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invadernurse · 1 year ago

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Catching Flies (Revised) Ch. 20

Chapter 20: Close Encounters of the (?) Kind

Overall rating: Teen

Summary: You catch more flies with honey than vinegar. That’s what they say anyway.

Teacher!Reader makes the mistake of trying to help the two most troubled kids in your class. This leads to forming a science club, learning some childhood psychology, adopting an alien older than you, and somehow catching Professor Membrane’s interest.

Afab Non-binary Reader;

The reader does have a last name: Nemo– which means no-name.

Chapter One |Master post |Ao3

If you had thought Professor Membrane would allow you to go home-- where you would be unsupervised-- you were sorely mistaken. Any and all of your protests that you were perfectly fine and able to take care of yourself were quickly destroyed by his rebuttal that just because you appeared to ‘fine’ now didn’t mean something could occur through the night.

So once again you found yourself staying the night with the Membrane Family. Plus Zim, who like Membrane seemed to go on high-alert every time you winced from the headache that liked to suddenly go from a dull ache to a sharp stab. Zim would fuss while Membrane more or less dragged you back down to his lab for another round of tests and scans.

One would think you would enjoy the attention, especially from the professor himself. But in truth, it was overwhelming. To have people who cared enough to fuss over you wasn’t exactly something you typically dealt with. You had always relied on yourself and no one else. No one else had ever been around to care, let alone to the extreme of this.

An invader couldn’t rely or trust anyone but themself. To show weakness or compassion was a death sentence.

Despite currently being alone, you still tried to refrain from reacting to the stab of pain and renewed your focus on the homework you were grading.

You had tried to reason that grading assignments was a reason for you to return to your home, but Zim had quickly interjected that Gir could gather anything and everything you would need. Before you could protest, he had already ordered Gir via his pak backpack walkie-talkie. Less than ten minutes late, the tiny bot and Mini Moose returned riding a giant pig that vomited half of your apartment on the living room floor. Including the contents of your underwear drawer. Which had just added the cherry to the top of the horrible situation as your private garments fell at the feet of both your students and Professor Membrane.)

You should probably retire to the guest room and try to get a few hours of sleep, but the fact you kept getting caught up in your head meant you hadn’t finished half of the grading that you meant to. Instead the day replayed itself over and over in your head-- so much like the Expo. You had almost died--or worse. Why had you been so rash? To protect yourself? Or Zim? Either way, how was that going to play out? Once he was assured you were as okay as you hoped, you were sure Membrane would push for more answers.

Would this break his refusal to believe in extraterrestrials? Or would he accept the idea that two twelve year olds managed to do the impossible? What if he did finally push through that mental block and admit aliens were real? And that Zim was one of them? What would you do? What could you do?

Then there were the headaches. The flashes of memories and images that were not your own. Knowledge that you never learned. Your mind was rebelling against it, struggling to process and accept the information that had been forced in.

“While I was initially wary of you sleeping, you have proven to have no apparent brain injury that would contradict sleep, Mx. Nemo.”

You looked up from your computer and saw Membrane lingering at the doorway to his basement lab. You hadn’t heard the floor open, let alone him climbing the stairs.

“I need to finish grading,” you explained, rubbing your face to both wake yourself up and force your thoughts to focus. “I shouldn’t be longer than another hour or so.”

“It’s already two in the morning,” he said skeptically. “Sleep deprivation is scientifically proven to be unhealthy and will negatively impact your healing as well as your ability to function tomorrow.”

You shifted in your seat, feeling sufficiently chastened for a moment before remembering all of his own late-night emails. “You wouldn’t happen to be talking from experience, would you?”

There was a flush of color to what you could see of his face. “I may be a bit of a hypocrite,” he acknowledged. “However, that doesn’t mean I;m wrong. Especially considering the ordeal you've been through.”

You didn’t really think anything of him crossing the kitchen to check the bandage on the back of your neck--he had done so several times through the evening to assure there was no more drainage-- be it blood or cerebrospinal fluid. Yet, despite his repeated checking, it still gave you goosebumps as Membrane’s hands carefully pushed aside your hair, his fingers grazing your neck softly. You knew there was nothing but betal beneath his gloves, yet that didn't dampen the fact you found the gesture almost intimate in a way.

