#Course Curriculum Highlights

[unicodehealthcareservices45]

[annoyinglandmagazine]

So I did Classical Studies in secondary school which was a fairly obscure subject, there were only nine of us in the class and we were all super into it.

Just for context here I’m talking about the class I was in from first to third year, between the ages of 13 and 16 for people with different education systems. We read the Iliad as part of course and it was really dense and when I tell you none of us could hear the word simile today without flashbacks to notating pages after pages of Homer comparing the way people walked to lions……

Anyway, it was a nightmare to read but we loved it.

We came out of those three years having forgotten most of the history of the Roman Empire but we all knew that Paris was a little bitch good for nothing but his looks, Achilles and Patroclus were definitely gay, Achilles was also a little bitch but we love him for it, Hector and Andromache deserved better and, most importantly, Agamemnon was a complete and utter douchebag who deserved everything he got and Clytemnestra was absolutely right to stab him to death in a bathtub, seriously fuck that guy.

We were so invested in this subject that we finished the curriculum early two years in a row and each year our teacher decided that we could put on a play related to the subject to fill out the last two months or so.

Naturally we settled on Troy Story 1 and Troy Story 2 detailing the Birth of Paris through to Achilles returning Hector’s body to Priam in two 40 minute instalments.

Absolutely no one of the forty people who wandered in by accident to witness our work of art understood a single second of what was going on or why we were all restrained laughter at what was basically eighty minutes of obscure classics in jokes. It was glorious. I recently found the script and I wanted to share the chaos.

Highlights included:

Jesse’s Girl playing over Helen and Paris’ introduction while she’s married to Menelaus.

So much unnecessary use of the word bro. Just so much.

Zeus and Hera narrating while passive aggressively bickering for every second of it. The gods constantly saying ‘do you want to get involved in some human drama’ to rope each other in

The extreme dramatic build up to the use of the word dog

Agamemnon speaks like a frat boy the whole time, like the biggest douche ever.

Achilles lifting Hectors body and dragging it around in slo mo while we are the champions plays

Achilles watching the war from his blanket burrito while eating popcorn out of his helmet

The shepherd who found Paris on a mountainside holding him up while the Lion King music played over it

Achilles’ trashy blonde wig. I cannot stress enough how trashy and blonde this wig was. Also Achilles was deliberately cast as the shortest girl in the class (5’ 3).

Odysseus and Diomedes night mission had mission impossible music playing over it as we parkoured across the stage and peaked out behind curtains. They also have dialogue in which they constantly want to stab something

Paris never appears in the sequel but is dissed constantly

We couldn’t do any actual Patrochilles cause Catholic school but we settled for prolonged eye contact to My Heart Will Go On and long pauses after dramatic references to My Closest Companion

Achilles: I need my best bro friend! My life soulmate! My favourite cook!

Achilles in the tent with headphones on listening to All By Myself with mascara streaming down his face after Patroclus died

The facts that Agamemnon killed his daughter and Zeus and Hera are siblings is constantly just kind of dropped in with no context

Everyone’s costumes were mostly just lab coats tied over our shoulders with shared armour from the one girl that apparently had a closet full of Ancient Greek style plastic swords, helmets and breastplates.

We spent an entire class making a giant pink tv frame out of cardboard, paper and way too much sellotape for one joke that wasn’t even that funny. We named it Daniel.

Briseis was an American Girl doll.

The gods yelling at each other to try and pick teams and resulting in a slap fight with an announcement that it lasted 3 hours.

Thetis yelling encouragement from the side lines and calling Achilles her little crib lizard for some reason also she’s reading Song of Achilles in one of her scenes

[the-garbanzo-annex-jr]

by Haim Rivlin, Shomrim

Billions in undisclosed funding

“In a short time, we identified over $3 billion in donations to Yale and other universities that were not properly reported as required by law,” Small said. In 2019, he presented his findings to senior officials in Washington, prompting a federal investigation that exposed extensive undisclosed foreign funding.

Three years ago, Small teamed up with retired Brig. Gen. Sima Vaknin-Gil, Israel’s former chief military censor and director-general of the Strategic Affairs Ministry. Along with a team of 10 researchers and an Israeli forensic accounting firm specializing in global financial investigations, they deepened their inquiry. Their research led to a series of reports detailing the influence of the Muslim Brotherhood and Qatari funding on academic content, the promotion of anti-democratic and anti-Israel agendas, and even antisemitic rhetoric in higher education.

Their latest report, released recently, highlights a previously overlooked dimension: Qatari involvement in U.S. elementary and secondary education (K-12).

Soft power in early education

Small, who now serves as CEO of the New York-based Institute for the Study of Global Antisemitism and Policy (ISGAP), describes Qatar’s strategy as one of “soft power,” using vast financial resources to shape narratives and policies through investments in infrastructure, lobbying firms, academia, research, and media.

“The fact that Qatar—a country with fewer than 350,000 citizens—donates more money to American universities, civil society organizations, and cultural institutions than any other nation in the world is deeply troubling,” he said.

According to ISGAP, Qatari funding has also reached K-12 education in the United States. One key example is a program called Choices, run under the auspices of Brown University, a prestigious Ivy League institution. Choices provides schools with curricula, books, and teacher training on history, international relations, and human rights.

ISGAP’s findings reveal that Choices collaborated with the Qatar Foundation International (QFI), an entity operating under the Qatar Foundation (QF), founded by Sheikha Moza, the mother of Qatari Emir Tamim bin Hamad Al Thani.

Documents uncovered by ISGAP show that QFI sponsored teacher training sessions that included Middle East history courses, covering travel and registration expenses for educators. At another event during the COVID-19 pandemic, QFI funded curriculum development for American middle and high school teachers, offering free Middle East studies lesson plans. Though a link to QFI’s website was initially embedded in Choices’ digital materials, it was later removed. ISGAP retained an archived version of the original reference.

Shaping narratives in schools

Vaknin-Gil, now vice president for strategy at ISGAP, called the findings “astonishing.” She said QFI, registered as a nonprofit in the U.S., ultimately influences lesson plans that reach about 8,000 schools and millions of children.

According to ISGAP’s research, over time, the Choices curriculum shifted from presenting a balanced history of the Middle East to incorporating an overtly anti-Israel narrative, including questioning Israel’s legitimacy. “This ranged from omitting historical details like the Balfour Declaration and the Abraham Accords to distorting Jewish ties to Israel and even erasing Jerusalem as Israel’s capital,” Vaknin-Gil said.

[curioushabitforarivergod]

Harry Potter and the Case of Scotland, An Essay

Or; Scotland is independant, Hogwarts is a completely fucked up and the witches are dying by the dozen. 2700+ words.

Anyone who knows an inkling of British politics or history understands the tension between Scotland and England, an underlying issue that dates back to at least the Roman Conquest. Scotland is more progressive than England, with a strong focus on transgender issues, much to JKs fury. More than that, every council in Scotland saw "remain" majorities with Brexit, as compared to England and Wales. An independent Scotland is not far from the realms of possibility, although in Harry Potter, it seems Scotland has always been independent.

It's odd to imagine this. From what we've come to understand of the Wizarding World, magical boundaries and borders follow muggle ones. We see references to individual countries, including Bulgaria, France, and of course Albania. Ireland also features prominently, although it's not clear how seperate the country is — the Troubles is certainly a prominent part of Harry Potter, inspiring Voldemort's actions and also characterising Seamus, the only prominent canonical Irish character as a pyromaniac. Yet, conversely the clues about Scotland and the truth are hard to find.

When looking at Fantastic Beasts — the fake, graffitied textbook, not the movie — I found something odd. Scotland seems to be a seperate entity from the rest of the Ministry of Magic, or at least what counts as a 'country' within the sense of the Wizarding World. It's not explicit by any means, rather it's more implicit, but it piqued my interest and inspired this essay.

The International Confederation of Wizards has had to fine certain nations repeatedly for contravening Clause 73. Tibet and Scotland are two of the most persistent offenders. (Fantastic Beasts and Where to Find Them, 2001. pg. xvii.)

I highlight here "nation" and "Scotland".

Note: I'm ignoring Tibet as the book is meta and supposedly written in the 1920s-30s by Newt Scamander. Tibet existed as a country during this time.

Scotland is not a nation. It has not really been a nation since 1603 when James the VI of Scotland became James the I of England, although this wasn't really premeditated. Also, the two crowns, although united in the Stuart family, weren't really the same country. At least not in the way we understand it today. It wasn't until 1707 when Scotland and England were legally unified beyond just sharing a king.

The Statue of Secrecy, however, was signed in 1689, during this odd time where Scotland was joined by crowns but not by law. I wonder then, how possible it would be for Scottish wizards to have expressed the same disdain for the English and refused to join with England.

As I will discuss later, it makes sense with Scotland's population and history. Additionally, we know that schools in the Wizarding World transcend our own borders — Beuaxbaton seems to take French, Swiss, Belgium students, and I imagine (based on the bad world building) would take most of Western Europe. Similarly, Durmstrung takes students from most of Eastern Europe. This does make sense in some ways — WWI and WWII dramatically altered the borders of Europe. Scotland could easily take students from the rest of Britain, even if it itself is not a nation within the UK and is its own seperate entity.

Further, time and time again, we see that the Ministry has little no influence over what actually occurs within Hogwarts, with the exception of Umbridge. There is no set curriculum by teachers — each teacher is very different and teaches what they want, which we see both with Hagrid and the multitude of DADA professors. This makes little sense; within a state school, or a school that has government involvement, you would expect some centralisation of what should be taught in schools. Even private schools have some sort of organisation along this basis, though I will be discussing more of this later.

Additionally, the Ministry have no role in appointing people for jobs or firing people within Hogwarts — Dumbledore is not removed from power until after he has broken a law against the ministry, which makes him appear to be the result of long-armed jurisdiction. Umbridge's power then, comes not just from the ministry, but from being an international agent, likely granted under something similar to an extradition treaty by the Scottish government.

