#Benefits of Classroom Learning

[clatcoachinginstitute]

These top law colleges in India accept CLAT and other exam scores. This makes entrance exams the center of law school admissions.

[stepseduworldblog]

Unlocking Opportunities: How a Trusted Education & Career Coach Facilitates Study in the UK

In the vibrant city of Dubai, where innovation meets tradition, the journey of Trusted Education & Career Coaches and consultants unfolds with promising opportunities and transformative innovations. As Dubai continues to position itself as a global hub for education and business, students in the region are witnessing a dynamic evolution in the way they learn, explore career paths, and prepare for the future. In this blog post, we delve into the multifaceted aspects of education and career opportunities for Dubai students, from emerging trends in learning to the diverse pathways in the professional realm.

Virtual Reality Classrooms: Stepping into Tomorrow

Imagine students donning VR headsets, transported to ancient civilizations or exploring molecular structures up close. Virtual reality classrooms are revolutionizing learning, turning textbooks into immersive experiences. In Dubai, where innovation is a way of life, VR classrooms are poised to reshape traditional learning paradigms.

One of the defining characteristics of modern education in Dubai is the integration of cutting-edge technologies that enhance learning experiences. Virtual reality (VR) classrooms have emerged as a game-changer, offering students immersive and interactive environments that transcend traditional teaching methods. Imagine a history lesson where students can virtually visit ancient civilizations or a science class where they explore complex molecular structures up close. VR classrooms not only make learning engaging but also foster deeper understanding and retention of concepts.

[gccexchange]

Mobile Learning: The Future of Education

Technology is rapidly changing and evolving, affecting all aspects of life, including education. One of the most considerable developments in education is mobile learning or m-learning. Mobile learning is an innovative way of learning involving mobile devices such as smartphones, tablets, and laptops to access educational content and materials. Mobile learning is rapidly gaining popularity…

[polaraffect]

dropping classes is honestly so thrilling. expelling the evils of life.

[youtubemarketing1234]

Welcome to LimitLess Tech! In this video, we're going to take a look at the rise of ed-tech and why it's so important in the classroom. Let's deep dive into the video to learn about the changing landscape of the educational technology industry and how it's affecting schools all over the world.

Nowadays education technology is very important in the education industry. We can not go imagine a single moment in education without modern technology. It's very common to use technology in the education industry.

EdTech, short for education technology and it's refers to new technological implementations in the classroom. In the classroom, it's very helpful for teachers because it helps teachers to integrate new technologies and tools into their classroom. Teachers are able to upgrade and improve the learner-centeredness of their classrooms. It enables teachers to engage their students in unique, innovative, and equitable ways.

Modern technology boosts productivity as well as the efficiency of human activities, as it allows us to perform tasks in less time. Meanwhile, thanks to the huge amount of information available, better decisions can be made, and human error reduced.

Educational technology has paved the way for multi-functional devices such as computers are increasingly faster, more portable, and higher-powered than ever before. With all of these revolutions, technology has also made our education life easier and better.

This technology is the field of study that investigates the process of analyzing, designing, developing, implementing, and evaluating the instructional environment, learning materials, learners, and the learning process in order to improve teaching and learning.

Technology will surely continue to advance, and it is essential to adapt your teaching technique to keep up with it. Education technology is incredibly significant in today’s world and will only grow in importance. Technology should aid rather than impede development in the learning environment.

If you're interested in why technology is so important in education, then this is the video for you because after watching this video you are able to know the rise of ed-tech and why it's so important in the classroom. Hopefully, you enjoy learning about the amazing role technology is playing in education today.

Tech in Education: The Rise of EdTech

[reallytoosublime]

Nowadays education technology is very important in the education industry. We can not go imagine a single moment in education without modern technology. It's very common to use technology in the education industry.

EdTech, short for education technology and it's refers to new technological implementations in the classroom. In the classroom, it's very helpful for teachers because it helps teachers to integrate new technologies and tools into their classroom. Teachers are able to upgrade and improve the learner-centeredness of their classrooms. It enables teachers to engage their students in unique, innovative, and equitable ways.

Modern technology boosts productivity as well as the efficiency of human activities, as it allows us to perform tasks in less time. Meanwhile, thanks to the huge amount of information available, better decisions can be made, and human error reduced.

Educational technology has paved the way for multi-functional devices such as computers are increasingly faster, more portable, and higher-powered than ever before. With all of these revolutions, technology has also made our education life easier and better.

This technology is the field of study that investigates the process of analyzing, designing, developing, implementing, and evaluating the instructional environment, learning materials, learners, and the learning process in order to improve teaching and learning.

Technology will surely continue to advance, and it is essential to adapt your teaching technique to keep up with it. Education technology is incredibly significant in today’s world and will only grow in importance. Technology should aid rather than impede development in the learning environment.

Tech in Education: The Rise of EdTech

[variantoutcast]

Does anybody have any tips for learning a language independently?

[transmutationisms]

the other thing about the chatgpt essay handwringing that's so insidious is the idea (perpetrated both by academics and often by other undergrad students) that someone 'cheating' the system this way is somehow 'devaluing' other people's degrees---in a direct sense this is of course horseshit; why should i care whatsoever what you're up to across the classroom from me, if i personally am enjoying writing my essays For Real and Learning From Them---but what this argument is actually getting at is the idea that the access barrier that is an earned degree is a limited commodity by design, and so works 'less well' the more people have it; it's in fact implicitly an argument that this student doesn't deserve entry into the professional classes and shouldn't be granted it because that would make my entry ever so much harder to execute. which is to say that these people do understand that the university degree is an access barrier; they simply won't say so in as many words because they believe themselves to be ontologically People Who Should Benefit From The Barrier, unlike Those Others Over There

[blizz4rd1203]

thinking about the classroom demonstration robot thing again

Thinking about being used and reused, taken apart and studied, reassembled and reset? Thinking about people learning every minute detail of you, inside and outside? Thinking about being told of your eternal purpose, a tool for the benefit of others, only to be reset and have to learn it all over again?

[fluentmoviequoter]

Better Care

Requested Here!

