#Essential Value for Classroom

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Foster a thriving classroom environment! Discover key strategies to cultivate a culture of respect that fosters student learning, development, and celebrates diversity. Read it on Oswaal Books.

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Strawberries and Cigarettes // Cho Sang-woo

" But strawberries and cigarettes always taste like you."

Summary: Cho Sang-woo is your Organization and Management instructor this semester. His interactions with students are different from those of other professors.

He is calm, but his presence is intimidating. He is a strict teacher because he wants all of his students to understand the significance of rules. In each class he teaches, he consistently asserts that he has no fear of failing a student.

Sang-woo expects his students to be obedient and disciplined.

When he meets you, will he still behave according to his own rules?

How does he get destroyed by his own values, and how long will he continue to conceal the desires that are slowly consuming him?

Warning: 18+, MDNI, smut, slight angst, kissing, tension, mutual pining, slow burn, oral (m&f), unprotected sex, creampie, PiV, hard and rough, classroom sex, possessive, jealousy, smoking, age gap (reader 20s ; Sang-woo 40s), teacher x student, forbidden love, grammatical errors

A new semester starts. In other words, another issue will arise. Another source of stress will drain our energy and have an impact on our mental health.

College life is extremely difficult. This is not the college life you have seen on telenovelas or read about in teen fiction. According to the saying, you meet someone while attending college, but you are already a damn college student.

You have yet to find someone who fully embodies your personality.

Y/n is an average student. She did not want to put too much pressure on herself academically because all she needed to do while staying here was survive while learning new skills and expanding her opportunities.

Y/n is enrolled in BSA. Fortunately, she managed to pass those qualifying tests and keep her spot in the lethal course. One of her friends, regrettably, was moved to a different department after being disqualified from their course.

When you are in BSA, remain resilient. Along with the stack of books you read, you also need to pray for a rosary to pass.

“ Y/n!” Her pals gave each other a hug.

" So, have you seen our schedule for the entire semester?" A friend of hers inquired.

Y/n shakes her head. She was scowled at by her friend. " Anyway, our schedule for today is Borgmt - B045. Room 703 is assigned at 11:15 a.m.” Janice informed everyone inside their circle.

Kevin asked. “ Who's the professor?”

Janice glanced at her phone. “ Mr. Cho Sang-woo.”

Kevin sighed deeply. “ Mr. Cho? Shit, we are all fucked." He remarked. Janice's eyebrows went up at her boyfriend.

" Have you not heard the rumors about him? According to his previous students, Mr. Cho is an extremely strict professor. He prefers to be in command at all times. Furthermore, he has failed numerous students." Kevin told them.

Y/n huffed. " He has a reason for failing those students. Our responsibility is to comply and do our best in all classes. So, if you are unable to meet your own obligations, you will face the consequences." Janice and Kevin gasped as she spoke, astonished by Y/n's capacity for thought.

…

Sang-woo took off his glasses because he was under a lot of stress today. As he read and graded the work of his students, he clutched his hair. He surrounded those incorrect grammatical usages.

“ Fuck.” He swore when he discovered that some of his pupils were utilizing artificial intelligence. Right away, he marked them as zero.

He grew increasingly disillusioned with today's youth. Their constant reliance on technology prevents their minds from fully maturing and releasing the originality of their works. For this reason, he severely forbids using any devices in class.

This rule is a source of torture for his students. They simply do not have internet access while sitting in his three-hour lecture class.

Sang-woo made the decision to leave school in order to smoke cigarettes. He took the essential items out of his bag and put them in his pocket.

He was essentially avoided by the students when they saw him. He merely smiled half-heartedly as some of his courteous students greeted him.

He saw that he was the object of most of his students' crushes. A handsome middle-aged man named Sang-woo is dressed in a gray suit that has been expertly tailored to fit him. When they showed him appreciation, he could not help but feel happy.

Nonetheless, some of his pupils are attempting to attract his attention. Letters and flowers bearing their own kissing marks are given to him. After accepting them, he tossed them in the trash.

The worst part is that they are making advances on him. Sang-woo ignores them entirely until they finally start to feel embarrassed. That was their fault for flirting with their teacher. His students didn't care when they flashed themselves at him. He was never aroused by that situation, but rather disgusted by it.

They were dragged inside the OSA after Sang-woo called them out. And let the school administrator lecture them about their peculiar, yet repulsive, actions.

He does not have enough time to tolerate all of their nonsense. If they are to submit papers to him in order to gain his full attention, it should only be academic papers. Sang-woo believed that such acts were all foolish, so he did not tolerate them.

They rush into any kind of relationship while still young, which makes him feel ashamed and disappointed in his students.

He was once caught being harsh by one of his students, who essentially freaked out and turned their admiration into hatred.

Sang-woo simply did not give a damn about them. Initially, their actions were completely incorrect. They are lusting for a licensed professional at their school, which is immoral and sinful.

Despite his belief that age is irrelevant, Sang-woo finds them all too young. He saw that the majority of young people are too naive and violent in their thoughts and emotions.

Furthermore, Sang-woo is already happy with his single status. Aloneness is perfectly acceptable. It is too peaceful. He is free to act however he pleases. He has plenty of free time and is not required to do anything to please his partner.

Sang-woo is a busy entrepreneur. He does not have time to entertain a lot of people and get into a fucking relationship. He is content being by himself and wants privacy.

Love is a complete waste of time. He has experience getting into relationships. Despite having numerous past lovers, none of them are still with him. Because of his heartbreak, he lost concentration on his business, for which he blamed himself the most.

He was strolling down the hallway when he ran into someone. The books clattered to the ground. His irritation causes him to click his tongue. He must assist the student in gathering their belongings because he has no other option.

He pushed up his glasses. He handed the book back to the owner. Her skin touched his own, sending chills down his spine as she accepted it.

Sang-woo quickly withdrew his hand as he started to feel anxious. The student in front of him caught his attention. The girl's beauty was too much for him to ignore. When their eyes met, his entire world came to a halt.

She has pretty large brown eyes. Her bangs look great on her and complete her cuteness. Sang-woo quickly looked at her mouth.

“ What do those lips taste like?” A foolish query suddenly entered his mind.

" Sorry for bumping you, sir." Sang-woo felt an odd sensation after she finished speaking.

The extreme heat made him sweat uncontrollably. It resembled a tiny fire that would keep burning brighter and brighter.

He left right away before his desire for the woman could intensify. The woman was left speechless.

At last, Sang-woo made his way to his room. After forcefully closing it, he moved to his chair and sat down. He removes his glasses and rubs his eyes, attempting to get rid of the picture of a young woman he saw in the hallway. He placed a cigarette against his lips and lit it. He inhaled deeply as the memory of the unidentified student warmed his icy heart and captured his attention.

…

" Best wishes for our first day on Mr. Cho's subject." Kevin mumbled as he opened the door for the ladies. He blushed after receiving a cheek kiss from his girlfriend.

As soon as you walk into the room, you find a seat that is comfortable for the session. Kevin and your friend Janice are seated next to each other. You keep your distance from them in order to give them space to enjoy their precious moments together because you don't want to be the third wheel again.

The entire room was filled with laughter and voices from various speakers. While you wait for your professor to arrive, you are looking for your phone so you can take a moment to browse through your social media feeds.

You have stored various edits of your favorite celebrities in your file after viewing them. Taking mental notes on what you will post in your myday to flex and show your followers how much you love them.

You found yourself smiling when you saw your crush's picture on your school's timeline. A wave of guilt overtakes you as you want to save his photo to your phone. You find it too unsettling to save someone's photo without their permission. If someone discovers that you have a crush on him, it can be rather awkward.

The door opened abruptly, and you turned to see someone entering. Your world seemed to slow down and your eyes widened when you recognized the man you had bumped into earlier is your professor.

A ton of papers he was carrying were slammed onto the table. Everyone in the room fell silent when they noticed your professor standing in the center with his arms crossed.

You are genuinely frightened by his dominance. He is observing each student. When his eyes met yours, he froze. He stares at you, unable to believe he has finally met you again.

After clearing his throat, he grabbed the marker from the table and wrote his name on the board.

Cho Sang-woo. A stunning man with a lovely name. His gaze remained fixed on you as he set down the marker. Apparently, he does remember you. His looks make you feel nervous all of a sudden, and you blame yourself for bumping into him earlier.

“ My name is Cho Sang-woo as I wrote on the board. Nobody dared to address me by my name. Only, sir, I'm perfectly fine with that." His voice boomed throughout the room. His words are being attentively listened to by your classmates, who are nodding their heads.

" I will be your instructor throughout the semester. I hope we develop a positive relationship with each other. That only occurs in my class when you abide by my rules.” He went on.

" Because this is your first day, now is the time to introduce yourself in front of others. I know some of you already know each other's names, but I would like to give the spot to those students who have not made any friends here." He continued.

The room is growing noisier. On the first day of class, most students are sick of having to introduce themselves in front of the class.

" Did I permit you to speak? This isn't your time to speak, so you should keep your mouths shut." The class fell silent.

Sang-woo was actually unconcerned with the names of the students or any of their bullshit. He never asked his former students to introduce themselves on their first day, but Sang-woo is keen to learn the information from you.

He will do it even if it seems like a waste of time.

The fortunate student got out of his chair and began to introduce himself to each of you. He received a slight nod from Sang-woo to move on to another pupil. They continued in this manner until the time for you arrived.

You got up and turned to face everyone, avoiding Sang-woo's fierce glare. After clearing your throat, you began sharing and introducing yourself to everyone.

Sang-woo, however, made a mental note of the information you were providing. Your name, age, birthday, and place of residence—not precisely, but it gave him a clue as to which city in Seoul you are currently residing in. Just as you were finishing your introduction, a door suddenly opened, revealing a student with purple hair and his friends.

They did not mind if they were too disruptive and loud when they arrived. You noticed Sang-woo's jaw clenching at the moment. You could see that he was annoyed by the newcomers because his lips were quivering.

“ Well…well…guess who's back. Our professor is none other than the mighty Cho Sang-woo." His friends are just giggling at his comments as he shares it with them.

The student with the purple hair came cockily up to him. " I am glad to see you again, Sang-woo." He whispered.

When he stared at him, Sang-woo's eyes were considerably colder than Antarctica. Seeing that his professor was growing irritated, the student grinned. " This is your third time attending my class, Su-bong." He said with firmness.

" You love my subject, which is why you keep coming back to me." Sang-woo added that made everyone gasp.

Thanos laughed. " I do not have a fucking option, Sang-woo. The dean consistently recommends you as my teacher. Actually, I don't really like your teaching style. It's old school—yeah, I get it because you are already old.” Friends of Thanos are giggling. They were forced to keep their mouths shut by Sang-woo's lethal gaze.

" Poor old single man. Don't find a lover because he's too bus—” Before Thanos could finish his insult, Sang-woo seized his collar violently. The man gritted his teeth and maintained a firm grip on his shirt.

“ I'm a patient man, Su-bong. However, your insults are too much for me to handle.” Then he let Thanos go.

" If you don't want my class, the door is always open. I don't want to see your face either, so it's mutual.” He carried on.

Thanos groaned and cocked his head towards his friends. They just go with the purple-haired pupil.

“ You! Find your seats, now!” He gave me them an order. His authoritative demeanor makes you shiver.

“ Also, Su-bong. Did the administrator require you to color your hair? This is not a fashion institution." Sang-woo expressed his thoughts. Every time Sang-woo gets angry, his voice gets deeper. He groans when he is frustrated.

“ Will you even temperate my hair as well? You're such a hypocrite.” Thanos answered his lecturer. In order to avoid arguing with a dimwitted student in his class, Sang-woo kept quiet.

Sang-woo returned to the table and took the book out. The way his fingers flicked across the thin paper made you fantasize about your professor. All you have to do is shake your head to get rid of those unwanted thoughts.

He began to discuss the syllabus and invited some students to participate in answering his questions about their perspectives on the topic. His eyes are constantly on you when he is speaking in front of you. He turned away from you when he became aware of how long he had been looking at you.

Following his nearly one and a half-hour lecture, he gave out papers for the students to complete the exercise he had prepared for each end-of-class discussion. Now that you have the paper in your possession, you gave yourself a mental slap when you realized that the majority of the questions required essay-style responses.

Once your classmates have received the paper, you can also hear their moans.

" You only have one hour to complete this activity. Finish or not, once the timer runs out, pass it down the aisle. I will count from one to five."

He rested his back against the whiteboard. " If your paper isn't at the front after I count, I consider it zero." He instructed everyone.

" You may begin answering your activity." He spoke as he pressed the play button to start the timer.

…

Sang-woo found himself in his office, smiling broadly like a teenage boy, when his crush finally noticed him. He found himself grinning and feeling more driven to complete all of his schoolwork, even though he had a lot of it to mark today.

He removes his glasses. He bit his lip to keep from making a sound. When Sang-woo is bored in class and most of you are responding to his nose bleeding exercise, he is looking at the picture he took of you. He smiled as he reminded himself again and again of your beauty. You look so cute every time you wrinkle your nose in frustration while responding to the questions.