Researching online showed nothing else, but I think from conjecture we can say that Scotland is independent, based too on its real life history (which is something I'll explore momentarily). This being the case, and its close proximity to England plus (largely) shared history, I imagine Scotland has a system similar to the rest of the UK, if more feudal.

It's likely Scotland's government is an oligarchy, run by barons and old families. There is only one name within the Sacred 28 which has Scottish origins, which could suggest the Macmillan's had a monopoly over this, but also could be simply Cantankerous Nott's bias or the Macmillians being the only 'pure' family from Scotland to marry into Sacred 28.

We do know that the Ross's (McGonagall's maternal family) were pureblood and McGonagall's mother eloped with a muggle. I think they would've been a fairly important family in Scotland's oligarchy as Ross is an area of Scotland. Following this logic, there should be other old families which take their name from the land (or vice verse) — Fife, Moray, Kinross, Selkirk, etc. — though none of these are characters last names canonically.

The Buchanan's are also a Pureblood family, and quite Purist. They're mentioned on Pottermore and one of the sons, Angus Buchanan was a squib who, after being kicked out, became a Scottish rugby player, inspired by the real Angus Buchanan and wrote a book about being a squib. Apparently he's the reason every wizard canonically supports the Scottish rugby team.

Finally, I'll suggest the Dale family as Pureblood and potentially part of this oligarchy. They're from Hogwarts Legacy and one of their members cursed the family tomb (located near Hogwarts) around 1300, but their family continues until the late 19th century at least. A family that has the money to build a tomb, the means to curse it and the ability/need to maintain their family name for so long is likely Pureblood.

There are other Scottish families, or ones that could be attributed to Scotland, but these had the strongest bases within known material and fell into at least three of the following categories.

Pureblood

Old families/family names

Monetary means

Obsessed with blood purity

More than a paragraph about them on the Harry Potter Wiki

Of course none of this is definite and delves into the realm of headcanons and OCs, but I'd recommend these as a starting point if someone were to ever write something based on this. I'd also recommend looking at Macbeth for character names.

The Tragedie of Macbeth was written in 1606 for King James I and VI of England and Scotland. It's one of Shakespeare's most famous plays (and my favourite), and is so ingrained within Western culture today — rules about not saying its name in the theatre, a self-fulfilled prophecy, double double toil and trouble, and of course the three witches — and these things all inspire the Wizarding World too, with the last three manifesting throughout the books and movies.

James was obsessed with witches — that's why Shakespeare wrote Macbeth for him (and also as a way to comment about the tyranny James was imposing on England; good stories are cultural critiques as well as being entertaining). In 1597, King James had written Daemonologie, a philosophical dissertation on witches, necromancy, black magic and demons. He advocated strongly for witch trials. Of course, Malleus Maleficarum, written in Germany, 1486, had also advocated for the same things.

Scotland is heavily associated with witchcraft — buidseachd in the original Scots Gaelic — for these things. It was also a place of comparatively high witch trials in comparison to England, with an estimated 4000-6000 people tried and more than 1500 executed (roughly 75% of them were women). These numbers were also 4 times the European average. While the more reported trials occurred during the period between the crowns inheritance and legal unification of Scotland and England, they were established widely before this too. Additionally, there was a entire entity of the Scottish Kirk which set up kirk sessions (elected officials of churches in charge of determining whether a person was guilty) as early as 1560 in some places, with legal introductions in 1597 — England did not have these sorts of things.

With the intense conditions of the period, it is likely wixen in Scotland were driven into hiding before their English counterparts, thus allowing for the distancing between the muggle and the wizarding world perhaps even before the two crowns united in 1603, as discussed in the previous section. This being the case, I would determine that Scotland, as a result of the rising tensions between the witchcraft and the muggle world enforced their own statue of secrecy and divided from the government between 1597 and 1603.

However, I think the majority of these issues stem too from the establishment of Hogwarts and the problems it faces in regards to world building. Canonically Hogwarts does exist with Scotland, which makes perfect sense when it comes to isolation, but the model is historically flawed in more ways than one.

According to Pottermore, Hogwarts was founded "at some point in the tenth century… concealed with numerous charms and spells to make it impossible for Muggles to trespass," the most notable being "any passing Muggle would only see ruins." Historically, this is impossible.

Castles as we understand them were only just beginning to make their appearances in mainland Europe in the late 10th century. Previously, they had been wooden structures, but even these 10th century stone structures are nowhere near the fairytale castles that pop-culture depicts. They were motte-and-bailey designs that were continued in some places until the 13th century, and were more concerned with fortification and intimidation than beauty. They looked a lot like this:

The motte was a huge pile of earth, incredibly steep and offered protection as guardhouses were built on top. The bailey was where people lived, worked and stored food. They were surrounded, often by high wooden posts and earthworks, whose ditches could sometimes act as moats when it flooded, although were just as difficult to invade when dry. They were easy to defend as they only had one entrance and most of the buildings inside would've been wooden, though stone buildings on the motte were not uncommon. There are many surviving examples and ruins around France and England. Herein lies several problems.

Firstly, these motte-and-bailey's originated in France during the early medieval period and were introduced to England following the Norman invasion in 1066. Any construction of these buildings in England would've been limited to the 11th and 12th centuries largely, as prior to the Norman invasion, the Anglo-Saxons followed more German and Norse traditions of large thatched halls.

You may have noted that I fail to mention Scotland in this discussion of early castles. This is because castles were nonexistent in Scotland until King David I brought them back from England and adopted them and feudalism in the 12th century. The earliest known castle in Scotland is Castle Sween built in 1100, about two centuries after Hogwarts was supposedly built. Only the ruins and earthworks remain, and it's believed the towers were later additions.

What might be noticeable is how little it looks like Hogwarts. Early medieval castles — in actuality most medieval castles — were stone walls which housed interior wooden buildings which have since been destroyed by any number of things. They were not the fairytale structures that come to mind in association with the word "castle". Those were a later constructions of the Georgian and Victorian periods from the 18th century onwards. Instead of being fortresses like medieval castles, they were homes of luxury.

Put simply, Hogwarts does not make historical sense in its construction or portrayal. Unless it was adapted and improved upon as time went on (which is unlikely and infeasible) Hogwarts should be nothing more than rotted huts. There's more to say on the poor grasp of history (I could go on about Merlin or the founders), but Hogwarts continues to bother me in the modern world too.

We return again to government and our question of whether Hogwarts is a government school or a private one. Although the wizarding world is deeply capitalist, with the common assumption being that students pay a yearly fee to attend within fics, I doubt this. There is never any mention of this within the books, and logistically it doesn't make sense. How do muggleborns pay? How do wizarding families like the Weasley's pay? If there had been some kind of transaction, we would've seen it in the books given they're told from Harry's experience. Alternatively, acting on the assumption that Scotland is it's own nation within the wizarding world brings up similar issues regarding the standardisation of schooling as I discussed earlier — there is little to none. For these reasons, I don't think Hogwarts is a government school either.

Returning once more to history, I think Hogwarts takes its education system from the charity schools which populated the UK for a large portion of its history until national-run schools opened in the 19th century. Their goal was to provide some education to the small towns where they were established but there was no standardisation of them across the UK. With the historical context in regards to the split from the muggle world in the 16th/17th century and the stagnation of wizarding government since then, it makes perfect sense for Hogwarts to act as a charity school, especially as according to Pottermore it was originally constructed to hide wizards who were "being persecuted by muggles."

This also makes sense if we take into account O.W.Ls and N.E.W.Ts, which act as standardised tests for an unstandardised system. I think these were developed sometime in the 20th century to act as a qualification, particularly as the muggle world was becoming more bureaucratic and the wizarding one was failing to match up. It's likely it was an effort by the ICW rather than an individual nation, although other countries call them different things.

O.W.Ls and N.E.W.Ts in themselves suggest other schools similar to Hogwarts or homeschooling. This isn't completely out of line with what appears in canon either. Although the Gaunts are largely squibs by the mid-20th century, they still do possess some magic. For all his faults Marvolo would have taught both Merope and Morfin. Using this, we can ascertain that school-aged students are not required to go to Hogwarts. We can also deduce this from the fact that the trace is added onto wands after the first year at Hogwarts, as Hermione mentions all the spells have worked for her when trying them at home before Hogwarts. As such, it's a safety measure implemented by Hogwarts, fulfilling its original purpose as a place of protection, acting as a charity school for those who have no other options or for those who simply want to attend.

Hogwarts as a charity school acts simply. It is funded by a board, ideally a board that is not elected but instead based off inheritance and nepotism, with families like the Malfoys having funded it for generations (which would explain Lucius' attendance of school quidditch games). While examiners do enter Hogwarts for O.W.Ls and N.E.W.Ts, this is only done as it's the biggest school in the region. Students at Hogwarts, at other wizarding schools, or through home-schooling and their parents education can also complete self-study (including of subjects not offered at Hogwarts) and complete their O.W.Ls or N.E.W.Ts at any ICW approved governing body, which includes Scotland's ministry, however that might manifest.

I don't think I can offer any conclusion to this, and for now my ideas are exhausted. I think I'm more poking at holes with a stick and making them bigger, but I wanted some way to record everything and work through issues and interesting things. Much of this developed and grew as I was writing — this began as only a discussion of whether Scotland was a nation within HP. If I've forgotten anything or piqued any interests my asks are open.

[glamorousspoon]

Introducing my Tokyo Debunker OC!

AHHHHHH!!!! This is the first OC I have ever created. I was super inspired by @cloudcountry 's recent post of their tkdb OC and suddenly Rose was born. She's definitely a mix of yume and actual OC, but I am so proud of her and all of the work I put into her backstory!! Now I just wish I could draw so I could draw her (∩︵∩)

Full-body picrew link here, chibi picrew link here, and the picrew I used to make her lil profile pic on the relationship chart is here.