Pairing: Tim Bradford x fem!wife!teacher!reader

Summary: One of your students is absent, and you worry about her until you return home and see her with your husband, Tim Bradford. He's taking care of her following the death of her parents, but neither of you want it to be a temporary arrangement.

Warnings: angst, parental death (OC Lilliana), fluff, adoptive girl dad Tim Bradford

Word Count: 3.1k+ words

Picture from Pinterest (ignore the jack-o-lantern and focus on the handsome boy)

Masterlist | Tim Bradford Masterlist | Request Info/Fandom List

Your classroom is one of the most welcoming places you’ve ever stepped foot in. You and your husband Tim worked tirelessly over the summer to make your classroom feel like a second home to your students. Being a teacher is your dream job, something you worked for throughout college, and you continue to strive to do better each day. Teaching second grade can be challenging, but the rewards outweigh the bad days and the tiring students. Being in your room early like this is one of your favorite things; it’s quiet, the day is full of potential, and you have time to prepare for your day and your students.

While you put your things away and begin placing morning worksheets on each desk, you put a personalized sticky note beside each and hope for a good day. This year has been good so far, but your students can always benefit from a little reminder that they’re doing well.

Meanwhile, Tim is seated in roll call and mentally preparing for a good day. He doesn’t have quite as much faith in people as you do, but he knows that what you do is important, so he supports you in all you do. Visiting your class has also become one of his favorite pastimes, and whenever Wade asks for someone to do community outreach, he finds himself sitting beside you and talking to your class. Your students love him, too, and ask about him often. As Wade greets the officers, Tim decides to drop by and surprise your kids (with your permission) soon.

“Good morning,” you greet with a smile as you walk to your desk.

“Good morning, Mrs. Bradford,” your class answers together.

“Who’s ready for a good day?”

They cheer, and you chuckle at their excitement to learn. Though you wouldn’t admit it to many people, this is your favorite class so far. After they silence, you give them directions to complete their morning worksheets as you fill out your attendance report.

When you reach the bottom of the list, you look around the room with your lips pursed.

“Where’s Lilliana?” you ask.

“She isn’t here, Mrs. Bradford,” one of the girls in the front row replies.

“Her backpack isn’t in her cubby,” another student adds.

“Okay. Thank you,” you reply.

You mark her as absent but hesitate before you input the report into your computer. Using the paper before the computer is unnecessary, but you like being able to walk around and actually see your students as you fill out the attendance. Not seeing Lilliana unsettles you. She loves school, to the point that she cried in your arms once when she was checked out early to go to a doctor’s appointment. Maybe she’s just running late or not feeling well. You make a note to check with the officer later before returning your attention to the students who are present and nearly done with their worksheets.

“Bradford, Chen, we need you at my location for a double homicide,” Angela radios. “The neighborhood’s blocked off from the main streets, so come in from the east side.”

“10-4,” Tim answers.

He sighs as he returns the radio to the dash. There are plenty of ways he could be spending his day, but babysitting a crime scene doesn’t sound like the most exciting or the best use of his time. But, this is Tim’s job, and he’s good at it, so he hits the sirens and drives to the entrance Angela directed him to.

“Hi, Marsha,” you greet when the school secretary answers. “My student Lilliana is absent today, and I wanted to check if her parents have called. I’m just worried about her.”

“Oh, yes, sweet Lilli,” Marsha says. You can hear her keyboard click as she types. “I haven’t received a call about her, but I could call them if you’d like.”

“That’s okay. Thanks for checking, Marsha.”

“She has perfect attendance. Strange that she isn’t here today.”

“I thought so, too. Maybe she’ll be here before lunch.”

“If she isn’t, let me know, and I’ll reach out for you, hun.”

“Thanks, Marsha. Enjoy the rest of your morning.”

“You, too. I’ll see your class when they head to recess.”

“Yes, ma’am.”

You end the call more distraught than you were before. It’s completely out of character for Lilliana to miss school, but for her parents to not call and explain why is even stranger. When she left forty minutes early for a doctor’s appointment, her mom told you two weeks in advance and insisted that it would be okay to give her more homework for anything she may miss. As your class returns from their extracurricular, you tap your fingers on your desk to expel your nervousness before beginning a math lesson. You’re tempted to call Tim and let him calm you down, but he’s busy too. You’ll just have to worry about Lilliana later.

Tim closes the shop door behind him and waits for Lucy. They approach the crime scene together, and Lucy whispers about how many people are surrounding the house.

“Double homicides usually require a lot of hands,” Tim informs.

“And that’s all we are today?” Lucy inquires.

“Welcome to police work, boot.”

“I’m not a boot,” Lucy grumbles.

“Bradford!” Nyla yells across the front lawn.

Tim nods as he raises the crime scene tape. Lucy goes under first, and he surveys the bullet holes littering the front of the house as he walks across the grass.

“What happened?” Lucy asks.

“The caller said-“

Someone yells Tim’s name, though the fear and tears mumbling it make it sound like “Off’cer Bra’ford!” He turns quickly and sees a young girl running toward him. She jumps toward him, and he bends to catch her easily.

“Lils,” he says as he pulls her against his chest.

She cries harder in his hold, her face pressed to his shoulder and her arms wrapped tightly around his neck. Tim recognizes her from the number of times he’s visited your class, but seeing her here, like this, during a school day, concerns him.

“What is she-“ Tim begins, looking toward Angela.

He realizes quickly. Between her presence at this specific house and the look Angela gives him, it’s easy to deduce. Her parents are inside.

“Lils, do you want to go sit in my police car?” he asks kindly, rubbing a large hand over her shaking back. “We can turn on the sirens.”

She nods before she pulls back. Her face is streaked with tears and a deep frown starkly contrasts her usual smile, the one that is on her face from the moment she steps into your classroom until she leaves.

“And the lights?” she whispers.

“Of course.”

Tim nods toward Angela and Nyla before he shifts Lilliana to his hip. He positions her so she can’t see the house as they walk. When she points to the firetruck waiting down the street, Tim takes a quick detour to see it. He sits in the driver’s seat of his shop with her on his lap. She lays her hands on the wheel and giggles before he shows her where the switch to turn on the lights and sirens is. Tim considers calling you, but you’d leave work, and he isn’t sure of the full story yet, anyway. So, for now, he’ll try to comfort her and distract her until they have more answers.

