain awake at night staring at the ceiling, wondering how they will make rent, send their kids to college, retire, or pay for medication.” He vowed “to finally rebuild a strong middle class and grow our economy from the middle out and bottom up, giving hardworking families across the country a little more breathing room.” 

Like his predecessors, he set out to invest in ordinary Americans. Under his administration, Democrats passed landmark legislation like the American Rescue Plan that rebuilt the economy after the devastating effects of the coronavirus pandemic; the Bipartisan Infrastructure Law that is rebuilding our roads, bridges, ports, and airports, as well as investing in rural broadband; the CHIPS and Science Act that rebuilt American manufacturing at the same time it invested in scientific research; and the Inflation Reduction Act, which, among other things, invested in addressing climate change. Under his direction, the government worked to stop or break up monopolies and to protect the rights of workers and consumers.

Like the policies of that earlier era, his economic policies were based on the idea that making sure ordinary people made decent wages and were protected from predatory employers and industrialists would create a powerful engine for the economy. The system had worked in the past, and it sure worked during the Biden administration, which saw the United States economy grow faster in the wake of the pandemic than that of any other developed economy. Under Biden, the economy added almost 16 million jobs, wages rose faster than inflation, and workers saw record low unemployment rates.

While Biden worked hard to make his administration reflect the demographics of the nation, tapping more women than men as advisors and nominating more Black women and racial minorities to federal judicial positions than any previous president, it was Vice President Kamala Harris who emphasized the right of all Americans to be treated equally before the law. 

She was the first member of the administration to travel to Tennessee in support of the Tennessee Three after the Republican-dominated state legislature expelled two Black Democratic lawmakers for protesting in favor of gun safety legislation and failed by a single vote to expel their white colleague. She has highlighted the vital work historically Black colleges and universities have done for their students and for the United States. And she has criss-crossed the country to support women’s rights, especially the right to reproductive healthcare, in the two years since the Supreme Court, packed with religious extremists by Trump, overturned the 1973 Roe v. Wade decision.

To the forming Democratic coalition, Harris brought an emphasis on equal rights before the law that drew from the civil rights movements that stretched throughout our history and flowered after 1950. Harris has told the story of how her parents, Dr. Shyamala Gopalan, who hailed from India, and Donald J. Harris, from Jamaica, met as graduate students at the University of California, Berkeley and bonded over a shared interest in civil rights. “My parents marched and shouted in the Civil Rights Movement of the 1960s,” Harris wrote in 2020. “It’s because of them and the folks who also took to the streets to fight for justice that I am where I am.”

To these traditionally Democratic mindsets, Governor Walz brings something quite different: midwestern Progressivism. Walz is a leader in the Minnesota Democratic-Farmer-Labor Party, which formed after World War II, but the reform impulse in the Midwest reaches all the way back to the years immediately after the Civil War and in its origins is associated with the Republican, rather than the Democratic, Party. While Biden’s approach to government focuses on economic justice and Harris’s focuses on individual rights, Walz’s focuses on the government’s responsibility to protect communities from extremists. That stance sweeps in economic fairness and individual rights but extends beyond them to recall an older vision of the nature of government itself.

The Republican Party’s roots were in the Midwest, where ordinary people were determined to stop wealthy southern oligarchs from taking over control of the United States government. That determination continued after the war when people in the Midwest were horrified to see industrial leaders step into the place that wealthy enslavers had held before the war. Their opposition was based not in economics alone, but rather in their larger worldview. And because they were Republicans by heritage, they constructed their opposition to the rise of industrial oligarchs as a more expansive vision of democracy. 

In the early 1870s the Granger movement, based in an organization originally formed by Oliver H. Kelley of Minnesota and other officials in the Department of Agriculture to combat the isolation of farm life, began to organize farmers against the railroad monopolies that were sucking farmers’ profits. The Grangers called for the government to work for communities rather than the railroad barons, demanding business regulation. In the 1870s, Minnesota, Iowa, Wisconsin, and Illinois passed the so-called Granger Laws, which regulated railroads and grain elevator operators. (When such a measure was proposed in California, railroad baron Leland Stanford called it “pure communism” and hired former Republican congressman Roscoe Conkling to fight it by arguing that corporations were “persons” under the Fourteenth Amendment.)

Robert La Follette grew up on a farm near Madison, Wisconsin, during the early days of the Grangers and absorbed their concern that rich men were taking over the nation and undermining democracy. One of his mentors warned: “Money is taking the field as an organized power. Which shall rule—wealth or man; which shall lead—money or intellect; who shall fill public stations—educated and patriotic free men, or the feudal serfs of corporate capital?” 

In the wake of the Civil War, La Follette could not embrace the Democrats. Instead, he and people like him brought this approach to government to a Republican Party that at the time was dominated by industrialists. Wisconsin voters sent La Follette to Congress in 1884 when he was just 29, and when party bosses dumped him in 1890, he turned directly to the people, demanding they take the state back from the party machine. They elected him governor in 1900.

As governor, La Follette advanced what became known as the “Wisconsin Idea,” adopted and advanced by Republican President Theodore Roosevelt. As Roosevelt noted in a book explaining the system, Wisconsin was “literally a laboratory for wise experimental legislation aiming to secure the social and political betterment of the people as a whole.” La Follette called on professors from the University of Wisconsin, state legislators, and state officials to craft measures to meet the needs of the state’s people. “All through the Union we need to learn the Wisconsin lesson,” Roosevelt wrote.

In the late twentieth century, the Republican Party had moved far away from Roosevelt when it embraced neoliberalism. As it did so, Republicans ditched the Wisconsin Idea: Wisconsin governor Scott Walker tried to do so explicitly by changing the mission of the University of Wisconsin system from a “search for truth” to “improve the human condition” to a demand that the university “meet the state’s workforce needs.” 

While Republicans abandoned the party’s foundational principles, Democratic governors have been governing on them. Now vice-presidential nominee Walz demonstrates that those community principles are joining the Democrats’ commitment to economic fairness and civil rights to create a new, national program for democracy. 

It certainly seems like the birth of a new era in American history. At a Harris-Walz rally in Arizona on Friday, Mayor John Giles of Mesa, Arizona, who describes himself as a lifelong Republican, said: “I do not recognize my party. The Republican Party has been taken over by extremists that are committed to forcing people in the center of the political spectrum out of the party. I have something to say to those of us who are in the political middle: You don’t owe a damn thing to that political party…. [Y]ou don’t owe anything to a party that is out of touch and is hell-bent on taking our country backward. And by all means, you owe no displaced loyalty to a candidate that is morally and ethically bankrupt…. [I]n the spirit of the great Senator John McCain, please join me in putting country over party and stopping Donald Trump, and protecting the rule of law, protecting our Constitution, and protecting the democracy of this great country. That is why I’m standing with Vice President Harris and Governor Walz.”

Vice President Harris put it differently. Speaking to a United Auto Workers local in Wayne, Michigan, on Thursday, she explained what she and Walz have in common. 

 “A whole lot,” she said. “You know, we grew up the same way. We grew up in a community of people, you know—I mean, he grew up… in Nebraska; me, Oakland, California—seemingly worlds apart. But the same people raised us: good people; hard-working people; people who had pride in their hard work; you know, people who had pride in knowing that we were a community of people who looked out for each other—you know, raised by a community of folks who understood that the true measure of the strength of a leader is not based on who you beat down. It’s based on who you lift up.”

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LETTERS FROM AN AMERICAN

HEATHER COX RICHARDSON