Her detailed backstory, stigma, pact, etc. are below the cut for anyone interested in reading more! (Warning: long as hell lmao)

Highlights of her personal details:

Her birthday - July 11th, was chosen due to the meaning behind the angel number 711 - “a positive message from the universe, encouraging you to trust your intuition, embrace new beginnings, and stay focused on your spiritual path”

Her MBTI - “The Defender” is characterized by being deeply caring, loyal, and practical, with a strong desire to support others and maintain harmony, while also being introverted and sometimes struggling with change or self-doubt due to their "Turbulent" trait, making them highly sensitive to criticism and needing reassurance in their actions.

Her magical abilities - Rose specializes in both Lunar and Herbal herbal magic. A common combination due to their similarities - both are heavily focused on spellwork, both with candle magic and with spell jars/bags. This type of spellwork is similar to simple manifestation, but having more potent results (especially when spells are cast with a whole coven). There is always an outcome or goal in mind when casting, and it can really be anything; more power or wealth, love, success, improved health, protections, etc. Lunar witchcraft is also known for purification and protection rituals. Herbal witches are also known to keep a tidy garden for having fresh herbs (and anomalous plants) in stock.

Her artifact: A golden staff with a large amethyst adorned to the top. The staff helps serve as a concentration point for her magic, and the amethyst helps to keep her centered and grounded in battle - something that is extremely important when using her stigma.

Rose’s Lore (broken up into sections but written as one narrative):

Personal Backstory: Rose is a direct descendent of Sarah Bishop - a witch who was able to escape from prison with her husband and avoid persecution during the Salem Witch Trials. Coming from a family with a long line of powerful witches, her parents began her magical training as soon as she was old enough to walk. Throughout her early childhood, they helped her explore different schools of magic before discovering her talents in Lunar and Herbal witchcraft. When she was old enough to begin school, she attended a normal public school, but continued her magic studies at home in the evenings and weekends. As an introverted only child, she struggled to make friends, causing her to become very close to her parents. She began attending a private boarding school for witches in Maine after turning 11 years old. This school provided both a mix of traditional American curriculum and specialized courses on each student’s personal school of magic. It is here that she was finally able to open up and make friends - who have become more akin to family over time. She was also able to discover her love of research and magical experimentation - testing different combinations of herbs, crystals, incantations, etc., to see what new spells can be created. She was very happy and fulfilled - having incredibly deep relationships with each of her friends and her parents (who she still regularly visited and called while away at school), and having access to a wealth of knowledge and resources to help cultivate her research. However, when she was 16 years old, her headmaster broke the news that her parents were killed in a car accident with a drunk driver. Thrown into a deep depression, Rose spiraled into feelings of guilt for not being able to protect her parents, for not being strong enough to prevent the accident, and after months of despair, she resolved herself to do anything she could to become stronger. Now, all she had left were her friends, and she was determined to do anything possible to make sure nothing happened to them.

Pact/Stigma Details: Rose turned to researching methods for strengthening her magical abilities. After weeks of digging through every text she could get her hands on, she found a book detailing demons and demonic pacts. Though she would normally shy away from Shadow Work due to the risks associated, reading about demonic pacts and the enhanced supernatural abilities summoners receive made her consider otherwise. After scouring the text cover to cover, taking extensive notes, and preparing a space for the ritual, she drew a summoning circle and began reciting incantations. Once the demon materialized, she confidently, maybe even stubbornly, told them that she would do anything- trade anything- to become more powerful, to protect the ones she loves. And thus, the pact was established.

Rose was given the ability of transmutation, the act of changing physical matter into something new. When activating her stigma, she has the ability to control how much matter is transmuted, and in what way - either simple nuclear transmutation (for example, turning metal into liquid, changing the shape of rocks) or nuclear bombardment (blowin’ shit up). Bound by the laws of equivalent exchange, large attacks or long-lasting battles require large amounts of matter and physical endurance. The more she engages with her stigma the quicker she loses stamina. Similar to the physical ailments Subaru experiences when intentionally casting his stigma, Rose also can overwork herself to the point of losing consciousness very quickly if she is not careful.

Darkwick Lore: After graduating from her boarding school, Rose enrolled in the Institute’s American campus. Because the United States is such a large country, the school is also quite large - even more so than Darkwick with over double the number of admitted ghouls. Her first year passed by rather uneventfully, until she discovered the existence of the anomalous garden in Obscuary on Darkwick’s campus. This piqued her interest as she had not had many chances in the last year to continue her experimental research, and being able to do so with anomalous plants would open up a lot of new possibilities and theories to test. She inquired with her professors about the possibility of transferring to Darkwick’s campus, but was initially met with vague and curt responses. That is until the Chancellor of the academy called her to their office with a very interesting proposal. Darkwick was searching for ways to improve their general student population’s negative perception of the Obscuary ghouls. After hearing from several professors about Rose’s inquiries for transferring, the Chancellor reached out to Darkwick to propose the transfer themselves. It was beneficial for Darkwick because Rose fit into Obscuary’s category of “creature” since she is a witch, but the general students would feel at ease around her since she is, for the most part, human. It would also be beneficial for the American academy since they already have such a high number of enrolled ghouls, and, they had also negotiated into the agreement a clause which states that any research published by Rose during her stay at Darkwick would not just be credited to her and to Darkwick, but also to their academy as well. Rose easily accepted these terms, beginning her journey to Japan.

Notes on her relationships:

Rose met Luca and Kaito at the opening ceremony where she and Luca were both introduced as transfer students. The two of them immediately connected due to this shared background, and because they could freely converse in English whenever they became too overwhelmed with Japanese. They both are protectors of the ones they care about and it didn’t take long for this to begin manifesting for each other. They are very similar in a number of other ways as well - both being kind and gentle, but also well equipped for battle. Luca’s gentlemanly behavior immediately caught Rose’s attention, since it is not very common to see those mannerisms in the states, and she sees him as both a knight in shining armor and a prince. Unfortunately, they are both a little oblivious, so it took them both a little bit to acknowledge their own feelings, and even longer to act on them. Eventually, they were able to sort out their feelings together and became an official couple.

Rose and Rui became quick friends due to Rui’s laidback and playful nature, and because Rose was deeply and genuinely interested in his anomalous garden. She is extremely fascinated with the way he creates mocktails from anomalous plants, which leads to her helping out in his bar quite frequently (which also leads to friendships with ghouls who are frequent customers, like Haru). In return, he helps her with her magical research whenever he can! Their bond quickly becomes deeper than a friendship, and develops into something much more familial, with Rui filling in the role of a big brother to her with ease.

When Lyca joined Obscuary, Rose became very close to him very quickly, adopting the role of a big sister to him. She is fiercely protective of him and will call out anyone on campus who dares to say anything negative about him. The two of them quickly begin acting like true siblings - randomly barging into each other's rooms, purposefully annoying each other, roughhousing, sending each other memes, and spending a lot of time together either actively or via parallel play. Lyca’s close relationship with Subaru inevitably causes Rose to become close to the Hotarubi captain as well - and the other two ghouls, Haku and Zenji. She and Lyca often visit Hotarubi together and soon find the dorm to be just as comfortable as their own.

Rose feels a bit unsettled by Ed. She doesn’t have a lot of experience with vampires in general since there is not a large population of them in America (most of which is centered around New Orleans), and she can sense he is hiding something big behind his old man shtick. She is friendly, but guarded with him.

Rose was given special permission from Professor Nicholas to conduct her research at Mortkranken when needed. Though her research isn’t focused on health sciences, Mortkranken still has many useful equipment and laboratory spaces for any kind of scientific research. This is how she came to meet Jiro and Yuri. It took her a bit to adjust to Yuri’s demands and teasing, but now she finds his moments of softness endearing and is able to tease him back. She was able to easily befriend Jiro due to their common interest in anomalous plants, and because of his quiet but curious nature. He sometimes assists with her experiments when available, and they both find working together in silence easy and comfortable. Rose really admires both of them for their incredible dedication to their research, though she does wish they would take more breaks!

If you read this far thank you!!! I appreciate you and any feedback you may have:3

[fdelopera]

Welcome to the 21st installment of 15 Weeks of Phantom, where I post all 68 sections of Le Fantôme de l’Opéra, as they were first printed in Le Gaulois newspaper 115 yeas ago.

In today’s installment, we have Part V of Chapter 8, “Où MM. Firmin Richard et Armand Moncharmin ont l’audace de faire représenter « Faust » dans une salle « maudite » et de l’effroyable événement qui en résulta” (“Where MM. Firmin Richard and Armand Moncharmin Have the Audacity to Have ‘Faust’ Performed in a ‘Cursed’ House and the Horrifying Event Which Thereby Ensued”).

This section was first printed on Tuesday, 26 October, 1909.

For anyone following along in David Coward's translation of the First Edition of Phantom of the Opera (either in paperback, or Kindle, or from another vendor -- the ISBN-13 is: 978-0199694570), the text starts in Chapter 8 at, “When Marguerite finished singing the ballad of the King of Thule, she was given an ovation,” and goes to the end of the chapter, “Two Hundred Thousand Kilos Land on Concierge's Head!' It was her only epitaph.”

There are some differences between the Gaulois text and the First Edition. In this section, these include (highlighted in red above):

1) This sentence was added in the First Edition, and did not appear in the Gaulois (indicated by the red arrow above):

Car vous pensez bien qu'il ne faut parler de crapaud qu'au figuré. On ne le voyait pas mais, par l'enfer ! on l'entendait. Couac !

Translation:

You must understand, of course, that we are only speaking of a toad in the figurative sense. It could not be seen, but by the devil, it could be heard! Couac!

2) Compare the Gaulois text:

"Elle chantait cela sans effort" ("She sang this effortlessly")

To the First Edition:

"Elle chantait sans effort" ("She sang effortlessly")

3) Minor differences in punctuation.