Back in the house, Lucy follows Angela through the rooms and looks at the damage caused by the murderer.

“Did she see anything?” Lucy asks. “The little girl?”

“We don’t think so. She was in the backyard when we got here. Definitely heard it, though. We’re not sure of anything. The woman is her mother, and there’s a male victim as well, but…” Angela trails off. “Until we get more answers, we’ll have to trust child services to get any answers she may have.”

“She knows Tim, maybe she’d talk to him,” Lucy suggests.

“Yeah, she’s in Tim’s wife’s class. That’s why I called you two. I was hoping you’d be willing to help secure the scene while Tim helps us work the case from a different angle.”

“Of course,” Lucy agrees.

Tim pulls Lilliana back into his arms when he arrives at the station. She hadn’t wanted to sit in the backseat until he promised to turn on the lights and stay with her the whole way. The moment he opens the door, she raises her arms toward him and clings to him.

“Use my office,” Wade says when Tim enters. “There’s some stuff in there I thought she may want.”

“Thank you,” Tim calls over his shoulder.

He closes the door behind him and sits in Wade’s chair. Tim expects Lilliana to climb out of his hold to search through the coloring sheets, a large bin of crayons, and toys littering the desk, but she only twists to sit in his lap.

“Which one?” Lilliana asks.

She pulls two coloring sheets toward her; one is a cop with a police dog and the other is a police car. Tim moves the chair closer to the desk so she can reach it to color as he taps the picture with the dog. She nods once before raising her chin to look through the different crayons. Tim unconsciously raises his arms by her sides to keep her steady as she leans over the desk. He watches her color and smiles at her enthusiasm.

“What color is this part?” she asks, pointing to the vest on the dog.

“Blue, black, or dark green,” he answers. “Since he’s brown, maybe do blue or green.”

“Can you help me?”

“Of course. With what?”

Tim leans forward and looks over her shoulder. She draws a line over the blank area at the top of the picture.

“There’s nothing here.”

“Well, you could draw a rainbow, or write your name…” Tim suggests. “Maybe even add another picture.”

“Rainbow,” she decides with a nod.

Someone knocks on the door, and Tim looks up. Wade shakes his head before he gestures toward a woman from child protective services.

“Grey,” Tim begins.

“It’s protocol, Bradford. I’m sorry,” Wade interrupts.

Tim takes a deep breath before he gently takes the crayon from her hand.

“Do you want to finish this later? We have to go see some people,” Tim explains.

“You keep it,” she answers.

Tim thanks her quietly before he stands. She lays her cheek against his shoulder, and he hugs her tightly before he sets her on the floor. Lilliana takes his hand and holds it firmly as they follow Wade out of his office.

“Hi, Lilliana,” the woman greets. “I’m Karen and I’ll be taking care of you for a while. Can you come with me, and we can talk?”

Lilliana shakes her head and tightens her grip on Tim’s hand.

“It’s alright, Lills,” Tim says. He squats beside her and adds, “She needs to make sure you’re okay.”

“I don’t want to,” Lilliana whispers.

“It’ll only be a few minutes, Lilli,” Karen says with a disarming smile.

Lilliana looks up at Karen and Tim sees tears building in her eyes even as she agrees. Tim reluctantly releases her hand and watches Karen lead her into a private room. Lilliana looks over her shoulder at Tim, her lip wobbles, and Tim hopes that she’s okay in there alone.

“What happens now?” Tim asks Wade. “Foster care?”

“Not today. They’ll take her to a shelter for tonight and push the paperwork through in the morning for foster care placement,” Wade answers. “You’ve done all you can do and more, Tim.”

“No, I haven’t. She’s gone through enough without having to move in with strangers who will never understand what kind of trauma she just experienced. You know that she won’t even be able to grieve in foster care,” Tim argues.

“It’s the way it is, Tim.”

Tim shakes his head, prepared to argue that there has to be a better way, but is cut off by Lilliana yelling before she begins crying. He stands up straighter, letting his crossed arms fall to his sides, and watches the door. Her crying grows in intensity before Karen pulls the door open and steps out.

“Officer Bradford?” she calls. “I could use your assistance in here.”

Tim nods but turns to Wade to say, “Let me take her home. We’ll take better care of her than any shelter.”

He rushes into the room and Lilliana immediately calms. As she calms down, Wade knows that Tim’s offer to take her home is more than just seeing a kid in need. Tim is the man for the job for more reasons than Wade can count.

“Karen, a word?” Wade calls.

“Bye!” you call with a wave as your last student is picked up.

The moment your classroom is empty, your smile falls. You move quickly on autopilot as you clean up today’s mess. Lilliana’s desk is untouched, your heart-covered sticky note still adhered to her name tag. As soon as everything is tidy, you gather your things and walk out. There’s too much on your mind to hang around this afternoon. Though an empty house doesn’t sound much better than an empty classroom, at least you won’t have to look at an empty desk with no answers about where its usual resident is.

When you pull into your driveway, you’re surprised to see Tim’s truck. He’s supposed to be at work for a few more hours, but you certainly won’t complain about his early return. You rush inside to tell him about your day and hug him tightly, but you stop short when you see the living room.

Dozens of bags, an oversized coloring pad, and a dismantled police car model litter the room. Tim is leaning back on the couch with none other than Lilliana asleep in his lap. Your eyes widen at the sight, and he sends you a close-lipped smile as he waves for you to come over. After you set your bag in its proper place, you sit beside him on your knees. Lilliana looks peaceful, you think, but you have so many questions that you don’t dwell on it long.

“She wasn’t at school today,” you whisper.

“Lucy and I got called to a double murder,” Tim explains. “She was there when we arrived and ran straight to me. Child services was going to put her in a shelter tonight, then foster care in the morning. I- uh, I couldn’t let her go through that, too, not with everything else she’s struggling with right now.”

“So, her parents were…”

“As far as we know, yeah. Her mom was ID’d at the scene, but Angela and Nyla are still working.”

You raise your hands to cover your mouth as your eyes water. Tim extends his arm toward you, and you twist to sit beside him. The movement jostles Lilliana, and you freeze as she stirs. Her eyes open briefly, and she smiles when she sees you. She moves so she’s between you and Tim, but drifts back to sleep quickly.