He continues to move because of you. It may seem strange to someone like him, but that's the truth. As his long-term, hard-won business slowly loses money, he no longer has the will to live. His career is the only thing that keeps him wanting to live. His motivation would have been straightforward, but he met you out of the blue.

" Sang-woo, my son, when do you intend to marry?"

" Mom, getting married is not on my mind. I am still too preoccupied with my business to meet a woman I could marry."

" But you are growing old, my son. You are now old enough to start a family."

" Perhaps the person meant for me has not arrived yet. I can still wait, mom. The right person will come for me.”

" I promised to give you grandchildren...soon."

Sang-woo remembered how his mother had pushed him to get married. He always comes up with as many reasons as he can to avoid talking about that subject. At times, his mother's constant reminders about starting a family can even cause pain in his ears.

Despite his advanced age, he acknowledged that it is not his fault that he is not yet ready to start a family. He does not have time to tease and woo others because he is too preoccupied with his business.

Additionally, he has a sizable debt that must be settled right away. He must thus work around the clock in order to increase his income and pay off the debts he owes to others.

He sighed as he picked up and carried his student papers. He stepped from his room.

…

" Only 13 out of 43 students passed our daily assessment." Sang-woo left the paper on the table.

" I tried everything I could to help you learn, but it was not enough. Does everything I am saying in front of you fade away with each nod you give?" He addressed them directly. Even though Sang-woo's gaze is fixed on you, he let out a sharp sigh when he saw you conversing with your male friend.

Sang-woo was overcome with jealousy. Sang-woo's blood boils with rage at the way you are smiling and acting at ease around that pitiful boy.

He continued to stare at you while clenching his jaw. He folded his arms. " Ms. L/n, stop talking to your seatmate. If you can't wait for your gossip, the door is open for the both of you.” You were called out. Francis and you both kept your mouths shut.

You simply stay out of Sang-woo's line of sight when you look into it. The fire in his eyes is visible right away.

“ Also, Ms. L/n, come to my office later. I am going to address your recent performance in my class." He spoke firmly. Your classmates are all observing you. You couldn't help but to blush.

His friend chuckled behind his back as Thanos made a blowjob motion with his hand. Sang-woo shut them out by slamming his hand against the table.

" Go girl, seize the moment." Thanos yelled.

“ Su-bong, can you shut your damn mouth? You are already disrespecting a woman." Sang-woo stood up for you, and you were grateful.

Thanos moaned and muttered something to himself.

…

Your second class of the day is finally over. Going to Mr. Cho's office, however, presents a new challenge for you to overcome. You acknowledged that you lost interest in doing well in school.

You are simply exhausted by your current circumstances. Your parents argued last night and made the decision to split up as soon as possible. They continue hurling insulting remarks at one another as you stand there like a dreadful mannequin. You were at a loss for what to do, and if you try to get involved, they will be angry with you. You will be held responsible for everything.

Additionally, completing the tests that your other professors have given you wears you out. Your body weakened recently, and you were constantly sick. That explains your frequent absences from class. A few instructors do not mind if their pupils leave them in the middle of the lesson. But you can not avoid it in Mr. Cho's class.

He has a rule that if we all miss class, you have to show him your medical records the next day so he can reevaluate your attendance and, if you can persuade him, he would give you a special evaluation.

You are now standing outside his office. Fearfully knocking on his door. To alleviate the anxiety that was still bothering you, you adopted a new breathing technique. At last, you lifted your arms and knocked on his door.

A faint voice can be heard from his room. A moment later, he opened the door. He is clearly in awe of you when he sees you. Despite his expectation that you will arrive, he is captivated by your presence. His face is still cold, though.

" You have finally arrived, Ms. L/n." He said this while allowing you to enter first, then shutting and locking the door.

" Take your seat. Don't be scared. I won't bite.” He spoke as he sat in his swivel chair. You took the empty chair as well.

" Why would you want to talk to me, sir?" You asked.

His gaze focused on yours. “ It's obvious, Ms. L/n. It is all about your grades.” He replied.

You stay out of his angry gaze. “ I'm sorry, sir.” You offered him your apology.

His sarcastic laugh was audible to you. " Do you think saying sorry to me will help and save your deteriorating grades?" He queried. Even though Sang-woo felt bad about how hurtful his remarks were to you, he made an effort to keep the two of you professional.

Sang-woo is keeping himself from going crazy whenever you and he speak. He really wants to take you in his arms, hold you in his lap, and kiss you until you forget all of the issues that have been bothering you.

He began to become aroused due to his fantasy. He is aware of how tight his pants are. He makes an effort to adapt in order to feel at ease. He is riskily playing with his zipper with his other hand. He wants to make a noise, but you are still here. He does not wish to startle you with his odd behavior.

Sang-woo inclined toward his table. " Tell me, why do you have such poor academic performance this semester?"

You bite your lip, hoping not to cry in front of your professor. " This is too personal, sir. I would rather not tell anyone about it. I hope this makes sense.” You responded. With a sigh, Sang-woo reclined in his seat.

He approached you. The empty chair across from you was occupied by him. His finger is moving toward your chin. He attempted to get you to look at him by raising your chin. Sang-woo saw the sorrow and anguish in your eyes. He is curious as to what is causing your sadness, as it may have an impact on your academic performance.

He sighed. “ Fine. Take your time. Please let me know when you are ready. As your instructor (someone who secretly admires you), I am concerned about my students, particularly those who excel in my class and demonstrate an interest in my subject." He spoke quietly.

You sobbed at him and nodded your head. Finally, someone wants to respect your decision and not push you to express yourself. This time, you approach him and give him a firm embrace. Your face is resting against his chest. He radiates warmth that you can feel. You can also hear the beat of his heart.

Sang-woo froze at your abrupt motion. However, he simply let it go and gave you a stronger embrace. Sang-woo came to appreciate it after a long period of not feeling loved. Something inside of him awoke, making his heart warm again after a long period of coldness.

He thought he wouldnt mind. He believed he would never fall. Look at him; he has turned into a fool as a result of his stupid feelings for the girl who is younger than him.

He felt alive for the first time in his life. If only you knew how fortunate he was to have met you. He gave thanks to all the gods and goddesses that you and he happened to cross paths with that day. His world most likely would still be in disarray and chaos if he had not met you.

You withdrew from him after a lengthy embrace. Sang-woo already longs for your warmth.

" I sincerely apologize for my unusual approach to you, sir. I just…ahm…I just want to express my gratitude for your words." Your eyes flitted to the ground as you spoke.

Sang-woo laughed heartily. Your adorableness in front of him makes him want to pinch your cheeks when he sees you getting frustrated over the hug. “ Don't worry, Ms. L/n. Your secret is secure with me." His jokes made you chuckle quietly.

" Are you taking the bus again? He asked, changing the subject.

“ Yeah. As usual.” You replied.

“ It's late now. I will drive you home.” He extended an offer.

You glance at him right away. He gets confused when you shake your head. " No, I do not want to bother you anymore. It is only enough if it happens once.”

Sang-woo gave a sly smile. " You don't bother me, L/n." He replied.

“ It is dangerous outside. I never let my students wait and walk in the dark. Thugs are everywhere, and I do not want anything bad happen to you." His voice became softer and more worried.

“ Bu—” He put his finger to your lips before you could finish speaking. The sight of his finger causes your eyes to enlarge.

“ Please, I insist. I care about your safety. That's all.” He spoke.

…

You are forced to accept Mr. Cho's invitation to go home. His beauty and the way his eyes make puppy dog eyes are irresistible; he was so adorable that you nearly lost yourself.

When he smiles, you practically pass out. What if he does it again?

You had been getting along well with your professor lately. Every time you catch a glimpse of him, your heart beats faster. You also make a conscious effort to visit his office, despite the fact that it is somewhat distant from the room you were given. You are also searching for Mr. Cho when you are not at school. You wish you might run into him again at some unanticipated moment.

There are moments when you question whether your feelings for him are still typical. Do you believe it is appropriate to progressively get to know someone like him? This is strictly prohibited by law and in the opinion of many. Developing a romantic relationship with your teacher is a grave error and a sign of ineptitude.

However, why do not you keep doing it if you can conceal it? There is nothing wrong as long as no one knows.

You and Sang-woo chose to take a break on the bay side and take in the peace and quiet rather than heading straight home. Additionally, he purchased food from a convenience store to consume when one of you becomes hungry.

" I hope your parents do not freak out if their daughter gets home late." Sang-woo spoke while smoking his cigarettes.

You let out a sigh. " My parents did not care about my presence. They only need me if they want to blame someone for their mistakes." You responded. When Sang-woo looked at you, he was astounded by how poorly your parents treated you.

He pursed his lips in an attempt to avoid saying anything offensive. Because it is still your parent. Even if your parents are disrespecting you, you still need to respect them according to human ideology. It is a flawed ideology.

Sang-woo reached for a cigarette and handed it to you. You turned down his offer once more. " Here, take this. It will help you deal with your problems in some way—just do not become too attached to the cigarette; it may lead to a health problem." You sighed, accepting the cigarette.

" Is that why you are always chain smoking, Mr. Cho? It appears that you have a number of issues that need to be addressed in the meantime." You expressed yourself innocently. Sang-woo chuckled at your answer. He ruffled your hair because you are so cute.

“ Maybe.” He shrugged.

" What if your coping mechanism habit eventually leads to your premature death?" You posed the question.

“ Much better.” He responded with bitterness.

You take hold of his hand as you reach for it. Sang-woo was taken aback by your actions. He pursed his lip.

" I am not sure what your problem is, but I hope you do not end your life like this. There are many people who still love you and support you."

You looked up at the sky. " There is only one life, Mr. Cho. So we must not throw it all away. Cherish the moment while you can because time is running out and we do not know when or where our stories will end.” You proceeded. Sang-woo is simply paying attention to your words.

Sang-woo allows you to talk and hear what you are thinking. You have never spoken for this length of time before. You only respond in the short term when you are conversing with each other. He gets irritated sometimes when you still feel uneasy around him.

Your word of encouragement has amazed him. He had no idea how good you are at giving advice and making people better.

He made the right decision in selecting the person he would love.

“ Where's the lighter, Mr. Cho?” You asked. Sang-woo smiled before passing the lighter to your palm. When his hand came into contact with yours, he could not help but shudder.

As you lit the cigarette, Sang-woo fixed his gaze on yours. The fact that you lit a cigarette makes you appear even more gorgeous. Your actions seem to have caused his world to slow down. The way you suck the cigarette on your mouth and release a dense cloud of smoke caught his attention.

" Is this your first time smoking?" Sang-woo asked.

Then you suffocate on your own saliva. Sang-woo placed his hand on your back and stroked it while you were coughing violently. “ Hey, are you okay?” He asked you. The only reason he leaned was to check on you.

When you looked around and saw that your faces were too close to one another, you gasped. Your current level of anxiety caused you to swallow. Sang-woo is using the triangle method, and he never looks away from you.

Some hearts are attempting to express their true feelings through silence.

“ Sorry.” You said, stepping back from him. Rather than release you, he drew you in close and pressed his lips to yours without hesitation.

Sang-woo no longer cares about his reputation. In any case, he is prepared to give up his license. As a businessman, he's willing to take a risk just for you.

As you relish the sweetness of his kisses, you close your eyes. Sang-woo touched your cheek to intensify the kiss. Your hearts are dancing as you both seize this opportunity.

You two are aware that this will never occur again. Tomorrow, after this night, when the sun rises once more, things resume as usual. For the two of you, these experiences will seem like lovely, undiscovered memories.

Sang-woo caught his breath and withdrew. He tucked the loose hair behind your ear. He grabbed the cigarette from your hands and placed it in his mouth. Then he pressed his lips against you again, transferring the smoke to your mouth. You almost choked from how hot this scene was.

He backed away, smirking. You blow the smoke from your mouth. Sang-woo laughed as he saw your worried expression.

“ What was that, Mr. Cho?” You asked him.

" Some stupid things I knew." He responded. He stomped on the cigarette after throwing it to the ground.

“ What I mean is…what was that, Mr. Cho? The kiss?” The smile on his lips vanished.

He tightened his jaw and gazed at you. “ It was a kiss.” He answered.

You were not happy with his response, so you sighed. “ Why did you kiss me, Mr. Cho? You are well aware that everything was wrong from the start. You are my professor, and I am your student. That violates the rules." You told him with firmness.

“ I know. I know it's wrong.” He was looking at you.

" Is it still wrong if I tell you how much I love you?" He smugly said.

“ Love? Mr. Cho, we only met a month ago. A-Are you crazy? Tell me it was only a joke." You stated.

He laughed quietly. " Perhaps I am crazy." He replied.

All you could do was sigh. “ This is wrong, Mr. Cho.”

He grabbed your hands and held them. He had a variety of expressions in his eyes when you looked at him. " No one will know if neither of us opens this issue, right? So, don't overthink it." He placed his hand on your cheeks and caressed them gently.

" I apologize if I did that." He made an apology.