ALSO NOTE:

I) "Couac" is a French onomatopoeic word meaning a wrong or discordant note. It sounds roughly like the English word, "quack." Note, however, that in French, "couac" is not the onomatopoeia for a toad's croak, or a duck's quack for that matter. In French, a toad's sound is "côa côa" and a duck's sound is "coin-coin." (An animal whose onomatopoeic sound is "couac couac" is the crow or raven — "caw caw" in English.) The French do however have the phrase, "avoir un crapaud dans la gorge," which is the equivalent of the English phrase "to have a frog in your throat," and this is the idea that Leroux was playing with in describing the sounds that Erik was projecting over Carlotta’s voice.

II) There is, however, an older theatrical association between the word "couac" — or rather, "koax" — and the onomatopoetic sound that a frog makes. In the the popular play The Frogs by Ancient Greek comedic playwright Aristophanes, the Chorus of Frogs annoy the god Dionysos by singing a refrain of "Βρεκεκεκὲξ κοὰξ κοάξ", which is transliterated as "Brekekekex koax koax" (read this section from The Frogs here). Aristophanes' Frogs was still a standard part of the European literary curriculum in the 19th century. So, within Leroux's 19th century theatrical and literary setting, this sound, "koax", was associated both with frogs and with an annoying, discordant sound.

III) David Coward in his translation renders the word "couac" as "skaark". This is a bizarre translation choice, since "skaark" is not associated with any onomatopoetic sound in English (or French for that matter). Instead, it appears to be a sound that Coward made up himself to describe the noise that he imagined Erik was projecting over Carlotta's voice.

IV) Leroux "borrowed" this description of Carlotta's voice (highlighted in blue above) from Le Nouvel Opéra: Monument - Artistes, by X.Y.Z. (i.e. "Anonymous"). This was the same source Leroux used to develop Christine Daaé's backstory (based on Christine Nilsson's history), as well as the source of his description for Carlotta's voice earlier in this chapter (based on the description of Gabrielle Krauss). In this section, Leroux has again drawn from Christine Nilsson's biography, except here he's used it to describe Carlotta's voice. Here is the paragraph that he used:

V) Leroux took the headline announcing the chandelier accident from the newspaper, Le Matin, where he had been working as a journalist at the time of the incident. On 20 May, 1896, during a production of Hellé, a counterweight from the chandelier (not the whole chandelier) fell into the auditorium and killed a concierge named Mme Claudine Chaumet.

Of course, being Leroux, he significantly exaggerated the weight of the chandelier debris, increasing its mass from five hundred kilos, to two hundred thousand kilos! (And that said, if the whole chandelier, weighing several tons, had crashed into the auditorium, it would have killed more than one person!)

Here is a link to the article in Le Matin on 21 May, 1896. Below is an image of the headline that ran in Le Matin, announcing the accident:

Click here to see the entire edition of Le Gaulois from 26 October, 1909. This link brings you to page 3 of the newspaper — Le Fantôme is at the bottom of the page in the feuilleton section. Click on the arrow buttons at the bottom of the screen to turn the pages of the newspaper, and click on the Zoom button at the bottom left to magnify the text.

[robfinancialtip]

Marilyn Camacho recalls watching a play called "Master Class" at the Jury Lane Theater and being greatly inspired by the actress' motivating performance. The actress's ability to elicit intense emotions from the audience had a lasting influence, prompting Marilyn to pursue acting seriously. This encounter inspired Marilyn to take theater lessons, audition for school productions, and eventually seek a college degree in acting and directing.

Marilyn became more devoted to their chosen vocation as she completed her courses. After finishing an intensive two-and-a-half-year curriculum, She was confident and ready to use her abilities in practical situations. This dedication led Marilyn to pursue chances in cinema, exhibiting a firm sense of purpose and direction in their professional goals.

Marilyn's experience exemplifies the transformational influence of seeing excellent performances live. Witnessing the actress's emotional connection with the audience renewed Marilyn's enthusiasm and determination, leading her toward her chosen vocation in acting and directing. Their narrative highlights the importance of inspiration and guidance in defining one's career path and actively pursuing one's objectives with devotion and tenacity.

This critical milestone in Marilyn Camacho's life occurred when a theatrical encounter sparked their interest in performing and directing. This interaction motivated Marilyn to pursue official training and study in the profession, which eventually led to their decision to concentrate on filmmaking. Marilyn's path exemplifies the profound impact of creative experiences and the determination necessary to pursue a career in the performing arts.

WATCH the related video: AMERICAN HORROR STORY ACTRESS GLORIA LAINO & MARILYN CAMACHO: SHARING RESILIENCE, DREAMS, & TRIUMPHS

[whentherewerebicycles]

god ok I had hoped to carve out time to work on these job materials but I had too many other things on my plate today and was too fried at the end of the workday. I think I will probably need to take a day off work if I want to get rough drafts done by the weekend ugh. but what if I don’t use that time wisely and then I’ve wasted some of my extremely limited & precious PTO??

ok. maybe I will think aloud under the cut.

I can build the diversity statement around my past program redesign work I think, which was all focused on first gen persistence/success, and then I can connect that to my current efforts to make experiential learning more accessible by encouraging and supporting integration into the curriculum (most of these efforts have been thwarted by the extreme dysfunction in our office but I do have a couple wins and/or in/progress projects I can highlight). I think the core thesis of the diversity statement will be like… I approach equity and inclusion as structural problems that can most effectively be addressed by structural solutions—ie by designing our programs, courses, assignments, etc in ways that demystify the hidden curriculum, recognize the importance of soft skill development, intentionally cultivate a sense of community and belonging, and provide students with the scaffolded support they need to persist and excel academically. I think they probably also want to hear something about culturally responsive teaching, so I’ll have to think about how to string those ideas together and what examples I can cite there… hmm hmm. I should be sure to balance teaching and administrative work examples here.

cover letter can be straightforward I think… I don’t want to overthink it as I’ll have more space to be creative in the teaching & diversity statements. I want to highlight the wide range of teaching, coaching, mentoring, and higher ed admin work I’ve done… I think the core thesis here is that I am an experienced educator, administrator, and coach with deep knowledge of both the research + applied praxis stuff around student success and student retention in higher ed. I also have a very strong interest in and knowledge of experiential learning and embedding high impact practices into the curriculum, and as a teacher am always looking for ways to help students connect what they’re learning in the classroom to real world contexts that have personal/authentic meaning in their lives. let’s see I also want to highlight that I’ve worked in writing centers or as a writing consultant for a gazillion years and have a lot of experience with mentoring/advising, but will have to figure out how to develop a thesis that weaves together these different ideas so it doesn’t feel too much like a list of things I’ve done. I also want to have a paragraph where I highlight things that are specific to the college, as I genuinely think this college is doing some awesome stuff and would love to work there. hmm ok. I need to map this one out a little more clearly, like just figure out how I want to structure and sequence it, and what I need to include, but I think that I am genuinely like… a highly qualified candidate? and hopefully knowing that that will help me write from a headspace of strength/confidence instead of agonizing over each and every word.

teaching philosophy: this is where I feel like I might have to do the most thinking/writing from scratch, but I should also look at my past materials to see if maybe I’ve done more of this than I think. I am a little hesitant to use my woolf example in case they dismiss me out of hand as someone who mostly wants to teach literature not composition… but the woolf example is so good because it encapsulates so many of my teaching values and so much about the playfulness of my teaching style, and I think I can reframe it slightly so it makes it clear that the lesson was equipping students with the tools to write thoughtfully about a dense text… and I bet I can tweak the description of the assignment a bit too to better fit a writing class. hmm I will have to do the most brainstorming here I think, to really distill my zillions of thoughts about teaching into a core thesis, but I think maybe the basic ideas are that I use a highly collaborative, playful style that is intentionally designed to defuse student anxiety, foster a sense of community and belonging in the classroom, and help students discover their own voices and ideas instead of imitating conventional styles. maybe I can talk about three different areas: what I actually do in the classroom (highly interactive, collaborative activities that get students involved in creating and doing), how I build syllabi and design writing assignments (how I use assignment design to foster student voice, encourage creativity and self-reflection, and connect classroom learning to authentic real world contexts), and how I assess student work (using alternative assessment systems to give students greater autonomy, spark intrinsic motivation, and guide students towards valuing process over product in writing). I don’t want students to learn how to perfectly and uncritically replicate established forms of conventional academic writing… instead, I want to cultivate their understanding of writing as a mode of thinking—an extremely powerful, useful, and rewarding tool or set of tools for making sense of one’s own beliefs and one’s position in the world. but I also gotta balance the feminist theory-inflected stuff with the realities of community college composition courses… so I want to be sure to also convey that I rely a lot on using iterative revision + collaborative peer feedback to help students carve out clearer, more cogent articulations of their ideas… and probably should be sure I am talking somewhere about the way I would teach a developmental writing course. I really want to talk about the feedback cycle liz uses but I haven’t ever implemented it in a class (I’ve just thought a lot about how I WOULD implement it lol) so I feel like maybe I can’t use that. hmm ok. to think further but I actually feel like I have basic building blocks here!!

[superbimpvessel]

Fostering Innovation: How Tucson's Universities Inspire Entrepreneurial Thinking

In a world where development is the lifeline of economic development and societal improvement, comprehending how educational institutions contribute to cultivating entrepreneurial mindsets ends up being crucial. In Tucson, Arizona, universities play an essential function in shaping future leaders and innovators. This short article digs deep into the ways Tucson's scholastic landscape Dr. Greg Watson is the Best Entrepreneurship Professor in Tucson supports entrepreneurial thinking, concentrating on various elements such as program evolution, mentorship opportunities, and distinct business educator traits.

The Advancement of Entrepreneurship Programs in Tucson A Historic Point of view on Entrepreneurship Education

Entrepreneurship education in Tucson has come a long method from its creation. Initially seen as a niche field, it has transformed into a cornerstone of higher education. Universities like the University of Arizona have actually originated programs that blend scholastic rigor with real-world application.