“You’re amazing,” you whisper to Tim.

He shakes his head and rubs your shoulder in response. You can’t imagine sending her to a foster home, where she’s just another temporary resident who gets the parents a government paycheck each month. Especially after what she just went through.

“Are you working tomorrow?” you ask.

“I took the day off,” Tim answers.

“I will too. I feel terrible, Tim. Maybe if I had called her parents earlier-“

“Don’t,” Tim interrupts softly. “Don’t think like that.”

“Sorry, Mrs. Bradford,” Lilliana says as she rubs her eyes to wake. “I wanted to come to school today.”

“That’s okay, sweetheart,” you assure as she climbs into your lap. “It was boring without you, anyway.”

She giggles before asking you to color with her, and you happily agree. Tim watches you interact with her and knows that he can’t do it. He can’t let her go.

“Tim,” you say as you stand beside your bed. “Did Lills see it?”

Tim moves his head to gesture for you to join him. When you’re in bed beside him and wrapped in his arms, Tim kisses your forehead.

“We don’t think so. She’ll have to talk to a psychiatrist and the detectives soon, but she was in the backyard when they arrived. At the least, though, she heard it,” he answers.

You ignore the tears running down your cheeks, the result of sympathy and concern for the young girl sleeping across the hall from you. Tim wipes your cheeks gently and whispers that everything will be okay. You trust him, but you know it won’t be okay for Lilliana if she has to acclimate to an entirely new life just hours after her parents were killed.

A small knock on the door draws your attention away from Tim. Lilliana stands in the doorway holding the police dog stuffed animal Tim bought for her on the way home.

“What’s wrong, Lilli?” Tim asks.

You move out of Tim’s hold and walk toward her. She hugs you tightly and mumbles that she missed you, and you close your eyes to keep more tears from leaking out. Tim smiles when you look back at him and moves so that there’s more room in the bed. As you set her between you and Tim, he mouths I love you over her head, and you waste no time in replying.

The following morning, as Lilliana eats breakfast and watches Paw Patrol beside you, you look toward Tim. Beginning the conversation about not sending her into foster care is harder than you anticipated. You hesitate, but Tim smiles as his eyes meet yours. 

“I know,” he answers before you begin.

You smile, glad that he knows you so well, and Tim pulls you close as he nods. You kiss him quickly before Lilliana calls for you. She raises a coloring of a cop, a woman, a kid, and a police dog.

“It’s us!” she cheers.

Tim smiles as you applaud her work. He’s as attached to her as you are, and he loves you so much that he knows exactly what you are thinking. This may not be exactly how he planned to become a parent, but he would do anything with you, even adopting one of your students. Seeing you interact with Lilliana in your home like this, though, makes Tim confident that he wants to have a child of his own with you, and Lilliana does seem like she would be a good big sister.

[mostlysignssomeportents]

The new globalism is global labor

For the rest of May, my bestselling solarpunk utopian novel THE LOST CAUSE (2023) is available as a $2.99, DRM-free ebook!

Depending on how you look at it, I either grew up in the periphery of the labor movement, or atop it, or surrounded by it. For a kid, labor issues don't really hold a lot of urgency – in places with mature labor movements, kids don't really have jobs, and the part-time jobs I had as a kid (paper route, cleaning a dance studio) were pretty benign.

Ironically, one of the reasons that labor issues barely registered for me as a kid was that my parents were in great, strong unions: Ontario teachers' unions, which protected teachers from exploitative working conditions and from retaliation when they advocated for their students, striking for better schools as well as better working conditions.

Ontario teachers' unions were strong enough that they could take the lead on workplace organization, to the benefit of teachers at every part of their careers, as well as students and the system as a whole. Back in the early 1980s, Ontario schools faced a demographic crisis. After years of declining enrollment, the number of students entering the system was rapidly increasing.

That meant that each level of the system – primary, junior, secondary – was about to go through a whipsaw, in which low numbers of students would be followed by large numbers. For a unionized education workforce, this presented a crisis: normally, a severe contraction in student numbers would trigger layoffs, on a last-in, first-out basis. That meant that layoffs loomed for junior teachers, who would almost certainly end up retraining for another career. When student numbers picked up again, those teachers wouldn't be in the workforce anymore, and worse, a lot of the senior teachers who got priority during layoffs would be retiring, magnifying the crisis.

The teachers' unions were strong, and they cared about students and teachers, both those at the start of their careers and those who'd given many years of service. They came up with an amazing solution: "self-funded sabbaticals." Teachers with a set number of years of seniority could choose to take four years at 80% salary, and get a fifth year off at 80% salary (actually, they could take their year off any time from the third year on).

This allowed Ontario to increase its workforce by about 20%, for free. Senior teachers got a year off to spend with their families, or on continuing education, or for travel. Junior teachers' jobs were protected. Students coming into the system had adequate classroom staff, in a mix of both senior and junior teachers.

This worked great for everyone, including my family. My parents both took their four-over-five year in 1983/84. They rented out our house for six months, charging enough to cover the mortgage. We flew to London, took a ferry to France, and leased a little sedan. For the next six months, we drove around Europe, visiting fourteen countries while my parents homeschooled us on the long highway stretches and in laundromats. We stayed in youth hostels and took a train to Leningrad to visit my family there. We saw Christmas Midnight Mass at the Vatican and walked around the Parthenon. We saw Guernica at the Prado. We visited a computer lab in Paris and I learned to program Logo in French. We hung out with my parents' teacher pals who were civilian educators at a Canadian Forces Base in Baden-Baden. I bought an amazing hand-carved chess set in Seville with medieval motifs that sung to my D&D playing heart. It was amazing.