" Let us forget this happened." He began to speak. He drew his hands away from your face after grinning.

" But I will never forget this night because you made me feel alive again."

…

Following that encounter, you and Sang-woo started to drift apart. It was you who stayed away from him. You just made up an excuse to get away from him when he was about to call you into his office. There was no other reason to speak with him after you responded to his questions each time he called your name for recitation in his class.

You also saw that his eyes darkened after you treated him coldly. Everything was different after that night. You can still feel his lips on yours. The way the smoke from the cigarette he exhaled was in your mouth and you both shared it. You simply rejected Sang-woo and avoided him when he confessed his love to you.

However, you enjoy—no, love everything about it. There were no regrets after you two shared a kiss. However, your brain was only being affected by excessive fear. The situation becomes more complex when you are with him.

Additionally, you are unsure of your true feelings for him. You forgot you had a crush on someone else before Mr. Cho entered your life. Now you are making yourself relive the emotions you had for your crush instead.

A hard pat on the shoulder. When you looked around, you noticed Thanos grinning broadly at you.

“ What?!” You asked sourly.

" Your mind is off somewhere, my friend. I called your name several times, but you did not hear me." He responded.

You and this stupid jerk have known each other since primary school. You never became friends with him because he was the bully at your school, and you were a victim of his. Even so, when you were both in secondary school, your relationship with him was somewhat set in stone.

“ What do you want, Su-bong?” You annoyingly asked him.

“ Ahm…” Thanos dragged you into an empty classroom. He ensured that no one would be watching someone else and locked the door.

Your body begins to tremble with fear. “ What…what are you gonna do?”

He groaned. " Enough of thinking negatively about me, Y/n. Don't worry, I'm not going to assault you. I locked the fucking door because I want to speak with you privately." He responded vehemently.

He reached for his phone and aimed it directly at your face. " Someone has photographed you and Mr. Cho outside. According to what you saw, you were kissing him or he was kissing you." Thanos allows you ample time to study the image.

Indeed, it was both you and him. The fact that you were caught that night makes you uneasy.

“ Where did you get that?"

Thanos grinned. “ It's none of your business.”

" Are you two dating? It is against the rules, Y/n.”

You gave him a hard stare. “ Me and Mr. Cho didn't date, okay? We barely spoke to each other inside of this school, and you hypothesized that something happened between us?" You exclaimed angrily.

Thanos grumbled. " Have you noticed how the creepy old man looks at you? If you were made of ice, you would have melted." He became enraged.

“ Y/n, that man is dangerous. He may appear to be an angel, but he is actually the devil hiding himself from everyone.”

“ Why did you tell me about this, Su-bong?”

Thanos let out a sigh. His eyes are filled with worry. " I am just letting you know. I sensed you were never going to tell the truth; at least I can warn you."

" Keep away from that man, Y/n. That man is no good for you. I have known that man all my life, which is why I do not respect him. You know me; I will only respect those who deserve it.”

Thanos shrugged. " I do not care if you like, love, marry, or fuck anyone who is twice or three times your age. But Cho Sang-woo should not be on your damn lists."

You folded your arms. “ So what's your point here, Su-bong?”

Infuriatingly, he ruffled his hair. “ Y/n! Quit criticizing me. I am so worried about you that I will allow you to view the photo.” He argued.

“ For Pete's sake, I know that man, Y/n! There are numerous issues related to him. And I am not sure if he is manipulating you or just trying to gain your trust."

" I came here because I am concerned. I have known you since we were kids. Maybe our relationship is not as good as the others, but I am still concerned about you. That's all.” He clarified.

" Su-bong, perhaps the pictures were created using artificial intelligence. Today's technology is becoming increasingly creepy. They are capable of making something realistic." You responded.

Thanos snorted. “ Fine. I am going to stop here." He returned his phone to his pocket. " But I have already warned you, Y/n."

" Just stay away from him while it is still early, and do not let your feelings for him grow. Just a bit of advice for you, my friend." He said before walking away.

You appeared to have passed out and sat on the ground, allowing your eyes to well up with tears. You have a lot of questions, but you are not sure where to find the answers. It's as if you are conducting research without RRL; it is invalid. It is unrealistic.

However, your feelings for him are genuine. You want to take a chance, but you are overcome with a sense of unease and anxiety.

…

“ Mom, I'm home~!” Sang-woo stated as he attempted to walk directly to their residence. He holds an alcoholic beverage in his hand and consumes it all. He unbuttoned his shirt as well.

He arrived home late. Sad and shattered. Sang-woo's mother came up to him, and because of how heavy Sang-woo's body is, they nearly fell to the ground. “ Son, what happened to you?” She asked him anxiously.

Sang-woo stutters. " Mom, my friends have invited me to a party. We have some fun. So~ much fun that I almost forgot that I needed to come home.” He answered his mom. Sang-woo was carried to their couch by his mother, who then threw his body on it.

" This is the first time you have behaved like this, son. I will talk to you once you have sobered up.” As she walked to the kitchen to get a cloth and some warm water to use to wipe his body.

In actuality, he drowned himself in alcoholic beverages while at the pub. He is making an effort to lessen the suffering he has endured over the last several weeks. Your avoidance of him and your constant use of a weak excuse to completely avoid him when he tries to approach you have a real impact on him.

Due to his disruptive behavior, the bouncers are ejecting him from the pub. He was defrauded by the investment firms he applied to, which is another factor contributing to his intoxication. Even worse, all of his clients had already paid him, and he had no idea where he could locate the enormous sums of money he owed them. He is being haunted by some of his clients because of this.

Due to his problems, Sang-woo also submitted a resignation letter to the dean's office. He does not want his carelessness to damage the university's reputation.

The dean tells him that before she signs Sang-woo's resignation paper, he must complete the semester here. He has no choice but to accept the cold treatment that you have shown him.

He met a man in the subway who asked him to play a silly game. He defeated the stranger in numerous rounds and took the money they had agreed upon. He was also given an odd card by the man, along with a number that Sang-woo could call if he wanted to take part.

Time passed, and Sang-woo awoke with a terrible headache. He tried to stand up, groaning. “ Mom?!” He called his mom.

" Sang-woo, you are finally awake. You are completely awake, and I am preparing your favorite dish. I also purchased medicine to alleviate your hangover." She spoke. Sang-woo gave her a pleasant smile.

“ Thank you, mom.”

…

Sang-woo's last encounter with his mother would be that day. He observes his mother from a distance as she goes to their store to pay her a covert visit. He desperately wants to speak with his mother and admits that he is lying about being on a business trip and meeting his client.

He really does not want his mother to be overly concerned about his safety. He was just lying about the fictitious business trip, and he felt bad every time his mother called. Sang-woo continues to be reluctant to call the number on the card. He needs to resolve the unresolved conflicts first, particularly for Y/n, before he can dial those numbers.

Y/n is the person he loved. His feelings for her remain hopelessly romantic. Sang-woo is observing her from a distance. Although he may come across as a spooky stalker, he followed her to ensure her safety at all times.

Sang-woo is reading and analyzing the lesson he will be discussing today while he is in his office. Additionally, he double-checks his assessment paper to make sure all of the words he entered are correct.

It's 11:10. Raising himself from his seat, Sang-woo carried the papers and his bag. Their midterm is in two weeks, and he has spent the last few weeks working on the exam's questionnaire.

He arrived in the room at precisely 11:15. As soon as they saw him, the room fell silent. The papers were slammed onto the table by Sang-woo. He launched his laptop and began talking about the lesson. He called on his students to join in his recitation by selecting them at random from the index card, as he always does.

Three hours have gone by. All of his class papers from today have now been turned in to him. Sang-woo waited until his pupils had left the room.

Sang-woo gave you a quick look. He just pursed his lips because he was sad while you were repairing your belongings.

“ Ms. L/n.” The whole room is resonating with his voice.

You whirled around to face him. Sang-woo's heart skips a beat and he freezes when he sees your beauty again. “ Can you stay here for a while? I have some important things to discuss with you." He spoke.

Jade and Kevin are raising their eyebrows and secretly laughing. They left you and Mr. Cho alone after waving their hands at you.

You stood like a statue when your friends eventually left. “ What are we going to discuss, sir? If it is about my academic performance, don't worry; I will do my best to excel again in your class."

He stepped closer to you. " Why are you trying to avoid me?" He asked you.

" With all due respect, sir—how come I avoided you? I am actually talking to you. If I'm av—”

" Stop being so stubborn, Y/n." He did not allow you to finish.

You rolled your eyes and scoffed in frustration. " What is your true intention, sir?" Your arms were crossed.

Sang-woo's jaw tightened. He leaned in your direction. " I do not tolerate this kind of behavior, Ms. L/n." His voice thickened and grew deeper.

“ Don't tempt me, L/n.” He said.

“ I don't tempt you, sir.” You spoke with ferocity.

You can feel Sang-woo's hands stroking your cheeks. You seem to be gasping for air due to the simple action he performed. Your lips are being brushed by his thumb. He slowly inserted his thumbs inside your mouth while he was staring at you. As you rode to his trip, he growled. You start sucking his thumb as if it were a lollipop.

You nearly gagged when he pressed his thumb further. His thumb is moving around inside your mouth. Your saliva created a long, elastic line that slicked to his skin after he pulled out his thumb. After pulling you, Sang-woo planted a kiss on your lips.

The kiss remains enchanting for the third time. You still get butterflies in your stomach from it. It appears that you have surrendered to your emotions. You do not give a damn about the consequences if you are caught engaging in inappropriate behavior in class.

You returned his kisses. You wanted to kiss him more deeply, so your hands kept moving to his head and gripping it. Now your mouth is filled with his tongue. He is exploring within you. You simply let him do whatever he wants to do because you are inexperienced with this. You have already given your full consent to the experienced man standing in front of you.

He drew away from you, his breathing heavy. Sang-woo is waiting for you to speak, but he chooses to carry on what he began when you do not respond. He puts his head right down on your neck and starts sucking you like a vampire who is thirsty and wants to taste your blood. Your new sensation drives you crazy. As he begins sucking your skin, you are letting out a moan.

You squeaked when you felt Sang-woo's hardness against your skirt after he pressed his body against you. He is starting to grind himself against you. He escorted you over to the table and raised you up so you could sit on it. His hands are now unfastening your uniform's button.

“ Are you sure that you want to continue?” He asked you.

You gave a nod. He grinned. He grabbed your chin. “ That's my good girl.” He spoke softly.

He took off both your bra and your uniform. He nearly passed out upon seeing your breasts. He begins by planting a kiss on your neck and then moves his lips down to your breast. His lips begin to lick your erect nipple. The feeling you have had made you simply hold onto his hair.

His hands are moving towards your covered area. You moaned louder as he made a circular motion toward your clit. Sang-woo smirked as he sensed how wet you were for him. He removed your panties and placed them in his pocket. He went down to taste your soaking cunt.

He began tasting you as he licked it. To Sang-woo, you have a strawberry-like flavor. It is the ideal complement to his cigarettes.

You were drawn to Sang-woo's lap as he sat on the chair. He made sure your pussy was directly pressing against his aching member. He began to give you advice on how to increase friction between you two. He hissed when he felt you, despite the fact that he was still fully dressed. You began directing yourself toward him as well.

“ Please, I need you…” You spoke in between your moans.

" What exactly do you need me for? Be specific, love.” He responded.

" I want to feel your fucking cock on my pussy." You groaned.

" You are such a fucking slut for me, L/n. You are begging your teacher to fuck you mercilessly." He let out a moan.

" You said it was morally wrong, and now you are bouncing in my fucking cock, L/n." He continued grinding to you.

After losing self-control, Sang-woo unzipped his fly and let go of his sore member. Its head pulsates and leaks pre-cum. He raises you so he can slide his member over you. Feeling him inside of you made you moan. You feel like he is ripping you to pieces. He wanted you to get used to his size, so he did not move.

A tear slips out of your eye. He wipes away your tears and gives you a passionate kiss before moving slowly.

“ So tight for me.” He spoke quietly between your ears.

“ Mine.” He snarled as he pushed violently toward you. As your tits bounce in front of him, he fucks you hard and sucks one of your nipples. Sang-woo held on to your throat. He hit your spot, causing you to lean backwards and make loud, lewd noises.

Also, you sensed that he was getting close to his edge. “ Do you want to cum, Y/n?” He spoke.

You simply nodded. No words are escaping your lips. As he thrust deeply inside of you, Sang-woo carried you to the table once more and pressed your body against the wooden surface.

“ Then beg for me.” He spoke while clutching your neck.

“ Please…fuck…please make me fucking cum!” He thrust more quickly after you yelled, causing you both to curse and groan. You two no longer gave a damn if people found out that you were having sex in the school building.

You both arrived in one final thrust. Your mouth produces a loud moan. His seed has been spilled inside your womb. He stayed inside of you, then slowly slipped out of your hole after leaning his head to kiss you. Something was already missing from you when he pulled away. The extra fluid is leaking into your hole. Sang-woo was gasping for air as he gazed at your cunt, which was artistically painted with his seed.