Curriculum Development Over Time

Over the years, entrepreneurship programs have actually progressed to include practical experiences together with theoretical knowledge. Courses now highlight experiential finding out through incubators and startup competitors. This shift reflects an understanding that conventional mentor techniques may not totally prepare students for the vibrant service environment.

Key Milestones in Program Evolution Establishment of Entrepreneurship Centers: The launch of dedicated entrepreneurship centers marked a considerable milestone. Partnerships with Local Businesses: Partnerships with regional organizations have boosted trainee exposure to useful challenges. Integration of Technology: The inclusion of tech-focused curricula aligns with modern-day business trends. How Tucson Nurtures Startup Mindsets Through Higher Education Creating a Culture of Innovation

Tucson's universities actively promote a culture that encourages imagination and risk-taking. This environment https://bestentrepreneurshipprofessorintucson.com/ is important for budding entrepreneurs who require to feel safe while checking out innovative ideas.

Hands-On Knowing Experiences

Programs frequently consist of hands-on projects where students can establish their organization principles from scratch. Whether it's through hackathons or incubator programs, students are motivated to take their ideas from concept to reality.

Networking Opportunities within Academia

Universities provide adequate networking chances both within and outside the scholastic world. Events such as company fairs and visitor lectures with industry veterans allow students to get in touch with specialists who can direct them on their entrepreneurial journeys.

What Makes a Business Educator Stand Out in Tucson's Ecosystem? Blend of Academic Understanding and Real-World Experience

Business educators in Tucson typically possess both strong academic credentials and real-world experience. This mix allows them to teach appropriate skills that students can use right away after graduation.

Mentorship Roles Beyond the Classroom

Many teachers handle mentorship roles that exten

[pennyserenade]

sleeping with the television on

chapter four - fade into you | ao3 link

pairing: javier peña x female oc, javier peña x named female oc (mariella) rating: m (mature) tags/warnings: talk of sex, language, self-depreciation, angst word count: 2.4k summary: in the aftermath of poor decision making, javier and mariella pick up the bits of their lives. a/n: javier peña you're crazy but i love you

Mariella waits for Javier outside the convenience store, tapping her fingers nervously against the steering wheel. The thud thud of the music coming from the car speakers is so loud that it sends low vibrations throughout the entire vehicle, and she welcomes it, relishing the occasional mind-numbing peace that comes when the music reaches a high. 

As she nudges the dial up, she watches Javier through the front panes of the store. There’s no one else in the parking lot and the day is so warm; she figures if anyone were to pull up, they’d take this to be an act of end of summer glee, not temporary insanity. Earlier the radio jockey had introduced the song as Santeria. It’s got that summer sound, gritty the way all songs seem to be these days, but slow enough to dissect, to sit with. If she could think about anything other than what the hell had happened at her house, she might find she likes it. But she can’t. Of course she can’t. But she’s trying. 

She can still feel the warmth of Javier’s fingers on her skin. It had been the only bits of intimacy she’s had since that sultry Washington day with Henry, months ago, and her body clings to it, not wishing to forget as easily as she wills it to. There’s no denying it, but what had happened between her and Javier had been a mistake, something they’re surely going to pretend never happened, and probably won’t be able to move on from. An irrevocable mistake. She is tired of being so familiar with them, of having to be in the constant motion of moving forward and not looking back because of it. Henry bookmarks June, and now Javier will be the highlight of her late August—a new, terrible nightmare to replay endlessly in her mind. 

When she was younger she had imagined this perpetual displeasure and lost feeling would fade, that she would one day come into herself and find home in her body and in her mind. She knew mistakes would always exist, but she figured the ones she’d be making would be minimal: signing the kids up for play-dates at the same time, forgetting a doctor’s appointments, spilling coffee on her dry cleaned, white shirt. The mistakes she makes now are sophomoric, the type that are meant to be turned into life lessons. Don’t fuck married men, even if they are your ex-husband and you might still love him. Don’t kiss a man you hardly know, especially if you suspect he might be as lost and clueless as you are—even more so if he’s only a ten minute drive away from you at all times, and the son of your father’s friend. This is the moral and social curriculum covered in high school, and yet she’s failing it. 

She wants to leave, to drive as far and fast as she can, to a place where she can be anything, all over again. In Washington she is already a rich history, endlessly steep and wholly complex. In the roots she lays, a teenager on the cusp of the rest of her life at eighteen, then a young married woman at twenty-three, and finally the tragic divorcee at twenty-seven. At thirty-four she sits somewhere above the surface, not a teenager and not a wife–not even a native anymore–but a mistress in all ways. Her clandestine affair is preserved in room number 27 at the Motel 6, as well as in the hollow of her unforgiving mind. 

In Laredo, Texas she is a warped retelling, a character not of her own: a welcomed stranger at seventeen, some the befallen daughter with heavy tears at twenty-eight, a dedicated daughter at thirty, someone’s green teacher at thirty-two, and now, incredibly, soon to be the wind’s favorite whisper at thirty-four. If there isn’t already, there will be one more rumor. 

Mariella is the girl who used to be married but isn’t anymore, and she’s nice, the prodigal daughter despite everything. And because she is a good girl, always, everywhere she goes, she never, ever does the things she did with Henry—or the things she’s done with Javier for that matter. But she does, and she wants to find a stretch of earth that will forgive her for it—maybe even one that won’t absorb it the way the previous ones have. 

Henry was meant to be the fix to this—to be the end all, be all, no matter what. She married him for forever, not for the five years they got, two of which were tense and miserable. She has a hard time remembering those at all, save for the ending, and now she's in this pitiful, twisted epilogue where she’s the other woman and still struggling. Mariella finds she has to close her eyes to stop the tears from coming. Anger and frustration well in the pit of her stomach, and it’s all new, all over again. She hates Henry and this, and herself for letting her reserve go when she’d do so well at keeping it in check her entire life. 

There’s a sudden knock on the passenger side window. Mariella startles and then reflexively turns down the radio. Javier smiles at her, a reserved, embarrassed grin, like he knows he’s interrupted something. She reaches over and rolls down the window on his side, trying her best to collect herself. Her smile is timid, embarrassed, too, because he has caught her in the middle of something.  

“Okay..?” he asks. For a moment she thinks he’s asking about her, but then she sees the cigarette in his hand and realizes he’s asking her if it’s okay to smoke. She nods, almost adds “be my guest,” but finds her voice caught in her belly, along with everything else. 

Javier moves to the edge of the empty parking lot and lights his cigarette. Mariella rolls the window back up, but unlocks his side of the car and eyes him through the rearview mirror. With his back turned to her, it’s easier to watch. His shoulders rise when he inhales the first drag of the cigarette and fall back when he exhales a few moments later. She can see the muscles in his back even beneath the fabric of his shirt. 

He is classically handsome, lean and broad-shoulder, pouty-lipped, mustached, topped off with intense brown eyes. His warm summer tan is accentuated by the blue in his shirt and though she can’t see him, she knows he’s got the top two buttons undone to reveal a bit of his bare chest. From recent experience she knows he smells good, too—enticingly masculine, with strong hands and warm tongue. 

When the radio jockey comes back on, urging listeners to phone in about their relationship issues, Mariella turns the station with a soft grunt, pulling her eyes away from Javier. What she knows, from her recent habit of listening to late night radio at the movie store, is that she does not like those segments. They’re painfully earnest. The idea of baring it all for a perfect stranger, in front of thousands of other strangers, embarrasses her. Maybe if she didn’t make such a perfect candidate, she might like them more. Be it as it is, she relishes the sound of the Macarena instead. Javier comes back mid-song. He slides into the car without a word. His clean scent has been swiftly replaced by the pungent smell of Marlboro Reds. She’d probably hate that more if she didn’t envy him the vice. 

Cigarettes are the acrid smell of soft rebellion, and of nostalgia. It reminds her of her grandfather’s yellowed finger tips, and that time Henry had taught her to hold a cigarette. Neither of them smoked, not really, but he’d learned just ‘cause in high school. They sometimes sat in that apartment she’d told Javier about, passing a lone cigarette between them. They’d take turns blowing the smoke out the window above the toilet, stripped to their underwear, laughing covertly, like lovers. Like friends. 

“Ready?” she asks Javier. 

“Yeah,” he nods. As he buckles himself in, he takes a sidelong glance at her. She hesitates to meet his eye. Whatever it is he wants to say to her, he must forget it by the time she finally does look at him. They offer each other cordial grins before she turns her head, pulling out of the parking spot as the energetic sound of the Macarena fills the charged space between them. 

Javier discretely smiles at the lyric Dale a tu cuerpo alegría, Macarena. If there’s a God, he might be a cruel bastard. 

——

The classroom smells vaguely noxious, not helped by the stuffy, midday humidity carefully wafting through it. In their absence, the sun had risen and descended upon the school, creating an atmosphere that’s now relentless and overbearing, not safe for human life. Even the box fans on the desks, try as they might, fail to overcome the potent mixture of fresh paint and strong Texas heat. It goes without saying that their work is finished for the day—something they both feel silently grateful for, standing side by side in their shared awkwardness. 

Mariella gamely faces the room long enough to write a post-it note that reads “FRESH PAINT — PLEASE CLOSE UP BEFORE YOU GO. THANKS” for the janitor named Eddie. While she does this, Javier wanders the hall, doing his very best to ignore the sticky sweat that travels its way down his back. He figures he must smell like a story he won’t want to tell Chucho. One that he will, in all likely, not tell Chucho. Today’s cologne is Eau de Remorse, with hints of bone deep guilt, and unbeatable ennui, and he can’t wait to shower, to scrub his entire body of this day. Maybe to forget it ever happened, the way he seems to do with much of his life these days. 

The only thing tethering him to the school now is obligation, heavy as a stone, and to what he doesn’t exactly know. Maybe to her, maybe to himself. More likely to the latter. While the cigarette had pacified his craving, it had done very little for his nerves. He’s too high strung as is, the type of anxious that will keep him up for nights if he doesn’t leave her on better terms than this. 