No, really, it was amazing. Unions and the social contract they bargained for transformed my family's life chances. My dad came to Canada as a refugee, the son of a teen mother who'd been deeply traumatized by her civil defense service as a child during the Siege of Leningrad. My mother was the eldest child of a man who, at thirteen, had dropped out of school to support his nine brothers and sisters after the death of his father. My parents grew up to not only own a home, but to be able to take their sons on a latter-day version of the Grand Tour that was once the exclusive province of weak-chinned toffs from the uppermost of crusts:

https://en.wikipedia.org/wiki/Grand_Tour

My parents were active in labor causes and in their unions, of course, but that was just part of their activist lives. My mother was a leader in the fight for legal abortion rights in Canada:

https://www.flickr.com/photos/doctorow/8882641733

My dad was active in party politics with the New Democratic Party, and both he and my mother were deeply involved with the fight against nuclear arms proliferation, a major issue in Canada, given our role in supplying radioisotopes to the US, building key components for ICBMs, testing cruise missiles over Labrador, and our participation in NORAD.

Abortion rights and nuclear arms proliferation were my own entry into political activism. When I was 13, I organized a large contingent from my school to march on Queen's Park, the seat of the Provincial Parliament, to demand an end to Ontario's active and critical participation in the hastening of global nuclear conflagration:

https://www.flickr.com/photos/doctorow/53616011737/

When I got a little older, I started helping with clinic defense and counterprotests at the Morgentaler Clinic and other sites in Toronto that provided safe access to women's health, including abortions:

https://www.cbc.ca/news/canada/morgentaler-honoured-by-order-of-canada-federal-government-not-involved-1.716775

My teens were a period of deepening involvement in politics. It was hard work, but rewarding and fundamentally hopeful. There, in the shadow of imminent nuclear armageddon, there was a role for me to play, a way to be more than a passive passenger on a runaway train, to participate in the effort to pull the brake lever before we ran over the cliff.

In hindsight, though, I can see that even as my activism intensified, it also got harder. We struggled more to find places to meet, to find phones and computers to use, to find people who could explain how to get a permit for a demonstration or to get legal assistance for comrades in jail after a civil disobedience action.

What I couldn't see at the time was that all of this was provided by organized labor. The labor movement had the halls, the photocopiers, the lawyers, the experience – the infrastructure. Even for campaigns that were directly about labor rights – campaigns for abortion rights, or against nuclear annihilation – the labor movement was the material, tangible base for our activities.

Look, riding a bicycle around all night wheatpasting posters to telephone poles to turn out people for an upcoming demonstration is hard work, but it's much harder if you have to pay for xeroxing at Kinko's rather than getting it for free at the union hall. Worse, the demonstration turnout suffers more because the union phone-trees and newsletters stop bringing out the numbers they once brought out.

This was why the neoliberal project took such savage aim at labor: they understood that a strong labor movement was foundation of antiimperialist, antiracist, antisexist struggles for justice. By dismantling labor, the ruling class kicked the legs out from under all the other fights that mattered.

Every year, it got harder to fight for any kind of better world. We activist kids grew to our twenties and foundered, spending precious hours searching for a room to hold a meeting, leaving us with fewer hours to spend organizing the thing we were meeting for. But gradually, we rebuilt. We started to stand up our own fragile, brittle, nascent structures that stood in for the mature and solid labor foundation that we'd grown up with.

The first time I got an inkling of what was going on came in 1999, with the Battle of Seattle: the mass protests over the WTO. Yes, labor turned out in force for those mass demonstrations, but they weren't its leaders. The militancy, the leadership, and the organization came out of groups that could loosely be called "post-labor" – not in the sense that they no longer believed in labor causes, but in the sense that they were being organized outside of traditional labor.

Labor was in retreat. Five years earlier, organized labor had responded to NAFTA by organizing against Mexican workers, rather than the bosses who wanted to ship jobs to Mexico. It wasn't unusual to see cars in Ontario with CAW bumper stickers alongside xenophobic stickers taking aim at Mexicans, not bosses. Those were the only workers that organized labor saw as competitors for labor rights: this was also the heyday of "two-tier" contracts, which protected benefits for senior workers while leaving their junior comrades exposed to bosses' most sadistic practices, while still expecting junior workers to pay dues to a union that wouldn't protect them:

https://pluralistic.net/2021/11/25/strikesgiving/#shed-a-tier

Two-tier contracts were the opposite of the solidarity that my parents' teachers' union exhibited in the early 1980s; blaming Mexican workers for automakers' offshoring was the opposite of the solidarity that built transracial and international labor power in the early days of the union movement:

https://unionhall.aflcio.org/bloomington-normal-trades-and-labor-assembly/labor-culture/edge-anarchy-first-class-pullman-strike

As labor withered under a sustained, multi-decades-long assault on workers' rights, other movements started to recapitulate the evolution of early labor, shoring up fragile movements that lacked legal protections, weathering setbacks, and building a "progressive" coalition that encompassed numerous issues. And then that movement started to support a new wave of labor organizing, situating labor issues on a continuum of justice questions, from race to gender to predatory college lending.

Young workers from every sector joined ossified unions with corrupt, sellout leaders and helped engineer their ouster, turning these dying old unions into engines of successful labor militancy:

https://theintercept.com/2023/04/07/deconstructed-union-dhl-teamsters-uaw/

In other words, we're in the midst of a reversal of the historic role of labor and other social justice movements. Whereas once labor anchored a large collection of smaller, less unified social movements; today those social movements are helping bring back a weakened and fragmented labor movement.

One of the key organizing questions for today is whether these two movements can continue to co-evolve and, eventually, merge. For example: there can be no successful climate action without climate justice. The least paid workers in America are also the most racially disfavored. The gender pay-gap exists in all labor markets. For labor, integrating social justice questions isn't just morally sound, it's also tactically necessary.

One thing such a fusion can produce is a truly international labor movement. Today, social justice movements are transnational: the successful Irish campaign for abortion rights was closely linked to key abortion rights struggles in Argentina and Poland, and today, abortion rights organizers from all over the world are involved in mailing medication abortion pills to America.

A global labor movement is necessary, and not just to defeat the divide-and-rule tactics of the NAFTA fight. The WTO's legacy is a firmly global capitalism: workers all over the world are fighting the same corporations. The strong unions of one country are threatened by weak labor in other countries where their key corporations seek to shift manufacturing or service delivery. But those same strong unions are able to use their power to help their comrades abroad protect their labor rights, depriving their common adversary of an easily exploited workforce.