That was the most magical experience for both of you. They let you both feel what it was like to be in heaven for a little while.

He assisted you in fixing yourself. Both buttoning your uniform and fastening your bra. In order to brush your hair, he also took out his comb.

" Could you still stand?" He seemed to be making fun of you when he asked.

He laughed when you slapped his arm. He got you to stand up. The most surprising thing was that he carried you like a bride.

“ Hey, someone will see us!” You spoke while slapping his chest.

Sang-woo gave you a look. " Do you still think about that? After you let out a loud moan while I was fucking you? Unbelievable, L/n.” He replied, which made you blush.

" I do not care if they terminate me from this school."

" I have already decided." He has his gaze fixed on you. " I am willing to put everything on the line for you, my love." He continued.

" Even if making you mine means my death, I will not care as long as you are with me."

" I am ready to die in your arms, Y/n. When you come across me in the corridor, you already take my breath away."

[elinorasims]

Lot Tour | Rock Ridge Castle Academy

World | Glimmerbrook Lot Size | 40 x 30 Value | Furnished 753,552 ; Unfurnished 204,816 Beds | 15 Baths | 8

CC | No Packs | Unrestricted

"In response to the Ministry of Occult Sims' astute advice that the tempestuous relations between Vampires, Werewolves, and Spellcasters be mended, and that occult Sims could reap many benefits through co-operation and joint ventures, Rock Ridge Castle has been host to budding occult teens for several generations, aiming to teach them how to harness their powers safely and collaborate to achieve great things together." Residential Rental Ver | 3 Units ; 152 simoleons/day Each unit comprises single occupancy butler's quarters in the basement, two shared bedrooms with space for three teens each on the upper floors, and two rooms on the top floor for YA/Adult occupancy - all other rooms in the building are shared. The gameplay idea I had here was that three 'families' of six teens (3 M, 3 F) with two YA/Adult 'teacher's occupy each of the three "rental units" - making, essentially, a mega academy style lot. I designed each 'unit' for a different occult type - vampire, werewolves, and spellcasters :3 fun or chaotic and stressful I dunno lol

INTERIOR

Ground Floor

Entry and main corridors with central 'winter garden' with domed glass ceiling. Communal library, den, art/music classroom, wc, potions classroom, dining room with shared kitchen facilities, herbology classroom, and meditation/'chapel' room.

First Floor

Four lightly themed bedrooms to sleep three teen sims each, two large communal bathrooms with shower, bath and wc stalls, den area, and candle making/misc classroom.

Second Floor

Divination classroom, woodworking/gemology classroom, two further communal bathroom areas, and two bedrooms to sleep 3 teen vampires each.

Third Floor

Six individual bedrooms for YA/Adults, two shared single bathroom spaces.

Basement

Large swimming pool, changing area, and laundry rooms. Butlers' quarters, storage rooms, and staff kitchen.

GROUNDS

FLOORPLANS + DOWNLOAD >>

[mariacallous]

Most of the time, as the senior rabbi of Temple Beth-El in San Antonio, Rabbi Mara Nathan’s focus is on Jewish families. But this week, she’s finding herself thinking about Christian ones, too.

That’s because Texas is poised to adopt a public school curriculum that refers to Jesus as “the Messiah,” asks kindergartners to study the Sermon on the Mount and presents the Crusades in a positive light.

The curriculum, Nathan said, “gives Christian children the sense that their family’s religion is the only true religion, which is not appropriate for public school education, at the very least.”

Nathan is among the many Texans raising concerns about the proposed reading curriculum as it nears final approval. Earlier this week, the Texas State Board of Education narrowly voted to proceed with the curriculum, called Bluebonnet Learning. A final vote is set for Friday.

The critics, who include Jewish parents and organizations as well as interfaith and education advocacy groups, say Bluebonnet — which will be optional but which schools would be paid to adopt — inappropriately centers on Christian theology and ideas. They have been lobbying for revisions since it was first proposed in May, offering detailed feedback.

“The first round of the curriculum that we saw honestly had a lot of offensive content in it, and was proselytizing, and did not represent Jewish people well,” said Lisa Epstein, the director of San Antonio’s Jewish Community Relations Council.

Now those critics say most of their specific suggestions have been accepted but they remain concerned.

“Looking at the revision, we still feel that the curriculum is not balanced and it introduces a lot of Christian concepts at a very young age, like resurrection and the blood of Christ and the Messiah, when kids are just really too young to understand and they don’t really have a grasp yet completely of their own religion,” she added. Epstein, who testified at a hearing on the proposal in Austin on Monday, has a child in high school and two others who graduated from Texas public schools.

The Texas vote comes as advocates of inserting Christianity into public education are ascendant across the country. Political conservatives are in power at the national level and the Supreme Court’s conservative supermajority has demonstrated openness to blurring church-state separation.

President-elect Donald Trump has signaled support for numerous initiatives to reintroduce Christian doctrine into public schools, from supporting school prayer to endorsing legislation that would require public school classrooms to display the Ten Commandments. (One such measure in Louisiana was recently blocked by a federal judge.)

In Texas, Bluebonnet’s advocates say the curriculum would elevate students’ learning while also exposing them to essential elements of cultural literacy. They note that the curriculum includes references to a wide range of cultures, including ancient religions, and that the religious references make up only a small fraction of the material.

“They’ll elevate the quality of education being offered to all Texas students by giving them a well-rounded understanding of important texts and their impact on the world,” Megan Benton, a strategic policy associate at Texas Values, which says its mission is “to stand for biblical, Judeo-Christian values,” said during the hearing on Monday, Education Week reported. Texas Values called criticism of the proposed curriculum an “attack on the Bible.”

The Texas Education Authority solicited the proposed curriculum, which would join a menu of approved options, as part of a pandemic-era effort that waived some transparency laws, meaning that its authors are not fully known. But The 74, an education news organization, reported this week that a publishing company co-founded by former Arkansas Gov. Mike Huckabee contributed content to the curriculum.

Trump tapped Huckabee, a pastor and evangelical favorite, last week to become his ambassador to Israel.

For some in Texas and beyond, Bluebonnet represents a concrete example of how the national climate could ripple out into local changes.

“A lot of things, we think they’re outside of our community, or outside of our scope, like we hear these things, but are they really going to impact us?” said a Jewish assistant principal in the Richardson Independent School District north of Dallas who asked to remain anonymous. “But I think now that it’s becoming a potential reality, a friend was asking me, would Richardson adopt this? Is this something that is really going to happen in our community?”

While the Supreme Court has ruled that public schools can teach about religion, they cannot prioritize one religion over another in that instruction. So Bluebonnet’s inclusion of Christian and Bible stories in lesson plans drew scrutiny from the start — which grew after the Texas Tribune reported that a panel required to vet all curriculum proposals included Christian proponents of incorporating religion in public education.

In September, The Texas Education Authority’s curriculum review board published hundreds of pages of emails from members of the public along with whether the critiques had resulted in changes. Some did, the board noted, but many others were rejected.

A coalition of Jewish groups submitted 37 requested changes to the initial curriculum proposal. Epstein said the San Antonio JCRC had specifically objected to language in some lessons that evoked “antisemitic tropes” and textual inaccuracies in referencing the story of Queen Esther, as well as offensive references to the Crusades and language that explained the birth of Jesus as the messiah.

One passage had invited students to imagine “if you were a Crusader,” Epstein said, referring to the Christian knights of the Middle Ages who sought to conquer the Holy Land, massacred communities of Jews and are venerated by some on the Christian right.

In the case of the Esther lesson, the original curriculum had recreated an aspect of the Purim story in which Haman drew lots to determine when to kill Jews in the Persian Empire — as a way to teach probability. Nathan called that particular lesson “subversively antisemitic.”

“In ancient Persia [drawing lots] was a way of helping someone make a decision, and the game was called Purim,” the initial text read. “Ask students to choose a number from 1 to 6. Roll a die and ask the students to raise their hand if their number was rolled.”

“This is shocking, offensive and just plain wrong,” Sharyn Vane, a Jewish parent of two Texas public school graduates, said at a September hearing, according to the New York Times. “Do we ask elementary students to pretend to be Hitler?” (Historical simulations have widely been rejected by educators for all grades.)

Both of the lessons were revised after feedback from Jewish groups and others, but Epstein and Nathan said the changes were not adequate. A new prompt asks students to describe “the journey of a Crusader” in the third-person, but it still sanitizes the murder of many Jews and Christians during the Christian quest to conquer Jerusalem, Epstein charged.

And while the Purim lots activity was dropped, Epstein noted that a specific lesson plan about Esther — a beloved figure among evangelical Christians — also includes a reference to God, which the Megillah, the Jewish text telling the Purim story, famously does not do. She said that inaccuracy was not addressed in the revisions.

In a statement, San Antonio’s Jewish federation, under which the JCRC operates, also acknowledged the changes that were made after its feedback but expressed concern over what it called “an almost solely Christian-based” perspective with “inaccuracies” and content that is inappropriate for elementary school students.

“We are not against teaching a broad range of religious beliefs to children in an age-appropriate way that clearly distinguishes between ‘beliefs’ and ‘facts,’ and gives appropriate time and respect to acknowledging many different religions,” the federation said. “Public schools should be places where children of all religious backgrounds feel welcomed and accepted.”

The newer version of the curriculum also did not address the federation’s concerns about language referring to Jesus as “the Messiah,” written with a capital “M,” and references to “the Bible,” rather than “the Christian Bible” specifically, as the federation had urged the curriculum’s creators to adopt.

The Austin branch of the Anti-Defamation League, which was also involved in the efforts, also applauded the revisions that had been made thus far but said it still “reject[s] the current version of the proposed curriculum.”

“We agree that students should learn the historical contributions of various religious traditions, but ADL’s analysis of the originally proposed curriculum found that a narrow view of Christianity was overwhelmingly emphasized, there were few mentions of other faiths and the curriculum baselessly credited Christianity with improved societal morality,” the group said in a statement. “Although improvements have been made, the materials still appear to cross the line into teaching religion instead of teaching about religion.”

Criticism to the curriculum goes far beyond the Jewish community. Texas AFT, the state’s outpost of the American Federation of Teachers, a leading teachers’ union, also opposes the proposal. “Texas AFT believes that not only do these materials violate the separation of church and state and the academic freedom of our classroom, but also the sanctity of the teaching profession,” the union said in a statement.

Some Republicans on the Texas Board of Education expressed reservations about the curriculum’s quality and age-appropriateness, separate from its religious content.

And nonpartisan and interfaith groups like Texas Impact and Texas Freedom Network have also been involved in efforts to oppose the curriculum, as has the Baptist Joint Committee for Religious Liberty. Epstein said a Sikh parent also testified at one of the hearings, asking for her faith’s traditions to be incorporated into lesson plans to provide more religious perspectives.

Nathan said that when she testified against the proposal at a September hearing, her allies were diverse.

“Some of the people who were against it were not Jewish, and just were [against] the way that the curriculum was being put together pedagogically,” she said. “But there were both Jewish and non-Jewish people there, and also some Christian folks who were there who were opposed to such an overtly Christian curriculum.”

Marian Neleson, who has a 14-year-old daughter and a 12-year-old son in the Frisco Independent School District, said it has never been easy to be a Jewish family in her area.

“There’s always concerns as a parent when there’s just a handful of other Jewish children in a majority Christian school,” said Neleson, who is active in her local interfaith alliance. “From how the school celebrates, how they do their calendars. Do they remember that there is a Jewish holiday, and then they schedule major school functions on High Holy Days?”

Now, she’s worried that her own district could face pressure to adopt the new curriculum, if it is approved.

“These kind of curriculums are promoting one interpretation, one religion’s view, and I feel like that’s not very respectful of people who come from different backgrounds and different faiths and different religions,” Neleson said. She added, “I do think that the Frisco school district particularly does try to be inclusive and try to recognize the diversity of the community, but I know that there’s always pressure from groups who are trying to promote one agenda in the schools.”

The Richardson assistant principal said she saw in the financial incentive to adopt the curriculum — districts that do so will get up to $60 per student — an inappropriate assertion of support by the state. Many Texas districts are cash-strapped after legislators declined to substantially increase school funding last year.

“There is such a push in education for high-quality instructional materials,” said the assistant principal, who has three elementary school-aged children. “They’re pushing this so hard, and even potentially putting up funding for it if you adopt it, but it’s not a truly high-quality curriculum.”

In a Facebook post after Tuesday’s preliminary vote, Vane encouraged parents to reach out to members of the state’s education board to urge them to oppose the curriculum. “It’s not over yet,” she wrote.

Nathan said she’s not sure how much opponents of the curriculum can do if it’s approved, but she stressed the importance of local advocacy — especially since the curriculum is not required.

“I think reaching out to your local school board and communicating with local teachers in your community is going to be key,” she said. “If this occurs, what do I need to do in my local school district to make sure that there’s programming that balances the perspective?”

But she signaled that the intensity of the proposed curriculum would undercut any counter-programming by representatives of other faiths.