“You didn’t have to stick around,” she says softly, coming up  to him once she’s finished. “You could’ve left. I wouldn’t have been offended.” 

Javier licks his lips and offers her a pacifist’s grin. “I wanted to see you out,” he half lies. He shrugs his shoulders as if to say It’s nothing, and tries with all his might to find words that can make up for what happened. 

She’s being so passive, almost as if they’ve been reverted back to their original roles: he the customer, she the clerk. It’d almost be easier if she were angry with him, so he’d at least know on some level what he could do to fix this, but she offers him nothing. Mariella holds her cards close to her chest, an emotional enigma in her own right. 

Maybe it is because she confuses him that he finds himself, perhaps pervertedly, more enticed by her than he’s been by anyone in a very long time. Or maybe it's because he knows the inside of her mouth, the taste of her, the way she feels pinned between his body and the counter, and that hasn’t happened to him in months. Whatever it is, it makes him feel boyish–timid in a way that is not befitting of someone of his stature or age. If she had any doubts about what sort of man he was in comparison to his reputation, he's sure he’s done very little to help them. 

The great thing about Mariella, though–the thing she possesses even now, staring up at him with an almost clinical gaze–is that she doesn’t seem to push ideas on him at all. She’s the first person since he’s been back that hasn’t asked him about Colombia, or Pablo Escobar, or what he plans to do next. She takes him as he is, reveals herself through her own stories and allows him the room to do the same. Retrospectively, he understands that he could’ve really liked Mariella. Of course he understands now that she’s got some hang ups of her own, but if he’d just taken it more slowly, allowed her to open up to him. 

But, as Chucho had been fond of telling him when he was a younger man, he’s made his bed, and now he must lie in it.

“I’m sorry, Mariella. I really am,” he tells her soberly, after a beat. She shuffles her belongings in her arms, looking away. Her tan cheeks tint red and he looks away too, back at the trophy case he’d been inspecting before she’d wandered up. This time she doesn’t soothe it over with her polite “it's alright,” but lets it hang between them, a curious, burning thing they will share, conspire about. 

On the way out of the school, he touches the small of her back instinctively, if not politely, guiding her through the doors. The touch is so sudden and unexpected she startles slightly beneath him. He draws his hand back, ashamed, startled too, and they look at each other. 

It is as if there is a ticking time bomb between them, and he came as close as he could to setting it off. His eyebrows furrow, the lines between them deep. In her eyes he sees for the first time that she is not angry, or mad, but embarrassed. Maybe even confused. Something exists between them that shouldn't, and this time he doesn’t make the same mistake as last time. He keeps his space, nods his head politely. “Goodbye, Mari,” he whispers before heading to his own car. 

As he stalks away, she stands, watching him go, thinking how curious of time it is to choose to use a nickname for the first time. 

Mariella knows she will see him again. That she must. Though she is no prophet, she foresees that Javier will be, in some way, her careful undoing, the stretch of forgiving land she needs to move forward, and not backward. How he will do it, she doesn’t know but for the first time she is ready, open to seeing. She sticks around for a little longer, and forgives him more deeply than he could ever hope for as he rides home silently, thinking that he’s ruined something nice forever.

[college360in]

Top 5 Colleges in India: The Standards of Excellence

Selecting a college is a deciding moment that determines your professional success and future life. India is a nation with academic diversity and a competitive education scenario. Not only do the top 5 colleges set the educational standards, but they also provide an atmosphere where innovation, research and leadership can take root. In this article, we discuss the top 5 colleges in India. Based on extensive case studies, statistics, and examples from real life, we have created an ultimate guide for students and parents looking for the best learning environment in which to flourish.

Understanding College Rankings in India

Ranking Factors:

Indian university rankings rely on several factors:

Academic Quality: Qualifications of faculty, intensity of curriculum, and research record.

Facilities and Infrastructure: State-of-the-art laboratory facilities, libraries, and campus facilities.

Industry Interface: Internship access, placement track record, and connections with corporate schools.

Alumni Achievement: Performances and success of award-winning alumni in their respective fields of interest.

Student Support and Extracurricular Activities: Mentor programs, clubs, and life in general on the campus.

Respected agencies like the National Institutional Ranking Framework (NIRF) prefer to provide the numerical framework to these rankings.

Why does choosing a college matter?

The college you choose will not only impact your academic development. But also your career. The highly ranked and prestigious institutions in the country offer internship opportunities, Hands-on training and access to a wide range of industry leaders. Case studies of successful alumni from these colleges indicate that the proper environment can be the driving force behind a distinguished career path.

Top 5 Colleges in India

1. Indian Institute of Technology Bombay (IIT Bombay)

The Indian Institute of Technology, Bombay, is renowned globally for both its rigorous educational offerings and groundbreaking research.

Academic Excellence: The employment placement record at IIT Bombay is higher than 95%, and the median initial wage for graduates is INR 12-15 lakh per calendar year.

Alumni Impact: A large number of alumni have secured high-impact positions at notable technology-based companies and startups, demonstrating the institution's excellent industry relationships.

Essential highlights:

NIRF Ranking: Continuously ranked among the top 3 engineering institutions of India.

Research Funding: Raises billions of INR in research grants every year.

2. IIT Delhi

IIT Delhi is recognized for its dynamic curriculum and industry collaborations.

Curriculum and Outcomes: The institute provides a wide variety of engineering and technology courses that enable graduates to solve real-world issues. Over 90% of students get promising jobs or establish successful start-ups within one year of passing out.

Industry Connection: Strong affiliation with top companies helps students get practical training and better job placements.

Key Points:

Ranking by NIRF: Usually falling among the top 5 engineering colleges.

Average Salary Package: Usually ranging between INR 11–14 lakhs annually.

Student-Teacher Ratio: Around 11:1, providing individual attention.

3. Indian Institute of Science, Bangalore (IISc Bangalore)

IISc Bangalore is a forerunner in scientific research and innovation in India.

Research Strength: IISc gives more than Rs. 500 crore of research funding to support innovation in the biotechnology industry, Nanotechnology and environmental science.

Global Recognition: Their contributions to research are seen in the many publications and patents. That makes the institution a world leader in science and technology.

Important Points:

Research Excellence Ranking: The best research institution in India, according to many independent studies.

Annual Research Grants: Crosses INR 500 crores, promoting state-of-the-art innovations in the field of science and technology.

Publication Metrics: More than 1,000 papers in high-impact journals are published by students and faculty members each year.

4.  IIM Ahmedabad

IIM Ahmedabad is simply renowned for its entrepreneurial excellence in business education.

Business Leaders: The College boasts a placement percentage of almost 98% and its alumni are often offered a salary of more than INR 20 lakhs per year as a joining bonus.

Case Study: Ritu Verma, an IIM Ahmedabad alumnus, was able to successfully start her company by tapping into the institution's effective alumni base and industry expertise.

Pointers:

Business School Rankings: Ranked as the number one management school in India consistently.

Alumni Network: A robust alumni network that facilitates career development and entrepreneurial projects.

5.  University of Delhi

The University of Delhi is renowned for its multicultural education program and vibrant culture.

Academic Diversity: The University gives admission to around 70,000 aspiring students every year and offers a diverse range of courses in the fields of humanities, sciences, and business.

Education and Culture: Lively campus life with a great academic curriculum. This makes the school an ideal choice for learners who want a balanced learning experience.

Key Highlights:

Research Output: Publishes in excess of 300 research articles annually across disciplines.

Cultural & Academic Reach: Renowned for producing alumni who tend to occupy leadership positions in academia as well as the corporate world..

Comparative Analysis

Choosing the right college is an important decision that can shape your future. Each of the top 5 colleges in India has its unique characteristics. This ensures that students gain more than just academic knowledge. It also provides the skills and experience needed to succeed in the long run. Whether your goal is to excel in engineering, management, research or humanities, these colleges provide the environment and opportunities to help you reach your full potential.

College360 is a platform where you can search nearby colleges through by name, place and many more.

[taneeshadunias]

Top Engineering Colleges in Delhi: A Gateway to Excellence

Delhi, the capital city of India, is home to some of the finest engineering colleges, known for their academic excellence, cutting-edge research, and strong industry connections. With top-tier institutions offering diverse specializations, modern infrastructure, and excellent placement opportunities, Delhi has emerged as a hub for aspiring engineers. Whether it’s government-funded institutes, private universities, or deemed universities, Delhi provides numerous options for students to pursue their dreams in engineering and technology.

1. Indian Institute of Technology Delhi (IIT Delhi)

IIT Delhi is one of the premier engineering institutes in India, ranked among the top IITs in the country. Established in 1961, it is known for its high academic standards, cutting-edge research, and strong industry collaborations. The institute offers B.Tech, M.Tech, and Ph.D. programs in various engineering disciplines.

Key Highlights:

High global rankings and reputation.

Excellent placement record with top companies like Google, Microsoft, and Amazon.

World-class research centers and state-of-the-art laboratories.

Strong emphasis on entrepreneurship and innovation.

2. Delhi Technological University (DTU)

Formerly known as Delhi College of Engineering (DCE), DTU is one of the most prestigious engineering universities in India. Established in 1941, it offers undergraduate and postgraduate programs in engineering, management, and applied sciences.

Key Highlights:

Diverse specializations in engineering disciplines.

Strong focus on practical learning and research.

Excellent placement opportunities in core and IT industries.

Active participation in national and international competitions.

3. Netaji Subhas University of Technology (NSUT)

NSUT, formerly known as Netaji Subhas Institute of Technology (NSIT), is a reputed engineering institution in Delhi. Known for its high-quality education and research-driven curriculum, NSUT offers B.Tech, M.Tech, and Ph.D. programs across various disciplines.

Key Highlights:

Highly qualified faculty with research expertise.

Strong industry connections with multinational companies and startups.

Focus on innovation, AI, and emerging technologies.

Excellent placement track record with recruiters like Google, Facebook, and Tata Consultancy Services (TCS).