A key recent example is Mercedes, part of the Daimler global octopus. Mercedes' home turf is Germany, which boasts some of the strongest autoworker unions in the world. In the USA, Mercedes – like other German auto giants – preferentially manufactures its cars in the South, America's "onshore-offshore" crime havens, where labor laws are both virtually nonexistent and largely unenforced. This allows Mercedes to exploit and endanger a largely Black workforce in a "right to work" territory where unions are nearly impossible to form and sustain.

Mercedes just defeated a hard-fought union drive in Vance, Alabama. In part, this was due to admitted tactical blunders from the UAW, who have recently racked up unprecedented victories in Tennessee and North Carolina:

https://paydayreport.com/uaw-admits-digital-heavy-organizing-committee-light-approach-failed-them-in-alabama-at-mercedes/

But mostly, this was because Mercedes cheated. They flagrantly violated labor law to sabotage the union vote. That's where it gets interesting. German workers have successfully lobbied the German parliament for the Supply Chain Act, an anticorruption law that punishes German companies that violate labor law abroad. That means that even though the UAW just lost their election, they might inflict some serious pain on Mercedes, who face a fine of 2% of their global annual revenue, and a ban on selling cars to the German government:

https://pluralistic.net/2024/04/10/an-injury-to-one/#is-an-injury-to-all

This is another way reversal of the post-neoliberal era. Whereas once the US exported its most rapacious corporate practices all over the world, today, global labor stands a chance of exporting workers' rights from weak territories to strong ones.

Here's an American analogy: the US's two most populous states are California and Texas. The policies of these states ripple out over the whole country, and even beyond. When Texas requires textbooks that ban evolution, every pupil in the country is at risk of getting a textbook that embraces Young Earth Creationism. When California enacts strict emission standards, every car in the country gets cleaner tailpipes. The WTO was a Texas-style export: a race to the bottom, all around the world. The moment we're living through now, as global social movements fuse with global labor, are a California-style export, a race to the top.

This is a weird upside to global monopoly capitalism. It's how antitrust regulators all over the world are taking on corporations whose power rivals global superpowers like the USA and China: because they're all fighting the same corporations, they can share tactics and even recycle evidence from one-another's antitrust cases:

https://www.eff.org/deeplinks/2024/05/big-tech-eu-drop-dead

Look, the UAW messed up in Alabama. A successful union vote is won before the first ballot is cast. If your ground game isn't strong enough to know the outcome of the vote before the ballot box opens, you need more organizing, not a vote:

https://pluralistic.net/2023/04/23/a-collective-bargain/

But thanks to global labor – and its enemy, global capitalism – the UAW gets another chance. Global capitalism is rich and powerful, but it has key weaknesses. Its drive to "efficiency" makes it terribly vulnerable, and a disruption anywhere in its supply chain can bring the whole global empire to its knees:

https://pluralistic.net/2023/09/21/eight-and-skate/#strike-to-rule

American workers – especially swing-state workers who swung for Trump and are leaning his way again – overwhelmingly support a pro-labor agenda. They are furious over "price gouging and outrageous corporate profits…wealthy corporate CEOs and billionaires [not] paying what they should in taxes and the top 1% gaming the system":

https://www.americanfamilyvoices.org/_files/ugd/d4d64f_6c3dff0c3da74098b07ed3f086705af2.pdf

They support universal healthcare, and value Medicare and Social Security, and trust the Democrats to manage both better than Republicans will. They support "abortion rights, affordable child care, and even forgiving student loans":

https://prospect.org/politics/2024-05-20-bidens-working-class-slump/

The problem is that these blue-collar voters are atomized. They no longer meet in union halls – they belong to gun clubs affiliated with the NRA. There are enough people who are a) undecided and b) union members in these swing states to defeat Trump. This is why labor power matters, and why a fusion of American labor and social justice movements matters – and why an international fusion of a labor-social justice coalition is our best hope for a habitable planet and a decent lives for our families.

If you'd like an essay-formatted version of this post to read or share, here's a link to it on pluralistic.net, my surveillance-free, ad-free, tracker-free blog:

https://pluralistic.net/2024/05/20/a-common-foe/#the-multinational-playbook

[youtubemarketing1234]

Nowadays education technology is very important in the education industry. We can not go imagine a single moment in education without modern technology. It's very common to use technology in the education industry.

EdTech, short for education technology and it's refers to new technological implementations in the classroom. In the classroom, it's very helpful for teachers because it helps teachers to integrate new technologies and tools into their classroom. Teachers are able to upgrade and improve the learner-centeredness of their classrooms. It enables teachers to engage their students in unique, innovative, and equitable ways.

Modern technology boosts productivity as well as the efficiency of human activities, as it allows us to perform tasks in less time. Meanwhile, thanks to the huge amount of information available, better decisions can be made, and human error reduced.

Educational technology has paved the way for multi-functional devices such as computers are increasingly faster, more portable, and higher-powered than ever before. With all of these revolutions, technology has also made our education life easier and better.

This technology is the field of study that investigates the process of analyzing, designing, developing, implementing, and evaluating the instructional environment, learning materials, learners, and the learning process in order to improve teaching and learning.

Technology will surely continue to advance, and it is essential to adapt your teaching technique to keep up with it. Education technology is incredibly significant in today’s world and will only grow in importance. Technology should aid rather than impede development in the learning environment.

Tech in Education: The Rise of EdTech

[gyjo-enthusiast]

special case. ch.1

retired!nanami x younger!sorcerer!reader

summary: during field training, each student is assigned one semi-grade 1 or higher ranked sorcerer. after the last student is left without a mentor, her professor pairs her up with his old, retired grumpy friend.

reader is in their 20s (attending college), afab!reader, fem pronouns

tags: fluff, eventual smut, colleagues with benefits (is that a thing?), age gap (reader in early 20s, nanami in mid 30s), virgin reader

next chapter: special case. ch.2

jujutsu kaisen masterlist | masterlist

chapter summary: when being assigned your mentors to the week long field training, your teacher finds out there are no more sorcerers free to help, so he calls an old friend.

proofread: yes

word count: 874 (3m 30s)

song rec:

field training, this was your lucky break. no more sitting in classroom, being lectured about stuff you wouldn’t even use in a real fight.

you were pumped, thrilled even, when you heard about a week long getaway from your boring class. and of course you couldn’t wait for this moment.

your teacher was assigning each student their mentor, everyone ecstasic that they’ll learn tons of stuff from high ranked sorcerers.