“It’s not presented as, ‘Here’s what Christians believe,’” Nathan said about Bluebonnet. “It’s presented as, ‘Here is the truth.’ There’s a difference.”

[sexymemecoin]

The Metaverse: A New Frontier in Digital Interaction

The concept of the metaverse has captivated the imagination of technologists, futurists, and businesses alike. Envisioned as a collective virtual shared space, the metaverse merges physical and digital realities, offering immersive experiences and unprecedented opportunities for interaction, commerce, and creativity. This article delves into the metaverse, its potential impact on various sectors, the technologies driving its development, and notable projects shaping this emerging landscape.

What is the Metaverse?

The metaverse is a digital universe that encompasses virtual and augmented reality, providing a persistent, shared, and interactive online environment. In the metaverse, users can create avatars, interact with others, attend virtual events, own virtual property, and engage in economic activities. Unlike traditional online experiences, the metaverse aims to replicate and enhance the real world, offering seamless integration of the physical and digital realms.

Key Components of the Metaverse

Virtual Worlds: Virtual worlds are digital environments where users can explore, interact, and create. Platforms like Decentraland, Sandbox, and VRChat offer expansive virtual spaces where users can build, socialize, and participate in various activities.

Augmented Reality (AR): AR overlays digital information onto the real world, enhancing user experiences through devices like smartphones and AR glasses. Examples include Pokémon GO and AR navigation apps that blend digital content with physical surroundings.

Virtual Reality (VR): VR provides immersive experiences through headsets that transport users to fully digital environments. Companies like Oculus, HTC Vive, and Sony PlayStation VR are leading the way in developing advanced VR hardware and software.

Blockchain Technology: Blockchain plays a crucial role in the metaverse by enabling decentralized ownership, digital scarcity, and secure transactions. NFTs (Non-Fungible Tokens) and cryptocurrencies are integral to the metaverse economy, allowing users to buy, sell, and trade virtual assets.

Digital Economy: The metaverse features a robust digital economy where users can earn, spend, and invest in virtual goods and services. Virtual real estate, digital art, and in-game items are examples of assets that hold real-world value within the metaverse.

Potential Impact of the Metaverse

Social Interaction: The metaverse offers new ways for people to connect and interact, transcending geographical boundaries. Virtual events, social spaces, and collaborative environments provide opportunities for meaningful engagement and community building.

Entertainment and Gaming: The entertainment and gaming industries are poised to benefit significantly from the metaverse. Immersive games, virtual concerts, and interactive storytelling experiences offer new dimensions of engagement and creativity.

Education and Training: The metaverse has the potential to revolutionize education and training by providing immersive, interactive learning environments. Virtual classrooms, simulations, and collaborative projects can enhance educational outcomes and accessibility.

Commerce and Retail: Virtual shopping experiences and digital marketplaces enable businesses to reach global audiences in innovative ways. Brands can create virtual storefronts, offer unique digital products, and engage customers through immersive experiences.

Work and Collaboration: The metaverse can transform the future of work by providing virtual offices, meeting spaces, and collaborative tools. Remote work and global collaboration become more seamless and engaging in a fully digital environment.

Technologies Driving the Metaverse

5G Connectivity: High-speed, low-latency 5G networks are essential for delivering seamless and responsive metaverse experiences. Enhanced connectivity enables real-time interactions and high-quality streaming of immersive content.

Advanced Graphics and Computing: Powerful graphics processing units (GPUs) and cloud computing resources are crucial for rendering detailed virtual environments and supporting large-scale metaverse platforms.

Artificial Intelligence (AI): AI enhances the metaverse by enabling realistic avatars, intelligent virtual assistants, and dynamic content generation. AI-driven algorithms can personalize experiences and optimize virtual interactions.

Wearable Technology: Wearable devices, such as VR headsets, AR glasses, and haptic feedback suits, provide users with immersive and interactive experiences. Advancements in wearable technology are critical for enhancing the metaverse experience.

Notable Metaverse Projects

Decentraland: Decentraland is a decentralized virtual world where users can buy, sell, and develop virtual real estate as NFTs. The platform offers a wide range of experiences, from gaming and socializing to virtual commerce and education.

Sandbox: Sandbox is a virtual world that allows users to create, own, and monetize their gaming experiences using blockchain technology. The platform's user-generated content and virtual real estate model have attracted a vibrant community of creators and players.

Facebook's Meta: Facebook's rebranding to Meta underscores its commitment to building the metaverse. Meta aims to create interconnected virtual spaces for social interaction, work, and entertainment, leveraging its existing social media infrastructure.

Roblox: Roblox is an online platform that enables users to create and play games developed by other users. With its extensive user-generated content and virtual economy, Roblox exemplifies the potential of the metaverse in gaming and social interaction.

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[dancewriteandbehappy]

I wish I could say I was surprised by the results of this election, but I’m not. Over and over again, groups of people in America have turned over and shown their nastiest sides — hateful, evil, selfish, and more.

I guess the solution is to turn to grassroots organizations and efforts. Organize, make local voices heard, and enact small positive change where we can. I guess we can only do what we can do — $5 to another Gaza fundraiser while Trump encourages Netanyahu to do his worst. Signing yet another petition on change.org. Calling my local representatives and making my voice heard. Participating in protests.

But how can I plant a garden or focus on sustainable choices when I know the president doesn’t believe in climate change? I feel like these next six years before 2030 are absolutely crucial, and we have a governing body that will continue to do absolutely nothing. I can’t get over the feeling that we’ve completely doomed the human race in an irrevocable way. We’re never going to make it to fulfilling the Paris Agreement, or turning back from the 2% increase in global temperatures that essentially dooms our society.

The NYT says that areas in North Carolina that faced the worst of Hurricane Helene shifted right. So what do they think a Republican government is going to do? Give aid? I went to a workshop all about mitigation and adaptation — that’s what we have to focus on now, not reversal. Trump has no interest in small solutions. Trump has no interest in mitigating or adapting to anything.

There are so many horrible things that seem to be hovering right above us, waiting to drop. I hope I’m not belittling the other issues — attacks on the lgbtq+ community, removal of women’s rights, the dehumanization of immigrants — but I can’t help but feel climate change is the one that dooms everyone in an irreversible way, and will do so quite quickly and quietly. In the next few months, perhaps.

I’m not sure how to go into my classroom and teach the values of kindness, generosity, and respect that I hold so dearly when one of the most powerful people in the world doesn’t care about any of those, and will never display them. On Monday I’ll pull it together and walk in with a fierce positivity and hopefullness because I know my attitude matters. But I’m not really ready to do that yet.

[itspheenixbaby]

UA high in my mha dr

for much needed context on the city my dr is set in, read this post.

UA, or Ueyama Academy, was founded by businessman and pro hero Christian Ueyama in 1902. he was initially both experimenting on and training the first set of quirk users, but when quirks became a widespread phenomenon he opened UA as a school. since then, UA's have opened all around the world, some of the most iconic branches being tokyo, musutafu, new york city, los angeles, dubai, hong kong, cairo, london, lagos and paris.

years :

students finish their second to last year of high school, then transfer to UA.

studying at UA takes about four years

most students graduate at 18-19.

each year has two classes from each course.

both classes have twenty people in each.

campus :

ua is in the cities rural district, deep in the jungle.

ua has a shuttle straight to the building. its literally just a fancy school bus. you need a school card to access the bus.

ua has seven floors, the first floor is just regular compulsory classrooms, the library and the cafeteria, but the third floor and above is fully for specialized classes.

all five courses are in the dorms. ua isnt exactly a boarding school, but because of how intense the schedule and class work is most students decide to go into the dorms.

UA culture

theres some small/mid sized neighborhoods a couple miles from UA. students go there frequently because of the surfing culture, picturesque beaches and food.

the craziest shit happens at UA. think like greendale if they had money.

ua students are particularly impossible to control. which is why the student council, judiciary board and disciplinary committee are so essential.

after hours from 4:30pm to 9:30pm. students can train, practice and work on their personal projects at the school. because of the nature of UA, most students are present for after hours.

ua has an option sixth day of school for tutoring, practice and training. (pretty sure this is already normal in japan, but i dont think most ppl on tumblr are japanese so i felt like mentioning it)

rivalry between individual classes and whole courses. sometimes really intense prank wars.

events :

to end every semester we have a kick back on the school grounds. with live music (performed by the entertainment course), games and free food. plus a big ass cheese fountain (ib. hollywood arts)

culture day is held once a school year. its a half day, and during the school day everyone dresses up in their cultural uniforms. the second half of the day is a festival, with booths and events divided by nationality/ethnicity.

scavenger hunt around the campus after school. the items being hunted are made by the technology course and are often...colorful, so say the least.

a school wide fundraising event where staff and faculty auction items and services to other students, faculty, family, friends and strangers. most of the money goes to the school but participants get a fair cut of the value their item recieved.

four to five times in a semester every course has a day with no regular classes or no classes at all. just a day to develop whichever skill the student or their teachers think they need to work on in excruciating intensity. (and for hero course students hours of group physical exercise too. yay) marked as a test grade and heavily monitored.

in this universe musutafu celebrates carnaval, so UA students from every course can volunteer to help put together (and in some cases perform on) UA's carnaval floats. other than that, during canaval school is out.

the technology course has a tech fair every year. its not as mainstream as the sports festival but equally popular in its own field.

clubs :

most students are too busy after school doing course work/projects, and being at UA by itself looks good enough for a resume, so UA doesn't have much clubs.

student council (various class representatives and stellar students who represent the school internationally, plan events and solve school-wide issues)

ua newspaper. (relays announcements and shocking events. also spreads gossip and digs for controversy.)

disciplinary comitee. (disciplines misbehaving students, enforces rules & dress code.)

student judiciary board. (a council of students mediate fights and solve minor/major disputes. they also determine the form of detention a student gets. like a mini jury)

peer tutoring program. (teachers & students with high GPA tutor peers. tutoring students gets you extra credit)

extra funding committee. (finds ways to fund students personal projects unrelated to the school)

shut eye club (top secret club, actually deals in espionage and black market drug/ technology operations called in by other students and on occasion adults. centered around UA's interpolitics)

detention (not a club, but when students get detention they have to clean the entire school or waste their time on some other mundane task.)

uniform

UA is pretty lax on uniform regulations.

the standard uniform includes a short sleeve white button up top, and black bottoms.

depending on their course, students wear a different bow/tie color.

ua only allows accessories/ non black & white shoes matching course color.

courses

UA has five courses

no general course.

all courses are equally famed and competitive.

the daily schedule fluctuates from compulsory classes to specialized classes.

compulsory classes (japanese lit, social studies, arithmetics, etc.) are mixed course.

entertainment course / purple ties "the distractions"

generally obnoxious.

think of them as a mini hollywood arts.

trained to be idols, directors, actors and musicians.

pharmacy & healthcare course / blue ties "the fixers"

so stressed out.

patch up hero course students.

technology course / green ties "the helpers"

tech course students are annoyingly ambitious.

hardest to control.

assist hero course students.

practically live in their labs. never see the sun.

business & law course / yellow ties "the manipulators"

stereotyped as only caring about money (kinda true...)

think theyre better than the other courses.

heroics course / red ties "the stars"

stereotyped as entitled jocks.

most iconic course.

[lots-of-sun]

A/n: This was requested! I'm unsure if they wanted their name out there, so I've decided not to add it. Thank you to them though, they were an absolutely sweetheart! This is essentially like the scene where the school girl shows up at the school except it's Yukio's girlfriend. I'm changing it so he doesn't kill Ota and is free and happy and nothing bad ever happened.

Yukio x Fem!Reader

LOVELY TO SIT BETWEEN COMFORT AND CHAOS

This was routine, something that happened everyday like clockwork. Sneak away from school at lunch, make the ten minute walk to Asahi All Boys High School and wait by the gate. It was simple enough and especially easy when the promise of seeing my boyfriend was involved. Well he was the only reason I started this habit.

I come to a stop in front of the school's gate, taking in the familiar sight of an empty front area and the barren, slightly graffitied building. I run my hands over my uniform, smoothing out any small creases. My gaze is fixated on the building, waiting patiently for Yukio to emerge. A breeze brushes past me, the fresh leaves on the branches of the trees rustle in movement. Despite it being spring, the air still carries the remaining chill of winter. It reminds me of him.

As many times as he had told me it wasn't entirely safe for me to show up here, he never stopped me and always came out to the front gate around the same time I was expected to arrive. Even if he won't openly admit it, I think he enjoys seeing me during the day and not just in the morning and afternoon, when he walks me to and from school. Recently, he has been sneaking me into the classroom he'd claimed. Spending the small time we have together in there, him practicing his most recent melody on his guitar and just talking about each other's day or what we might do after school. When I'd brought up that it was probably more dangerous for me to be inside of the school, he simply shrugged and said he wouldn't let anything happen to me.