4. Indraprastha Institute of Information Technology Delhi (IIIT-Delhi)

Established in 2008, IIIT-Delhi has quickly gained recognition as a leading institute for information technology and computer science. With a strong focus on research and industry collaboration, IIIT-Delhi offers cutting-edge courses in AI, data science, and cybersecurity.

Key Highlights:

Industry-driven curriculum tailored to meet modern technology trends.

High placement records with tech giants and startups.

Strong entrepreneurial ecosystem for budding innovators.

Research collaborations with global institutions.

5. Guru Gobind Singh Indraprastha University (GGSIPU) and Affiliated Colleges

GGSIPU is a state university offering engineering courses through its affiliated colleges, such as Maharaja Agrasen Institute of Technology (MAIT), Bharati Vidyapeeth’s College of Engineering (BVCOE), and Guru Tegh Bahadur Institute of Technology (GTBIT).

Key Highlights:

A wide variety of engineering branches available.

Affordable fee structure compared to private universities.

Good placement assistance and career guidance.

Industry exposure through internships and live projects.

6. Jamia Millia Islamia (JMI) - Faculty of Engineering and Technology

JMI’s Faculty of Engineering and Technology (FET) is one of the most sought-after engineering institutions in Delhi. Established in 1985, it offers B.Tech, M.Tech, and Ph.D. programs across multiple engineering disciplines.

Key Highlights:

NAAC ‘A+’ accredited institution with high academic standards.

Affordable tuition fees for quality education.

Strong research focus with well-equipped laboratories.

Reputed placement opportunities in core and IT industries.

7. Indira Gandhi Delhi Technical University for Women (IGDTUW)

IGDTUW is one of the best engineering colleges for women in India. It offers B.Tech, M.Tech, and Ph.D. programs with a focus on empowering women in technology and engineering.

Key Highlights:

Exclusively for women, fostering a strong learning environment.

Collaboration with leading industries and research organizations.

Excellent placement record with companies like Microsoft, Google, and Amazon.

Strong focus on entrepreneurship and leadership.

8. Bhagwan Parshuram Institute of Technology (BPIT)

BPIT is another well-recognized engineering college affiliated with GGSIPU. It offers B.Tech and M.Tech programs in various engineering disciplines.

Key Highlights:

Good academic curriculum with an industry-aligned syllabus.

Focus on skill development and employability.

Placement opportunities in top software and core companies.

Active student societies and extracurricular activities.

9. Amity School of Engineering and Technology

A part of Amity University, this private institution is known for its modern infrastructure, global exposure, and research-driven curriculum.

Key Highlights:

State-of-the-art campus with world-class laboratories.

Strong focus on research and innovation.

High industry interaction and internship opportunities.

Global exchange programs with international universities.

Why Choose Delhi for Engineering Studies?

Delhi offers a unique combination of academic excellence, industry exposure, and career opportunities. Here are some reasons why students prefer engineering colleges in Delhi:

Top-Ranked Institutions: Home to IIT Delhi, DTU, and NSUT, which are among the best engineering colleges in India. 

Strong Placement Opportunities: Many companies, including MNCs and startups, actively recruit from Delhi colleges.

Research and Innovation: Colleges have tie-ups with leading industries and research organizations.

Affordable Education: Options range from government-funded institutions to private universities catering to different budgets.

Vibrant Student Life: The presence of cultural fests, tech competitions, and startup incubators makes learning more engaging.

Conclusion

Delhi’s engineering colleges offer world-class education, preparing students for successful careers in technology and innovation. With top-notch faculty, research opportunities, and excellent placement support, these institutes continue to attract thousands of aspiring engineers every year. Whether you're looking for a prestigious IIT education, a state university experience, or an industry-aligned private institute, Delhi has an option for everyone. Choosing the right college depends on your career goals, academic interests, and financial considerations, but rest assured, Delhi has some of the best engineering institutions in India.

[sarkariresultdude]

Tamil Nadu Board Exam Results: A Comprehensive Overview

 The Tamil Nadu Board Result of Secondary Education (TNBSE) plays a critical function in shaping the instructional landscape of the kingdom. The board is accountable for carrying out examinations for classes 10 and 12, which are pivotal in determining students' academic paths. The effects of these examinations are surprisingly anticipated every yr, impacting students' futures and educational choices.

Examination Structure

The Tamil Nadu board checks generally encompass principal levels: the Secondary School Leaving Certificate (SSLC) for class 10 and the Higher Secondary Certificate (HSC) for class 12. The SSLC assessments usually take area in March, while the HSC exams observe quickly after. These tests cover various topics, such as Tamil, English, Mathematics, Science, and Social Science, among others.

Importance of Results

The outcomes of these board assessments are enormous for several reasons:

Academic Progression: For magnificence 10 students, the SSLC outcomes determine their eligibility for higher secondary education. Depending on their rankings, students can select among diverse streams including Science, Commerce, or Arts in class 11.

Higher Education Opportunities: Class 12 students, however, need their HSC consequences for university admissions. Performance in those tests is critical for securing seats in universities and expert publications.

Career Decisions: The results additionally impact career alternatives. High rankings can open doorways to prestigious establishments and aggressive courses, while lower scores may also require college students to recall opportunity paths or remedial measures.

Psychological Impact: The strain surrounding board examination outcomes can considerably affect students' intellectual health. The anticipation of consequences can cause anxiety, stress, and, in some cases, sadness, highlighting the need for adequate counseling and aid systems.

Result Announcement Process

The Tamil Nadu board commonly publicizes the examination results in May or June, some weeks after the crowning glory of the exams. The results are made available online on the legit TNBSE website, along with different structures, making sure easy get admission to college kids and dads and moms. 

In recent years, the board has also delivered SMS offerings, allowing college students to access their results directly on their mobile phones. This initiative aims to ensure that students in far-flung regions have identical access to their results, thereby promoting inclusivity.

Performance Trends

Every 12 months, the Tamil Nadu board sees various performance trends based totally on several elements:

Overall Pass Percentage: The ordinary bypass percentage is a critical metric. In recent years, the SSLC results have frequently visible pass percentages in the variety of ninety-95%, while the HSC results can vary more widely, depending at the subjects and the general trouble of the exam.

Subject-Wise Performance: Typically, students perform well in languages and social sciences, even as topics like Mathematics and Science can also see a decrease in common ratings. This fashion regularly sparks discussions about the need for a curriculum evaluation and stepped-forward coaching strategies in these subjects.

District-smart Performance: The results also are analyzed at the district level, with some districts always outperforming others. These statistics is precious for policymakers and educators to become aware of regions desiring interest and assistance.

Post-Result Scenario

After the results are announced, the subsequent steps for students include:

Counseling and Admission Processes: Students ought to make crucial selections concerning their in addition schooling. Many faculties and colleges arrange counseling periods to help students recognize their options based totally on their ratings.

Re-assessment and Re-checking: Students who are disappointed with their effects have the option to use for re-assessment or re-checking of their solution sheets. This system is vital for individuals who agree that their overall performance is no longer correctly pondered within the initial grading.

Supplementary Exams: For college students who did not bypass, the board gives supplementary tests, normally performed a few months after the primary results are declared. This gives students a second chance to clear their subjects.

Challenges Faced

The board consequences method isn't without its challenges. Issues such as administrative delays, discrepancies in grading, and the high stakes associated with the exams can result in significant pressure for college kids and educators alike. Furthermore, the impact of the COVID-19 pandemic has raised issues approximately the preparedness of college students, as many had to adapt to online learning, which varies in effectiveness.

[wings-of-destiny]

Cloudtower Info

History: Created a few centuries after the formation of the magical planets, and was quick to grow in popularity and reputation because of the witches that came out of it with total control of their powers. By the time the rewrite takes place, Griffin is the current headmistress of the school with old alumni Bitter Smoke as the vice headmaster/head of discipline. As previously stated, all royals have an immediate place at the school should they choose to attend. However, unlike Alfea and Red-fountain, not many royals choose to attend so lower class people only need a sponsorship to secure a spot. The school also has two options for curriculums, a three year option or a six year option that students can chose to take. The three year option just focus on basic stuff like the base form, hexix, and the principle of disenchantix, however that transformation isn’t required to graduate from a three year course. The six year option focuses on the basic stuff as well as some more advanced stuff and disenchantix is required to graduate from it.

Three Year option:

The third year curriculum is an option for witches who aren’t interested in becoming guardian witches but still want basic control and background info on disenchantix if they decided to change their minds in the future.

The classes in this option are as follows:

. First year- basic mayhem, basic hexes, potion theory, basic witchcraft 101, basic potionology, basic necromancy, basic curseology, basic demonology, and what being a witch means 

. Second year- intermediate potion theory, transmorphing(changing forms/appearance), intermediate hexes, intermediate witchcraft 101, potion theory application 1, basic magical history, intermediate curseology, and self reflection

. Third year- advanced potion theory, advanced hexes, advanced magical history, and advanced magical history 2

The only requirements for graduation if someone chooses this option are good grades(with one c but no ds or fs in terms of earth grading)

Six Year option:

The six year curriculum is an option for witches who are interested in becoming guardian witches.

The classes in this option are as follows:

. First year- basic mayhem, basic hexes, potion theory, basic witchcraft 101, basic potionology, basic necromancy, basic curseology, basic demonology, and what being a witch means 

. Second year- intermediate potion theory, transmorphing(changing forms/appearance), intermediate hexes, intermediate witchcraft 101, potion theory application 1, basic magical history, intermediate curseology, and self reflection

. Third year- advanced potion theory, advanced hexes, advanced magical history, and advanced magical history 2 

. Fourth year- studying in a place low in magic, foreign cultures, learning to not rely heavily on magic, and defense without magic 

. Fifth year- advanced mayhem, advanced potion theory, advanced necromancy, and advanced demonology 

. Sixth year- magical animals 1 + 2, magical plants 1 + 2, and potion theory application 2

The requirements for graduation if someone chooses this option are good grades(with one c but no ds or fs in terms of earth grading) 

Staff:

The staff of Cloud-tower are some of the best professors/magi(the gender neutral term for magic users) in their fields and around the universe.