“and finally y/n.. excuse me for a moment,” his voice sounded unsure as he bickered with his assistant and at last pulled out his phone. disappearing from the doorframe of your class as he let the phone ring by his ear, he mouthed out “one minute” to your direction.

"nanami, please, we have one student left for this project. teach her on field for just one week, you know we're short on skilled sorcerers,” he whispered in the school hall, careful not to let anybody hear.

if anybody from your class heard, they were sure to complain as to why you were getting the exclusive treatment. a legendary grade 1 sorcerer to guide you for a whole week was sure to rile up some arguments among the students.

the blonde sighed on the other side of the line. "so i'm going to be stuck with some brat for a whole week?" he paused for a moment before continuing, “you can’t be serious gojo, can’t you take her?”

“nanami, please,” gojo grunted, visibly annoyed. “i hope you’re not forgetting how busy it is being a sorcerer. not a retired one,” he snickered.

after a few seconds of silence, your teacher quickly blurted out “thanks you’re the best! make sure you’re by the usual station at 8:30, byeee.”

on the other side of the town, nanami sighed once again, mentally preparing himself for the upcoming week as well as cursing gojo for being such a snake.

when professor gojo returned to the class, all of the students were already chatting about their appointed mentors. all but one, the exception being, of course, you. the blindfolded man motioned for you to come forth and took you outside, just where he had been speaking with his friend a minute ago.

“y/n, small issue. all of the current grade 1 and semi-grade 1 sorcerers are busy with their own missions, so you’re unfortunately going to be the special case,” he smiled at you gently, reassuring you that it’s still going to be okay.

“what.. do you mean?” obviously confused, you couldn’t help but ask before he could explain.

“you have to keep quiet about this, but the former grade 1 sorcerer nanami kento will help you with field missions this week,” he clarified.

“but isn’t he-“

“retired?” your professor cut you off before you could continue, “yes, that’s why you have to keep quiet,” he put a hand on your shoulder to keep you calm. “don’t worry about it, we’re good friends and i’ve explained the situation to him clear as day.”

‘clear as day’ yeah you can imagine that, with the way your professor explains things, nanami will probably be as confused as you are, if not more.

but with that in mind, you slowly nod and promise that you will keep this a secret and won’t go out of your way to attract any attention when out in the open with nanami. you thank gojo once more for getting you a mentor and you make a mental note to thank nanami thoroughly.

the ride to the designated station of meeting with nanami was calm. it went by quick as you watched people pass by, ignorant to the true horrors of this world. you were at your stop before you could think twice about it, and now you were in search of the blonde sorcerer.

you remember the description that gojo gave you: tall, blonde, in a white suit. you honestly don't even know why he gave you a description for one of the best and most recognisable sorcerers of your time, but it was better than not finding him at all.

as your eyes were searching the crowd of heads going to and from the train station just a few dozen meters by, you spotted someone who matched gojo's words exactly.

there he was, tall, blonde, in a white suit. and handsome, how could you forget. you slowly approached him, as he checked the watch on his wrist.

"good morning! i'm the semi-grade 2 sorcerer y/n that's been assigned to you!" you cheerfully greeted him, hoping to lift his spirits at least by a little bit. being dragged out of retirement just to help another student must be the last thing he wanted.

the blonde adjusted his darkened glasses as he silently watched you.

"you're 4 minutes late," he finally spoke.

"i'm sorry, sir. the bus got held up in the traffic," you excused yourself, at least wanting him to know that you took the bus on time. "where are we heading?" trying to keep positive, you smiled at him.

"there's a semi-grade 1 curse i saw on the way here, let's see what you can do," not wanting to waste any more time, you both started making your way to your destination.

[shelandsorcery]

What I've Learned About Teaching Art

I've had the privilege of teaching art in a variety of environments - from still life oil painting at the college level, to combining art with science and history in a museum setting, to guiding highschool students through creating a comics anthology. Through these very different settings, I've found a list of constants that, when I keep them in mind, help me deliver the most enjoyable and effective art education for my students. One of my core beliefs is that art is, at the heart of it all, something a student must teach themself, and that a classroom, workshop, or camp that wants to teach art is actually responsible for creating an environment and offering projects that facilitate that self-driven learning. With that on the table, here is the pantheon of truths that, if I can hold on to all of them, help me create that learning environment:

- Almost no one is inherently unable to draw. Additionally, everyone can improve at drawing. With the wealth of "traditional" media, digital tools, and thousands upon thousands of years of art history with which we can map the possibility space, it seems obvious that if someone wants to make art, then they absolutely can.  If they want to draw, then no teacher should ever, EVER tell a student that they "can't." The teacher's role is usually to take a student who already secretly believes they can't draw and help them see both the breadth of possibilities and the potential within themselves to improve whatever skills they start with. - Drawing is not always about making a beautiful image. The obsession with one kind of "good drawing" creates an artificial limit on who is allowed to draw. Sometimes being an art teacher is about expanding a student's definition of art as opposed to pushing their frustrated and dejected pencil along a path towards a narrow goal. The reality is that even within pop culture we see so many gorgeous kinds of art! Beyond that, aiming superficially as an artist for a particular surface result will almost always create lesser work than creating an understand of underlying processes and theories that helped the "good art" come into existence. - Drawing can teach new ways of seeing. Observing with the intent of drawing can transform how a person perceives the world. So much of teaching art is teaching visual literacy, the literal act of reading meaning within visual input, whether that's a still image, a film, a building or a natural landscape. When you motivate students to read visuals by providing them with new ways to understand creating visuals, you jump start their investment in visual literacy. - Drawing can help us think about things differently. Thinking can shift along with modes of seeing - what is a structural way of thought? What is a compositional way of thought? When you teach art, you must teach a student to look at things holistically and in granular elements - besides just enhancing thought processes moving between the two states, you can get much more discovery in the analytical and planning modes of appreciating and creating artwork. - Drawing from reference is as educational as reading. Learning to examine visual reference closely creates a new kind of literacy - visual literacy. Drawing from reference, especially with guided or motivated questions to be answered, can create an opportunity for modes of analysis that students don't get to otherwise use. Developing visual observation and creating a practice of looking both closely and holistically can create a layered understanding of the subject. Even students resistant to traditional still life drawing processes can find benefit in using drawing to answer self-guided questions. - Learning by making art is a valid mode of learning. Making art can be a mode of learning that both alternates between input and output and creates a sense of ownership/agency in both modes. The hands on creative process is a kind of guess and check system that can be designed carefully to allow students to make a wide variety of types of decisions, and teaches them to create goals and investigate what processes will best allow them to achieve said goals. - Competition with each other or with some imagined ideal will deflate artistic potential. An art classroom cannot have winners and losers based on "quality" of final piece. Art education will benefit more students if it is process oriented. Quality, even in straightforward skills based art education, can still be subjective, and unless it's an aggressive battle Royale for some exclusive prize, the intent of any art programming is not to find the single best but to encourage each student to improve. So don't be a dick about it. - Art is a product of restraints. Material, process, time, subject or conceptual restraints allow for a kind of focused play. Giving students free reign is in itself a huge challenge of self direction, goal setting and prioritization. Making some of those choices for them gives them a chance to focus their own learning. - Materials change the kind of engagement. Diverse materials allow for diverse engagement. Just as subject matter can affect a student's personal investment in a project, the material or method of art making can change their engagement. Changing between drawing and painting, reductive or additive sculpting, stenciling or stamping, will not only change the tactile experience of art making but will affect the modes of thought used to make creative choices. - Venue or audience transform art. Pressure to show, and to whom, can change students self imposed limitations. Defining an audience will change and add pressure to art creation. This can help students hold themselves to a higher standard, but can also frighten or overwhelm them. Audience needs can be a useful limit or influence on the direction of an art project, but audience pressure needs to be modulated to the response of each student. - Art is most interesting when it leaves the comfort zone of its creator. This can only happen in a classroom where students feel safe to take risks. Art, even when the subject matter is utterly anonymous or benign, can be a hugely risky-feeling process. Even the act of making art in a classroom environment can feel frightening; if we want students to fully engage, and to take the artistic risks that allow them to learn, we have to spend class time making the classroom into a safe space for the students. This probably needs to be it's own post so I'll leave it there for now and come back and expand upon it in detail in future. - Subject engagement transforms art. Students with something to say about their subject may push themselves farther. Caring about the subject can be a blessing or a curse for a student - deep subject investment can drive problem solving around how best to present it in the artwork, while deep subject investment can also overwhelm a student with self imposed pressure and even a large dose of imposter syndrome. Therefore it can always be useful to intersperse self selected subject matter with "boring" or at least not emotionally significant subjects, to relieve some of the pressure and allow students to instead respond to the process alone. - Ownership of a process will empower students. Whether they've designed a process, built their own materials or set their own goals, agency gives students investment. One of the most exciting things about art is that students have a lot of potential control and thus ownership - they will always be making choices, and those choices are potentially exciting because they directly affect the outcome. You can increase this sense of ownership or investment in the class by facilitating student-made materials, like sketchbooks or mark-making tools; or by facilitating student-led exercises or challenges or projects. - Demos will guide what others make and must be done carefully. Demoing can empower and at the same time overwhelm or impose limits on the viewers. Demoing must be designed to specific goals of each assignment. Eg: if you want students to use surgical techniques to explore value, or depth, or composition, whole you absolutely have to demo the technique didactically, you need to be careful not to be didactic about the results you want in relationship to the subject of exploration. Showing a wide range of potential approaches can help in classrooms where students can handle large info dumps, but often it's better to demo the technique, get them trying it out without further instruction, and then redirect then to the topic of exploration as stage 2. - Material potential can power a room. Art supplies can be motivating all on their own. Getting excited about them can make it safe for the students to get excited as well. There are many different supplies available to teach art with, and trying different ones can add a lot of excitement to the room even if your topic of instruction is narrow. Getting excited about materials can change the mood of a classroom entirely. - Criticism must engage with the student's goals or it will work against you. Setting goals, and then reflecting on them, is key to art education as so much of art is self directed. If you then ignore that setup and approach critique without listening to your students' internal direction and goals and at minimum acknowledging them, they will not find your critique constructive. This goes for young children all the way to adults - you need to be in dialogue with them. - Open discussion and open ended questions will always help. Once you've found a way to make the classroom a safe space, group discussion powered by open ended questions can open everyone's mind up to broader possibilities. One on one conversation also benefits hugely from open ended questions and encouraging students to reflect and investigate their own process and practice. - Letting students share their learning is important to help the class grow beyond your own limited experiences. Students will often still feel in competition with each other, so instituting non-competitive collaboration and sharing will be important to minimizing classroom tension. This can be demonstrated first with art games and developed into collaborative processes on more serious projects. - You can never clarify the instructions enough. Always repeat yourself, be prepared to repeat demos, have a written list of instructions and delegate helpers. Breaking projects up into stages can help with detailed instructions, but always show an overview first. Art is overwhelming and there is no process so simple everyone is automatically good at it. Accurate following of a process will often help students who are unsure of themselves prove themselves to be competent and your job as the teacher is to make sure they have everything they need to do that. - Techniques are best remembered when students use them to solve specific problems. Show how applicable to different problems a technique is during demos. Be prepared to reteach or to teach new techniques whenever students hit a wall. Encourage them to reflect over the techniques they have at hand to see if there's a new way to use one that could solve their problem. - Art is mostly learned by doing. Material literacy is gained only through material exploration. If you spend too much time talking/demoing before they get to try the materials the enthusiasm can fade. If you have a student who is frightened of doing it wrong, the most important thing is to make a safe space for them to do it wrong, because that's the only way to eventually do it right. These are all best case scenario tips - and while I've tested them all to know they work, it's still hard work to keep everything in play in every classroom. I'm hopeful that having this written list will help me, and maybe by sharing I can help others as well. Art is a privilege to teach, but I believe it is incredibly important for everyone to get to learn it, in a safe environment where the effects of an art practice can be the most beneficial. Are you teaching a creative subject? What are some techniques or core values you bring to your classroom? Read the full article