It'd been about a year since we started dating, he'd always been a quieter, yet passionate person. He always tried his best to make me feel valued, especially after he had bluntly told me he was in love with me four months into our relationship. Which I, of course, reciprocated. I'd kept everything he'd ever gotten for me and loved them like it was a small piece of himself, even drying the bouquets of flowers he got me occasionally, displaying them on my bedroom wall above my desk. For our six month anniversary, he had written me a song and played it for me while we enjoyed the sunset on the beach. It was the most romantic thing I'd ever experienced, knowing how much effort he put into our relationship only made me fall harder for him.

I'm drawn back to reality by another gust of cold air and I turn my head towards the school once again, taking note of a few students on the roof waving at me, I give a friendly wave back, immediately recognizing the seven figures. I'd met Yukio's band of friends many times before, the first being when he had brushed them off to come meet me at the gate and they followed him out. Now every time I come by at lunch, they appear up on the roof of the school, giving an acknowledging wave and a few teasing yells to their friend.

Finally as I look back towards the entrance of the school, I see Yukio. His signature spiked hair and glasses are so familiar to me now, even after seeing him without either before. It's so natural the way a small smile rises to my lips as he mirrors my expression. He comes to a stop in front of me, bringing his hand out to grasp mine softly.

"Hi sunshine, were you waiting long?" He asks with a bob of his head as he talks. Using his free hand to pushes up his glasses that began to tilt down slightly, fixing his gaze on mine.

"No, only a few minutes" I respond, a shake of my head following, my skin warming against his touch. I can smell the scent of a cigarette on him as I inhale a short breath, it mixes with the smell of the pine that seems to linger on him from the soap he uses.

"A few minutes too long, it's not safe for you to be out here alone" His voice is as soft as ever yet it holds the protectiveness that seems to cling to him. I let a small smirk cross my lips as he looks down at me in seriousness.

"You say that every time and yet you complain when I'm not here by the time you come out" I remove my hand from his, crossing my arms over my chest as I shoot him a playful look.

Yukio looks down at where our hands were once joined, his palm still lingering in the air. His gaze is then on me, expression as if I'd just spat in his face. I narrows my eyes at him, trying to read his facial features. He looks between my crossed arms and his hand for a few seconds and before I can respond, he crosses his arms over his chest as well, mirroring my stance.

"What? You got a problem" My voice is light as I joke, unfolding my arms as he shakes his head in a stiff jerk. His face seems as neutral as usual but I can see the small, suppressed smile that curls at the corner of his lips.

"No, not at all" He stops for barely a second, looking out at the street defiantly. "My girlfriend just doesn't love me anymore is all" He says as calm as can be while my jaw drops, my mouth agape as I stare at him. And although he refuses to look at me, the restraint of his forced ignorance is visible in the way he sways in his spot.

"You can be so dramatic sometimes" I respond with a giggle, his behavior more than amusing right now. I step towards him to get in his line of sight but he begins to slowly turn away once again. I persist as we carousel around each other, him turning around as I follow and try to meet his gaze, going one way then the other.

"Hey!" I laugh out in surprise, stopping in my tracks as he turns directly to me and places his hand on my forehead. A smile breaks from his lips and I can't help but enjoy it, there was always something so surreal about seeing him grin so widely, like I was in a dream. It was rare for him to break his apathetic and closed off exterior, but it was always show stopping when it happened. He'd never failed to charm me by just being himself, not that I think he'd ever take credit for it.

He's lets his hand slide down to my cheek, his palm warm against my skin once again. His expression softens and he looks at me like I'm the only thing that exists to him and maybe I'm starting to believe I am. His thumb strokes over my cheek once, before he removes his hand completely, placing it into his pocket as he offers his elbow to me. I circle his arm with a smile, remembering we still have our routine to complete. Go to the corner store, get something to eat and enjoy it together before we have to go back to our respective areas.

"And I do love you, thank you very much" My voice comes out in a small huff as we begin our walk. He keeps his steps in time with mine, taking care to not go too fast. "I promise" I add softly, sincerely.

His only reaction was the small smile that rises to his lips again, the tilt of his head downwards to hide it and the way he brings his arm closer to himself, drawing me closer into his side. I smile as well, a mutual understanding that we know, know that it's true and that it's what seemed to overwhelm both of us everyday. I lean my head on his shoulder, our walk continuing as the world around us passes.

[wakingfromthewater]

Los Angeles – David Huerta, President of SEIU California and SEIU- United Service Workers West was injured and detained at an ICE raid in Los Angeles today while exercising his First Amendment right to observe and document law enforcement activity. **UPDATE FRIDAY 6/6 AT 5:30PM: David Huerta, President of SEIU California and SEIU- United Service Workers West, has been released from the hospital where he was treated for injuries sustained during his arrest and at this time remains in custody. He made the following statement: “What happened to me is not about me; This is about something much bigger. This is about how we as a community stand together and resist the injustice that’s happening. Hard-working people, and members of our family and our community, are being treated like criminals. We all collectively have to object to this madness because this is not justice. This is injustice. And we all have to stand on the right side of justice.” Tia Orr, Executive Director of SEIU California, made the following statement: “SEIU California members call for the immediate release of our President, David Huerta, who was injured and detained at the site of one of today’s ICE raids in Los Angeles. He is now receiving medical attention while in custody. “We are proud of President Huerta’s righteous participation as a community observer, in keeping with his long history of advocating for immigrant workers and with the highest values of our movement: standing up to injustice, regardless of personal risk or the power of those perpetrating it. “We call for an end to the cruel, destructive, and indiscriminate ICE raids that are tearing apart our communities, disrupting our economy, and hurting all working people. Immigrant workers are essential to our society: feeding our nation, caring for our elders, cleaning our workplaces, and building our homes.” ### Over 750,000 Californians make up SEIU in California; we work throughout the state, in all 58 counties, and we represent California in all of its diversity. We are social workers, nurses, classroom aides, state workers, security officers, college professors, home care workers, janitors, doctors, and more. The Los Angeles Rapid Response Network (LAARN) has scheduled a news conference in response to today’s raids for 4pm today at the LA Federal Building. LAARN is a coalition of local and national organizations working together to protect immigrants from enforcement actions, defend constitutional rights, and provide legal and social services.

[transmutationisms]

sorry could you explain your chatgpt essay thing again? i get the general gist of it (who cares if they cheat) but i still cant grasp it entirely as someone who hasnt experienced the college system 💔 i had thought that essays were a foundational part of undergrad education? and so cheating on that part would essentially mean that: a) their education/understanding is "invalid" b) it discredits the work of other people in the same system/their classmates c) their future publications/written work in academia are going to be of worse quality d) in cases of people going to non academia jobs, like being a doctor or a lawyer, this would negatively impact their clients e) they have bad work ethic = will not survive job industry

my guesses are that just in general theres no direct correlation between these things but ppl assume there will be? and that if a plagiarized essay ruins everything then the system wasnt rlly that good?

the only one im rlly unsure of is the second one, but i suppose thats always been a problem with any type of academic cheating amongst peers, and will persist unless academic rankings/validation of excellence/general attitudes toward "success" r also banished. still, while i rlly dont care abt anyone i know cheating on stuff like this lol, i cant help but empathize w students struggling under that same system feeling frustrated. tho Man seeing the lack of empathy they, in turn, can have with chatgpt users. idk, is it just a lose lose situation until you get through the system?

ok sorry again and also thanks

hi, no worries. let me try to break down my position here.

i had thought that essays were a foundational part of undergrad education

i mean, this varies widely by course / degree / department. but, even when it's true, it doesn't mean that the essay is inherently a valuable or helpful exercise. undergrad essays tend to ask for one of a few very formulaic responses and ways of structuring an argument. essays also often have a specific prompt, which can be better or worse in terms of its potential to generate engagement with the course / material. often professors who are getting a lot of chatgpt essays turned in are designing essays poorly (ie, asking for the types of formulaic responses that students find unengaging and unhelpful for their own academic development), and / or failing to provide instruction and support in how to actually write an essay.

on a more fundamental level, we often take for granted that essays are and should be foundational to an undergrad education, but i simply don't think this is self-evident or always true! what are we training students to do, and why? there are certainly jobs, career paths, and academic research areas in which essay-writing is an important skill. there are others in which it's not. the assumption that all undergrads need to demonstrate the same sorts of writing skills says more about the university and what pedagogues value than it does about those students' actual chances for future career success / financial stability. if we're designing assignments that, for many students, are mere hoops to jump through, then we shouldn't be surprised that many of them find ways to make the hoop-jumping faster and easier.

so cheating on that part would essentially mean that: a) their education/understanding is "invalid"

again, what i'm trying to get at here is larger questions about what we value in education, and why. it's true that if you don't practice writing the type of essay the academy demands of you, you won't learn that skill. but, why do we assume that skill is useful, valuable, or necessary in the first place? how many people actually need to write that way outside of undergrad classrooms? even for those who are intending to pursue a career in academia, the writing taught in undergrad should be, at best, a stepping-stone on the path to more effective and interesting means of written communication. once again, if the skill being mandated by the university is not useful for students, it should not be surprising that many of them resent having to demonstrate it, and turn to tools like chatgpt instead.

b) it discredits the work of other people in the same system/their classmates

this is an argument that many educators make, and i wholeheartedly disagree with it! first of all, i simply do not believe that student a's academic performance is relevant to the assessment of student b's. if a professor is grading that way, that's terrible grading and a terrible pedagogical philosophy. if a student has learned something from their coursework, that shouldn't be undercut or devalued by anything that their classmates have or haven't done.

what this type of argument points to on a deeper level is the fact that university degrees have acquired a sort of double meaning. although the university likes to propagate high-minded rhetoric about the intrinsic value of education, the degree granted is a class barrier that serves to allow certain people access to certain (usually promised to be higher-paying) jobs, and bar others from these jobs. this is a large part of what i'm talking about when i say that the university serves to perpetuate and enforce class stratification. and their narrative about degrees being markers of individual merit and achievement is undercut by the fact that they also plainly fear losing prestige status by granting degrees to those students considered 'unworthy'. if you can make it through an undergrad education without learning the skills the university purports to teach, that's a pretty massive indictment of the university—which, remember, is collecting a lot of tuition money for these degrees.

c) their future publications/written work in academia are going to be of worse quality

lots of assumptions baked in here—that undergrad essay-writing teaches 'good' (effective / clear) writing; that many academics don't already write poorly by these metrics; that aspiring academics have no other way of learning written communication skills (eg, outside of the academy, or in grad school).

d) in cases of people going to non academia jobs, like being a doctor or a lawyer, this would negatively impact their clients

firstly, i would again point out that in many non-academic jobs, academic writing is simply not a necessary skill; secondly, in both of the examples you cite here, these are people who need to go through a lot more schooling and training after undergrad, where they pick up what written communication skills they actually do need (eg, legal writing looks nothing like standard undergrad essay-writing anyway); thirdly, MANY people getting an undergraduate degree are intending to pursue jobs for which they need neither undergrad essay-writing skills, nor further higher education—there are so many reasons a person might want / need a college degree, and so many careers in which this specific academic skillset is simply not relevant for them.

e) they have bad work ethic = will not survive job industry

again, i think this is making some pretty big unstated assumptions! in general i don't really think that 'work ethic' (or the related 'laziness') is a useful way to try to evaluate people's behaviour, and this is a good example of one way in which it fails. if, like i said, we are dealing with a system in which people are told they need to receive a degree in order to have access to jobs they want and financial stability they need; and in which many of them are being forced to demonstrate a specific writing skill they may never need again and may have no interest in; and in which they are often not even receiving adequate training and help to learn and demonstrate that skill, even if they do want to; and in which they may be working other jobs, caring for family members, dealing with disabilities the institution does not provide support for, or any number of other life circumstances that make schoolwork difficult at best to complete; and in which a tool exists that may be able to help them complete some of this work freely and quickly... like, i simply do not fault students for using that tool!

there are so many points of failure in this system long before we get to this moment: the increasing pressure to get a college degree in the first place; the poorly designed curricula that prioritise skills considered 'standard' (for whom? why?) over skills that students actually need or want to acquire; professors who don't actually teach students how to write, yet expect them to turn in essay assignments anyway; specific essay assignments that are uninteresting and / or unhelpful to students; lack of support for students who are struggling with their workload or assignments in any number of ways (and no, 'come to office hours' is not adequate support for so many students and situations).

i simply do not care about people 'cheating' a system that is so fundamentally broken and unjust. it doesn't matter. the ability to write an undergrad essay is such an incredibly trivial and specific skill, and one that most people simply do not need. it doesn't make a person generally 'smarter' (fake concept) and certainly does not make them any more competent at the vast majority of jobs, careers, or general life skills. even for those very few who do need to know this specific thing, i reject the assumption that the university is the only way to learn it, or even a particularly effective way. once again, if chatgpt is successfully completing assignments, maybe those assignments weren't very good in the first place! and even the theoretical amazing professor is simply not able to counter all of the structural issues and inequities in the university system that produce students' desire to turn to tools like chatgpt in the first place. the textbot itself is simply not the issue here.