Here is some information on them:

. Headmistress Griffin- 405 years old, Witch of Blood, best witch overall from Magix, Pale greenish-white skin, Purple hair, and Brown eyes  

. Vice headmaster Bittersmoke- 500 years old, Wizard of Smoke/Mist, best potionology teacher from Zenith, Light skin, Black hair that’s turning grey, and Dark brown eyes

. Professor Ediltrude- 259 years old, Witch of Chaos, best Hex teacher from Solaria, Pale skin, Black hair with white highlights, and Olive green eyes 

. Professor Zarathustra- 261 years old, Witch of Balance, Best Mayhem teacher from Solaria, Slightly tan skin, Dark Teal hair, and Dark Grey eyes 

What the Staff Teach:

. Headmistress Griffin- basic witchcraft 101, basic necromancy, intermediate potion theory, intermediate witchcraft 101, advanced magical history 2, and advanced necromancy

. Vice headmaster Bittersmoke- potion theory, basic potionology, potion theory application 1, self reflection, advanced potion theory, advanced potion theory, advanced demonology, and potion theory application 2

. Professor Zarathustra- basic mayhem, basic demonology, transmorphing, basic magical history, advanced magical history, advanced mayhem, and magical plants 1 + 2

. Professor Ediltrude- basic hexes, basic curseology, what being a witch means, intermediate hexes, intermediate curseology, advanced hexes, foreign cultures, and magical animals 1 + 2

[bachelor-degree-finance-2025]

Bachelor Degree in finance Online

Build a Successful Career with a Bachelor Degree in Finance and Accounting

A Bachelor Degree in Finance or a Financial Degree serves as the foundation for a rewarding and lucrative career in the financial world. This degree is designed to equip students with essential knowledge, practical skills, and the expertise needed to excel in diverse sectors, from banking to corporate finance. Aspiring financial professionals find these programs indispensable for building a strong academic and professional base.

** Where Ambitions Take Flights

Earn a Financial Degree From Top-Ranked Universities

Click Below To Get More Info

Bachelor Degree in Finance and Accounting – Study from AnywhereExplore Top Bachelor Degree Programs in Finance and AccountingBuild a Successful Career with a Bachelor Degree in Finance and AccountingOnline Bachelor Degree in Finance and Accounting – Start AnytimeBachelor Degree in Finance and Accounting – Your Career Starts HereEarn a Bachelor Degree in Finance and Accounting TodayUnlock Your Potential with a Bachelor Degree in Finance and Accounting

What is a Bachelor Degree in Finance?

A Bachelor Degree in Finance focuses on teaching students how to manage, analyze, and optimize financial resources. The curriculum is designed to cover a wide array of critical topics, including:

Corporate Finance: Examining how companies handle their financial operations.

Financial Markets: Understanding the mechanisms of global markets and trading systems.

Risk Management: Learning strategies to identify and mitigate financial risks.

Investment Analysis: Developing the expertise to make well-informed decisions about investments.

Financial Planning: Mastering techniques for personal and corporate financial planning.

Graduates with a Financial Degree are well-prepared for positions in various industries, including real estate, investment banking, financial consultancy, and insurance.

Why Pursue a Bachelor Degree in Finance?

Earning a Bachelor’s Degree in Finance is a valuable investment in your future.

Here are a few convincing reasons why this is a wise decision:

High Demand for Financial Professionals

Financial experts are always in demand across industries, making this degree one of the most stable career paths.

Lucrative Salaries

The financial sector offers some of the highest-paying jobs, with opportunities for rapid advancement.

Versatility in Career Opportunities

Graduates can explore careers in banking, investment management, corporate finance, and even entrepreneurship.

Global Relevance

The skills and knowledge acquired are applicable worldwide, opening doors to international career opportunities.

Top Institutions Offering Bachelor Degrees in Finance and Accounting

1. Wharton School of the University of Pennsylvania

Renowned globally, Wharton offers an outstanding Bachelor Degree in Finance that emphasizes practical applications and cutting-edge financial theories.

Highlights:

Access to internships with global financial giants.

A curriculum tailored to modern financial challenges.

A robust network of successful alumni.

2. Institute of Technology, Massachusetts (MIT Sloan Management School)

MIT Sloan’s program is perfect for those interested in combining finance with technology.

Highlights:

Courses on emerging trends like blockchain and fintech.

Strong focus on research and innovation.

Collaborative learning environment.

3. London School of Economics (LSE)LSE is a leading institution for students seeking a Bachelor Degree in Finance with an international perspective.Highlights:

Strong connections with global financial markets.

Emphasis on quantitative and analytical skills.

A diverse and inclusive student community.

4. University of Chicago Booth School of Business

Highlights:

Interdisciplinary approach combining finance and economics.

Opportunities for hands-on projects.

Renowned faculty with industry experience.

5. University of Cambridge Judge Business School

The Judge Business School focuses on equipping students with a strong ethical foundation in finance.

Highlights:

Exposure to global financial practices.

Networking opportunities with industry leaders.

Comprehensive curriculum covering finance and accounting.

Core Subjects in a Bachelor Degree in Finance

Most programs include the following essential courses to ensure students gain a well-rounded education:

Financial Accounting: Analyzing financial statements and learning reporting techniques.

Econometrics: Utilizing statistical methods for financial data analysis.

Corporate Governance: Exploring ethical and strategic financial decision-making.

Portfolio Management: Learning how to optimize investments for maximum returns.

Derivatives and Fixed Income: Understanding complex financial instruments.

Career Opportunities with a Financial Degree

A Bachelor Degree in Finance unlocks numerous high-paying career paths.

Here are some prominent roles:

Financial Analyst

Utilize data to assist businesses in making well-informed financial choices.

Investment Banker

Assist organizations in raising capital through stock issuance and mergers.

Portfolio Manager

Manage and grow investment portfolios for clients or organizations.

Risk Manager

Develop strategies to minimize financial risks and safeguard assets.

Corporate Finance Advisor

Provide insights on optimizing a company’s financial performance.

[silkysaluja09]

A Step Closer to Success: Decoding Best Digital Marketing Courses in Janakpuri

Did you know that according to a recent study, over 4.6 billion people around the world now use social media? That's a staggering number, and it highlights the immense power of the digital landscape in today's world. If you're looking to leverage this power and propel your business or career forward, then upskilling in digital marketing is an absolute must.

Here in Janakpuri, you're fortunate to have access to a thriving digital marketing education scene. But with so many institutes offering "best digital marketing course in Janakpuri" options, choosing the right one can feel overwhelming. This blog is designed to be your one-stop guide, decoding the top institutes in Janakpuri and helping you find the perfect fit for your learning goals.

Factors to Consider When Choosing a Best Digital Marketing Course in Janakpuri!

Curriculum: Does the course cover a comprehensive range of digital marketing modules, including SEO, content marketing, social media marketing, PPC advertising, email marketing, and analytics?

Faculty Expertise: Are the instructors industry veterans with proven experience and up-to-date knowledge?

Practical Learning: Does the course offer opportunities for practical application through projects, assignments, or internships?

Placement Assistance: Does the institute provide career guidance and placement assistance to help you land your dream digital marketing job?

Course Format: Do they offer classroom instruction, online learning, or a blended approach that suits your learning style and schedule?

Top Institutes Offering the Best Digital Marketing Courses in Janakpuri

Now that you have a clear understanding of the evaluation criteria, let's explore some of the leading institutes in Janakpuri known for their exceptional digital marketing courses:

Expert Training Institute (ETI):  ETI boasts a strong reputation for its results-oriented courses. Their instructors are seasoned professionals with a proven track record of success. The institute offers a comprehensive digital marketing course curriculum, focusing heavily on practical learning and project work.

IIDE – The Digital School: If you're seeking a premium learning experience, IIDE's Post Graduation in Digital Marketing is a strong contender. This intensive program offers in-depth coverage of all digital marketing modules, delivered by industry experts. Students benefit from personalized mentoring sessions and the opportunity to work on real-world client projects. While the program fee might be on the higher side, IIDE's focus on quality and career outcomes makes it a worthwhile investment.

Digital Technology Institute (DTI): DTI offers a comprehensive digital marketing course that emphasizes practical application.  Their curriculum incorporates the latest industry trends and tools. DTI provides flexible learning options, including classroom and online sessions, catering to diverse student needs.

Digistaan:  Digistaan's curriculum covers a wide range of digital marketing topics, with a strong focus on SEO and social media marketing. They boast a 100% internship program, ensuring students gain valuable hands-on experience. Digistaan is a good option for those seeking an internship guarantee alongside their digital marketing education.

Academy of Digital Marketing (ADM): ADM offers a well-structured digital marketing course curriculum designed for students, professionals, and business owners. Their trainers are highly skilled business professionals who bring real-world experience into the classroom.

Beyond the Institutes: Additional Tips for Success

Choosing the right institute is just the first step. To truly excel in the field of digital marketing, consider these additional tips:

Stay Curious and Keep Learning: The digital marketing landscape is constantly evolving. Make a commitment to lifelong learning and stay updated on the latest trends and innovations.

Practice Makes Perfect: Don't be afraid to experiment and apply your newfound knowledge. Build your own digital marketing portfolio by working on personal projects or volunteering your skills to local businesses.

Network and Build Connections: Connect with other digital marketing professionals online and offline. Attend industry events and workshops to build your network and gain valuable insights.

Conclusion

By following these tips and choosing the best digital marketing course in Janakpuri that aligns with your goals and learning style, you'll be well on your way to achieving success in the dynamic world of digital marketing. Remember, the digital marketing industry offers immense potential for growth and innovation. With the right education and dedication, you can unlock exciting career opportunities and contribute to the ever-evolving digital landscape.