[finchwell]

Information-Seeking Behaviors of the Queer Artist Community

This is where I actually started being able to research the topics for class. Since this classes whole deal was information behaviors, I needed to take the initial research I did and apply it to the community I had chosen. Essentially, this would be reworked into my thesis for the final project for the class.

-------

Learning and information-seeking behaviors do not need to happen in a classroom or as the result of hours pored over a textbook in dim and unflattering lighting. Spink and Cole (2006) argue that “non-library methods of user information seeking, where the user seeks information through so-called informal channels like talking to relatives or work colleagues, were preferred by the user over accessing information systematically through formal channels made available to the user in the library” (Spink & Cole, 2006). Queer artists especially use social based information-seeking behaviors to explore their craft and gain insights into their own identities and health.

Cobbledick uses a series of interviews with artists and years of personal experience to highlight how artists rely on each other in their efforts to “obtain technical information and information about developments and the local art scene” (343). The starving, isolated artist trope proves to be inaccurate time and time again, as Cobbledick notes that her subjects have diverse needs that require “access to the universe of knowledge…and libraries that would meet their information needs must become access points to that universe” (365). She also notes that while artists make great use of library resources, much of their “substantial use of libraries and print materials” (343) were not related to art.

In the queer artist community, art making is only half of the equation. LGBT+ individuals rely on community, online and offline, to find and develop friendships and partnerships, supplement individual knowledge bases concerning sexual health and identity, and discover LGBT+ events and services. DeHaan et al. conducted interviews with diverse participants to identify themes and behaviors in LGBT+ youth. While the interviews were conducted with individuals ages 16-24, the idea that “LGBT youth may fear being judged, secluded, or victimized due to their sexual orientation” (422) can certainly be argued as a universal concern. DeHaan et al. continue that this fear of isolation “[and] lack of support, along with the limited availability of LGBT peers and potential romantic partners may lead youth to seek online relationships” (422). It’s important to note that this study gathered participants from “a large, Midwestern city” (423), and while cities are, by definition, more diverse and densely populated than rural areas, this author posits that the experiences of these youth may be different than a coastal city with a higher population density and more progressive and comprehensive social support programs. DeHaan et al. conclude that “the Internet allows for easy access to information and support that enhances the quality of LGBT youths’ offline experiences. Simultaneously, youths’ offline lives also shaped the ways they used the Internet” (432). DeHaan et al. also note that “using the Internet for socialization was common in our sample” and that “our findings highlight the value of Web sites that provide information on both online and offline resources and support” (432).

While none of these studies focus specifically on queer artists, the common center of the Venn diagram depicting the information seeking behaviors of LGBT+ individuals on one side and artists on the other would list social and activity-based methods at the forefront. This supports Hartel in emphasizing long-lasting and intense activities as the foundation for the serious leisure information-seeking behavior theory. Further, Hartel (2003) cites Stebbins, stating that serious leisure activities do not happen in a bubble. “Activities happen in cultures with histories, values, and performance standards among other social forces” (Stebbins, 2001, pp. 6-10). We know from DeHaan et al. that what LGBT youth will engage with depends entirely on the existence or lack of a support network, the resources they have access to, and the ease of access to the resources they may need, to the point that if they do not have these resources in their offline life they will seek them out until they are found in online spaces (422). Artists use similar social-based methods, with Cobbledick finding that artists who work in site-specific canvases will need to research and engage with the local history, culture, and particularities (including other artists) to hone their skills, produce their work, and understand the local art scene (343).

Resources

Cobbledick, S. (1996) The information-seeking behavior of artists: Exploratory interviews. The Library Quarterly, 66(4), 343-372.

DeHaan, S., Kuper, L. E., Magee, J. C., Bigelow, L., & Mustanski, B. S. (2013). The Interplay between Online and Offline Explorations of Identity, Relationships, and Sex: A Mixed-Methods Study with LGBT Youth. The Journal of Sex Research, 50(5), 421–434. https://doi.org/10.1080/00224499.2012.661489

Hartel, J. (2003). The serious leisure frontier in library and information science: hobby domains.

Knowledge Organization, 30(3/4), 228–238. https://doi.org/10.5771/0943-7444-2003-3-4-228

Stebbins, R.A. (2001b). Serious leisure. Society, 38(4), 53–57.

Spink, A. & Cole, C. (2006). Human information behavior: Integrating diverse approaches and information use. Journal of the American Society for Information Science and Technology 57(1). 25-27.

[conniephleb]

Kickstart Your Career: How to Train as a Phlebotomist and Master Essential Skills

Kickstart Your ‌Career: How to Train as a Phlebotomist and Master Essential Skills

Are you looking to begin a rewarding​ career in healthcare? Becoming ‍a phlebotomist⁢ might be​ the perfect path for you! This article will guide⁢ you through the training process,⁢ essential skills you ​need to master, and how to excel in your ‍role as ⁢a phlebotomist. Let’s dive in!

What is a Phlebotomist?

A phlebotomist‌ is a healthcare professional who specializes in drawing blood from patients for various medical⁢ purposes,⁤ including lab testing, transfusions, ​and donations. They play a crucial role⁢ in diagnosing and monitoring illnesses, making their skills vital ‍in the​ medical field.

Benefits of⁢ becoming a Phlebotomist

High Demand: There is a growing need for skilled⁤ phlebotomists in hospitals,⁣ clinics, and laboratories.

Short‍ Training Period: Training programs typically last just a few months, allowing ⁢for a quick entry into the workforce.

Job⁢ Stability: The‌ healthcare ⁣sector ‌is known for its stability, providing long-term job security.

Flexible Work Hours: ⁤ Many⁢ phlebotomists can find shifts that accommodate their lifestyle, including part-time ⁤roles.

Steps to Train as a Phlebotomist

1. Research Local Requirements

The first step in becoming a phlebotomist is to research the requirements in your area. While many states do ​not require formal ⁣certification, having it may increase ​your ‌job prospects. look into your⁤ local health department or professional associations for guidance.

2. Enroll in a​ Phlebotomy Training ​Program

Choose a reputable program accredited⁣ by a recognized institution, such as ​the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS).Training programs ​often include:

Classroom Instruction: Covers anatomy, safety procedures, and infection control.

Hands-On Training: Provides practical ‍experience in drawing blood.

3. Gain⁣ Clinical ‍Experience

Many programs require students to complete⁣ a certain⁣ number ‍of blood draws under supervision. ​This practical training is crucial for developing the‍ confidence and skills needed ​in a real-world setting.

4. Obtain certification

While ⁣certification is not mandatory in all states, it significantly enhances job prospects. Options for certification include:

American‌ Society for Clinical ���Pathology (ASCP)

National⁤ Healthcareer Association (NHA)

5.Apply for Phlebotomy Jobs

After completing your training and obtaining certification, it’s time ⁤to start applying for positions. Tailor your resume to‌ highlight your training, skills, and hands-on experience.

6. Continuous Education

Stay updated on industry changes and continue your education⁢ to keep your skills sharp. Many ⁢employers offer ongoing training opportunities.

Essential Skills to Master as a Phlebotomist

Skill

Description

Communication Skills

Effective communication with‍ patients and healthcare staff is essential⁣ to ensure a‌ smooth process.

Attention to Detail

Being meticulous ensures⁢ that the blood samples are collected and handled correctly.

Technical Proficiency

Understanding how to use various equipment and techniques safely and⁤ effectively.

Empathy and Compassion

Building rapport‍ with patients ‌can alleviate their anxiety and make the process smoother.

Time ‍Management

Managing time efficiently to accommodate multiple ⁣patients while maintaining quality care.

Real-Life‍ Experiences: Insights‍ from Working Phlebotomists

To provide you‍ with real-life insights,we spoke to several experienced phlebotomists who shared their journeys:

Maria,5 Years⁣ Experience: “I love interacting with patients‌ and helping them feel at ease. It’s rewarding ‌to know that my work contributes directly to their health.”

John,Certified Phlebotomist: “after becoming certified,I⁢ noticed a marked increase in my job opportunities. Employers really value that certification.”

Linda, Hospital Phlebotomist: “Time management is essential. I often juggle collecting ‍samples for tests while ensuring patients feel comfortable.”

Practical Tips ⁢for Aspiring Phlebotomists

Practice on dummies: ⁢ Use training equipment to practice blood draws to build your confidence.

Network: Connect with professionals in the field through social media and local organizations.

Stay Calm: Anxiety ⁣can be⁢ contagious;‍ staying calm can definitely help ease your patients’ nerves.

Follow Safety Protocols: Always adhere to safety guidelines to protect yourself and your patients.

Conclusion

Training as a ‍phlebotomist offers a fulfilling career in the healthcare field, ⁤armed‍ with vital skills and knowledge.Whether you’re just ⁤starting your journey ⁣or looking to enhance your qualifications,following the steps outlined ⁢in this guide will ‍set you on the right path ⁤to success. Remember, with dedication, empathy,⁤ and ⁣continuous learning, you can master the art of ⁤phlebotomy and make a notable impact in the lives of your patients!

https://phlebotomytrainingcenter.net/kickstart-your-career-how-to-train-as-a-phlebotomist-and-master-essential-skills/

[dailyanarchistposts]

Dissent and co-operation

Then she moves to the country and western world, describing the Milton Keynes Divided Country and Western Club, going strong in Bletchley since the mid 1970s. The club's name, she says, indicated certain options. One of these was in dress: 'divided' between those who chose to come dressed 'just as you like' and those who preferred 'western dress'. Either was acceptable, and around half had opted for one or another version of 'western' gear which could range from a token cowboy hat or scarf or to the full regalia. "In contrast to rock and jazz events," she explains, "the audience sitting round the tables was family based, with roughly equal numbers of men and women, several children, and people of every age from the twenties upwards, including middle-aged and elderly people; only the late teenagers were absent. It was a 'family night out' ... the secretary welcomed individual visitors from other clubs to interest and smiles from his listeners — an established custom in country and western clubs, in keeping with their general atmosphere of friendliness and personal warmth".

She makes it sound almost like a meeting of a religious sect like the Shakers in nineteenth century America: "As the evening went on, more and more people got up to dance, adding to and developing the music through their rhythmic movements in the dance — one of the age-old modes of musical expression and appreciation. The atmosphere was relaxed and unselfconscious. and most people whatever their age, sex or build looked remarkably carefree as they danced to the band-the middle-aged woman with her tight jeans, jersey and big leather belt over her well-rounded bulges, the visiting technician and grandfather with his broken smoke-stained teeth, gleaming gun and cowboy gear, the young wife out for the evening with her husband, drawn in by his general interest in country and western music and now sharing his enthusiasm - and scores of others."

The country and western world was a co-existence of people interested in the 'western' aspects and those who most valued the music. This co-existence was summed up in the very name of the Milton Keynes Divided Country and Western Club, which as Dr Finnegan says, at first sight suggests dissension, but in practice symbolises fruitful co-operation and an ultimate sharing of interests between these wings of the country and western world.

She moves on to another musical scene, rock and pop, a catch-all phrase since meanings and definitions are always shifting with what Derek Jewell calls the continual flux of the vocabulary of popular fashion. Dr Finnegan describes how "Milton Keynes was swarming with rock and pop bands. They were performing in the pubs and clubs, practising in garages, youth clubs, church halls and school classrooms, advertising for new members in the local papers and lugging their instruments around by car or on foot. There were probably about 100 groups, each with their own colourful names and brand of music ... From the amount of time, trouble and (in many cases) money the players invested in their music, and from their own comments, it was clear that they got great social and personal satisfaction from their band membership - 'making people listen to what you say' and 'finding a way to express ourselves' - rather than regarding it primarily as a profitable enterprise ... The players' ages, educational backgrounds and occupation were more varied than most of the generalisations about modem rock music and youth culture might suggest."

She is greatly sceptical about the succession of scholarly writings about mass culture, one influential group seeing it as "essentially ruled by the market place, soporific and non-artistic, delivered by non-creative and commercialised performers to passive and brain-washed mass audiences," another group of Marxist critics seeing it as dominated by a capitalist power elite, while yet another declares that it is a "cultural struggle" with "the working class struggling to assert their own radical claims against the capitalist world" - a form of working-class youth protest.

These views obviously aren't convincing when applied to "the amateur grass-roots local performers and their face-to-face audi-ences," but all the same, "local participants and observers were still to some extent affected by this series of assumptions and were prepared from time to time to make effective use of such images as their own publicity".

Her own conclusion is that "the most prominent single characteristic of rock players in Milton Keynes - apart from their variety - was their interest in expressing their own views and personality through music-making: a stress on individuality and artistic creation which accords ill with the mass theorists' delineation of popular music". A striking feature she saw running through all the bands was a sense of personal pride and achievement. Her final word on them was that in such bands "their members felt they could really make some individual mark ... in contrast to the hierarchies and insecurities of school, work or the social services, playing in a band provided a medium where players could express their own personal aesthetic vision and through their music achieve a sense of controlling their own values, destiny and self-identity."

[mariacallous]

This bruising presidential election is finally over, and it has taken a toll on our country and all of us in it. In particular, our youth have witnessed growing polarization and political vitriol, and they were already in a bad way, facing unprecedented levels of mental health problems. Schools have a major role to play in supporting them as we move forward. One way they can do this, and contribute to strengthening our democracy, is to engage students in civic reasoning and discourse at school.

The National Academy of Education defines civic reasoning and discourse as the rigorous examination of evidence and multiple perspectives around meaningful personal and societal issues to seek consensus or compromise on the issues through discussion and debate. These are essential capacities youth must develop to sustain a functioning and equitable democratic society, and so should be among the central aims of education—now more than ever. Additionally, new research shows that, because it is at once cognitively difficult and deeply emotionally powerful, engaging in civic reasoning supports healthy brain development in adolescents, which in turn predicts life satisfaction and achievement in young adulthood.

But what does civic reasoning and discourse look like in classrooms? One example is when a group of eighth graders in New York City and another in rural Virginia come together through writing letters and virtual meet-ups. As they learn about each other’s daily lives, they begin to see how “blue” and “red” communities in this country are similar and how they are different. By the end of the unit, they have read common texts and critically explored their perspectives on a topic that is important to them, such as gun rights.

Another example is when high school math students in Los Angeles apply statistical methods to a social issue they’ve identified, such as income and wealth distribution. They analyze trends over time and look at variables such as geographic location and workers’ rights laws in different states, as well as people’s education levels, gender, race and ethnicity. They present and debate what they find, which leads to deeper discussions about the values and intentions behind policies.

Aside from the academic and social skills students are building through this work, why are these classroom experiences so formative and essential for students? Civic reasoning develops youths’ abilities to think about the broader and longer-term implications of situations and issues. Such reasoning helps students think about multiple perspectives on issues and to wrestle with the complexity of real-world situations. And it does so in a way that feels deeply personally meaningful to youth. Civic reasoning, in other words, relies on what we are calling “transcendent” thinking—thinking that moves students to transcend current circumstances and specifics to search for deeper understanding, personal relevance, and possible solutions.

At the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE) we are showing that transcendent thinking also shapes brain development in beneficial ways. In a five-year study published in Scientific Reports, we interviewed 65 diverse high school students about their reactions to true stories of teens’ compelling situations around the world. We also scanned the students’ brains that day, and again two years later, and followed the students into young adulthood. The more the students reflected on the bigger civic issues at stake–that is, the more they demonstrated transcendent thinking and reported being strongly emotionally engaged–the more the students had grown their brains when they returned for the second scan. In turn, those students who grew their brains more, from the first to the second neuroimaging scan, showed stronger identity development in their late teen years, measured as the degree to which a teen reported that they think about who they are and what they stand for, and about the kind of adult they would like to become. As young adults, they reported better life satisfaction, relationships, and achievement. Importantly, the results of our study were not related to IQ, socio-economic status, gender, or ethnic background.

This brain growth likely happens because, as teens reflect on civic issues, they coordinate brain systems involved in focused attention and planning, memory, emotion, and reflection—the same brain networks involved in creativity and out-of-the-box thinking, learning, self-awareness, self-control, and ethical judgment. Notably, the patterns of brain growth identified seem to be the opposite of patterns associated in recent clinical research with adolescents’ development of mood disorders, depression, and anxiety. This may also be why the students’ transcendent thinking in our study helped to protect their brains against the negative impacts of witnessing neighborhood violence and crime. Ultimately, transcendent thinking for the teen brain may be like physical exercise for the body: The more they do it, the more they strengthen their social and cognitive skills, which also produces a myriad of collateral benefits.

With such clear benefits to our teens and to our civic landscape, we owe it to ourselves, to our youth, and to our country, to build more opportunities for civic reasoning and discourse into America’s schools. You may be thinking that our culture wars have already overtaken school board meetings and that “the other side” would never go for this. But everyone wants their voice to be heard, and their identities and experiences to be understood and valued. Our youth desperately want this too, and schools can help them share, empathize, and learn across their differences while critically examining issues that matter to them and to our collective future. Even if we can’t imagine ourselves having these conversations right now as adults, this is our time to step back from the brink–to let our youth think transcendently and take on the conversations that will secure the future of our democracy.

[blsworldschool11]

BLS World School: A Premier School for Holistic Education in Greater Noida West

Imagine a school where learning isn't just about textbooks and exams, but a journey of discovery, innovation and personal growth. Welcome to BLS World School, where we're not just educating students – we're transforming futures 🌟.

In the heart of Greater Noida West, BLS World School stands as a beacon of academic excellence and holistic development. But what sets us apart? It's our unwavering commitment to nurturing each student's unique potential through a blend of rigorous academics, innovative learning approaches, and a rich tapestry of co-curricular activities. From cutting-edge technology in classrooms to our diverse enrichment programs, we're redefining what it means to provide a world-class education.

Join us as we explore how BLS World School is shaping the leaders of tomorrow. We'll delve into our academic philosophy, uncover our innovative teaching methods, and showcase the remarkable achievements of our students. Get ready to discover why BLS World School is not just the best school in Greater Noida West, but a catalyst for transforming young minds into global citizens ready to take on the world! 🌍📚

BLS World School - An overview

About School

BLS World School stands as a beacon of educational excellence in Greater Noida West. As one of the top CBSE schools in Greater Noida West, it offers a comprehensive learning environment that nurtures students' intellectual, physical and emotional growth. The school's state-of-the-art campus features modern classrooms, well-equipped laboratories and extensive sports facilities, providing students with everything they need to excel.

Vision and Mission

BLS World School's vision is to empower students to become global citizens who are not only academically proficient but also socially responsible and ethically grounded. The school's mission revolves around:

Providing quality education that fosters critical thinking and creativity

Nurturing individual talents and abilities

Instilling values of respect, integrity and compassion

Preparing students for the challenges of the 21st century

By focusing on these core principles, BLS World School aims to shape well-rounded individuals who can contribute meaningfully to society and lead fulfilling lives.

Now that we've explored the foundation of BLS World School, let's delve into the specifics of its learning and academic programs, which form the cornerstone of its educational approach.

Learning and Academics at BLS World School

Foundation Stage (Age 3-8 Years)

At BLS World School, the Foundation Stage is designed to nurture young minds and lay the groundwork for future academic success. This stage focuses on developing essential skills through play-based learning and interactive activities.

Key Features:

Child-centered approach

Emphasis on social and emotional development

Introduction to basic literacy and numeracy

Preparatory Stage (Age 8-11 Years)

The Preparatory Stage at BLS World School focuses on strengthening foundational knowledge and introducing more complex concepts. This stage prepares students for the challenges of middle school.

Key Aspects:

Advanced literacy and numeracy skills

Introduction to foreign languages

Project-based learning to encourage critical thinking

Now that we've covered the early years, let's explore how BLS World School continues to foster academic excellence in the later stages of education.

C. Middle Stage (Age 11-14 Years)

The middle stage at BLS World School, recognized as the best school in Greater Noida West, focuses on developing critical thinking and analytical skills. Our CBSE-aligned curriculum is designed to challenge students aged 11-14 years, preparing them for higher academic pursuits.

Key Subject Areas

D. Secondary Stage (Age 14-18 Years)

At the secondary stage, BLS World School offers a comprehensive CBSE curriculum tailored for students aged 14-18 years. Our diverse subject offerings ensure that students receive a well-rounded education, preparing them for higher studies and future careers.

Core Subjects

Co-Curricular (Enrichments) at BLS World School

CONQUEST

CONQUEST, an integral part of BLS World School's co-curricular activities, is designed to challenge students' intellectual and creative abilities. This annual inter-school competition brings together young minds from across Greater Noida West and beyond, showcasing their talents in various fields.

Literary events: Debates, storytelling, and creative writing

Performing arts: Dance, music, and drama performances

Visual arts: Painting, sculpture, and digital art exhibitions

STEM competitions: Science projects, robotics, and coding challenges

CONFLUENCE

CONFLUENCE is BLS World School's annual cultural festival, celebrating diversity and fostering unity among students. This vibrant event showcases:

Cultural performances representing various regions of India

International food stalls and cultural exhibitions

Interactive workshops on traditional arts and crafts

Guest lectures by renowned personalities from diverse fields

BLSWSMUN - CONCLAVE

The BLS World School Model United Nations (BLSWSMUN) - CONCLAVE is a prestigious event that simulates the United Nations, providing students with a platform to:

Develop diplomatic skills and global awareness

Engage in debates on pressing international issues

Enhance research and public speaking abilities

Network with peers from other top CBSE schools in Greater Noida West

CONVERSE

CONVERSE is an innovative program designed to improve students' communication skills and broaden their perspectives. Key features include:

Regular Ted-style talks by students and invited speakers

Debate clubs and public speaking workshops

Language exchange programs with international partner schools

Media literacy and digital communication training

HOUSES & CLUBS

BLS World School's house system and clubs play a crucial role in nurturing students' talents and fostering a sense of belonging. These include:

Four houses promoting healthy competition and teamwork

Academic clubs: Science, Mathematics, Literature, and History

Arts and culture clubs: Music, Dance, Drama, and Fine Arts

Sports clubs: Cricket, Football, Basketball, and Athletics

Social responsibility clubs: Environmental, Community Service, and Entrepreneurship

These co-curricular activities complement the academic curriculum, ensuring holistic development and preparing students for future challenges. Next, we'll explore the innovative learning approaches that make BLS World School stand out as the best school in Greater Noida West.

Conclusion

BLS World School, recognized as the best school in Greater Noida West, is committed to transforming futures through its innovative learning approaches and comprehensive academic programs. From the Middle Stage to the Secondary Stage, students are exposed to a diverse curriculum that fosters critical thinking, creativity and practical skills. The school's emphasis on co-curricular activities and enrichment programs ensures a well-rounded education that extends beyond traditional academics.By prioritizing holistic development and academic excellence, BLS World School prepares students for success in an ever-changing world. As Greater Noida West's premier educational institution, it continues to set the standard for quality education, nurturing young minds to become future leaders and global citizens. Get Admission in BLS World School to give your child the best foundation for a bright and promising future.

[rishikul-123]

Best CBSE residential schools in India

Choosing the right school for your child is one of the most critical decisions parents make, especially when considering residential schools that offer comprehensive education and holistic development. Among the top contenders in India, Rishikul Vidyapeeth stands out as one of the best CBSE residential schools, providing a nurturing environment that balances academics, extracurricular activities, and moral values.

Why Choose a CBSE Residential School? The Central Board of Secondary Education (CBSE) is one of India’s most preferred educational boards, known for its well-structured curriculum that prepares students for competitive exams like IIT-JEE, NEET, and more. A residential CBSE school combines this robust academic framework with the benefits of a boarding environment, fostering independence, discipline, and a strong sense of community among students.

Rishikul Vidyapeeth: A Legacy of Excellence Rishikul Vidyapeeth has earned a stellar reputation for its commitment to academic excellence and holistic development. Here’s what makes Rishikul Vidyapeeth a top choice for parents:

Academic Prowess Rishikul Vidyapeeth follows the CBSE curriculum, which is renowned for its rigorous academic standards. The school boasts highly qualified and experienced teachers who employ innovative teaching methods to make learning engaging and effective. Regular assessments, smart classrooms, and personalized attention ensure that every student reaches their full potential.

State-of-the-Art Infrastructure The campus of Rishikul Vidyapeeth is designed to provide a conducive learning environment. Modern classrooms, well-equipped science and computer labs, and an extensive library offer students the resources they need for academic success. The school also has excellent sports facilities, art studios, and music rooms to encourage extracurricular participation.

Holistic Development At Rishikul Vidyapeeth, education goes beyond textbooks. The school emphasizes the importance of extracurricular activities, including sports, arts, and cultural events, ensuring that students develop well-rounded personalities. Leadership programs, debate clubs, and community service initiatives help students cultivate essential life skills and social responsibility.

Focus on Moral Values and Discipline A unique aspect of Rishikul Vidyapeeth is its emphasis on instilling moral values and discipline. The school environment promotes respect, empathy, and integrity, preparing students to be responsible and ethical citizens of the world.

Safe and Supportive Boarding Environment The residential facilities at Rishikul Vidyapeeth are second to none. The school provides comfortable dormitories with 24/7 supervision, ensuring the safety and well-being of all students. Trained staff and counselors are always available to support students' emotional and psychological needs, creating a home-away-from-home atmosphere.

Alumni Success Stories The success of any educational institution is reflected in the achievements of its alumni. Rishikul Vidyapeeth takes pride in its alumni who have excelled in various fields, from medicine and engineering to arts and entrepreneurship. The strong foundation provided by the school equips students to face challenges and succeed in their chosen careers.

Conclusion Choosing Rishikul Vidyapeeth as the academic and residential home for your child ensures a blend of quality education, moral upbringing, and personal growth. Its commitment to nurturing young minds and preparing them for a bright future makes it one of the best CBSE residential schools in India. If you’re looking for a school that offers a holistic approach to education, Rishikul Vidyapeeth should be at the top of your list.

Contact Rishikul Vidyapeeth today to learn more about admission procedures and how they can help shape your child’s future!