Maybe you should give into sleep after all.

“I’m still astounded and perplexed,” he whispered, tracing the edge of the dressing. You forced a wry smile, even though he couldn’t see you.

“I think the fact you all but admit that the fact I am not dead is a miracle has made that quite clear.”

“While I dislike the notion of supernatural intervention, you have somehow defied all ration expectations. But I am also talking about the idea of you volunteering for this experiment.”

Ah. You had just been pondering this situation as well.

“Yeah, I uh…” Nothing was coming to you, making you scramble for your words. ‘I was too trusting. Too worried about everything. Too impulsive.’ “I messed up,” you finally finished. “I'm sorry.”

“...science is as much as successes as it is learning from mistakes. I am thankful that this time there were no disastrous consequences.” Membrane took a seat next to you. “I have had time to review my earlier actions, and I do apologize for allowing that emotional outburst.”

Your brows knitted together as you frowned. “You mean back in the lab? Professor, that was nothing to apologize for…”

He shifted uncomfortably in his seat. “As a man of science, I should not allow my emotions to affect me like that.”

Without thinking, you took his hand in yours. “You may be a man of science, but you’re also just a man. One whose friend did something incredibly stupid and impulsive. If anything, I'm touched. I-I never really had others worry for me like that.”

Professor Membrane held your hand tightly for a long moment, silent as he reflected on your words. Maybe it was because you were finally able to reflect on the events yourself, but… your words were far more heartfelt then he probably knew. You weren’t exaggerating when you said that you hadn’t had anyone care for you like this. Not because of any duty or obligation like the foster homes and orphanages you had been shuffled through but because he genuinely cared for you.

If you weren’t already falling in love with him, the revelation alone would have had you falling heads over heels. As it was, it made your chest clench and a lump formed in your throat.

“The impending possibility of your death scared me in ways I’m not quite familiar with,” Professor finally spoke. “I have lost many coworkers to workplace accidents, but never have I felt the absolute terror I did seeing you like that.”

You recalled the intimate moment in the lab as he admitted to something familiar. Had anyone really cared if you lived or died before? Your parents certainly hadn’t, and everyone else was likely more concerned with the paperwork that would be involved.

Without thinking, you followed the impulse of your tired brain and stood, closing the distance between you and leaned over awkwardly to give him a hug. Before you could even begin to worry about stepping over a boundary, Professor Membrane wrapped his arms around you and pulled you into his lap, pressing you tightly against him. To say the least, you were more than a bit surprised, as well as flustered.

But oddly, you were also comfortable. When--if ever-- did you have someone hug you so tightly? Your heart was pounding while feeling so full and complete at the same time. You decided to just go with the flow and leaned your head against his shoulder. No words were spoken, leaving the kitchen peacefully quiet as you both took comfort in each other.

--+--

Your phone was ringing.

The other staff in the break room gave you an odd look, and you could hardly blame them. Here it was, seven in the morning, and your phone was letting out an overly cheery tone.

At least it was Friday.

"Uh, sorry," you apologized as you fished your phone from your pocket, embarrassment turning to worry when you saw it was Professor Membrane. You had just seen him a little more than an hour before as you rushed out the door-- Granted that had just been in passing with barely a hello and goodbye. After months of usually either skipping breakfast over having something very quick and easy, it had been a delight to wake up to a full breakfast of your favorites prepared by Foodio that you had lost track time.

When the professor had entered the kitchen, you coincidently were suddenly aware of how late it was and suddenly bolted out the door.

The little video screen popped to life with a faint blue glow. “Is everything okay?"

Professor Membrane tilted his head slightly, "I was actually about to ask the same question. I wasn’t able to ask before you left this morning, and wanted to be sure you didn't develop any issues through the night."

You blushed as you shook your head, still unused to the idea that he, or anyone else, worried about your wellbeing. "No, I'm… I'm good "

He didn't seem convinced as he tilted his head. "Are you sure? Headache? Double vision? Nausea? Photophobia?"

"Professor, I'm fine. I promise." You could see his shoulders slump slightly in relief, and then noticed how pale and frazzled he looked himself. "If anything, I'd say your the one looking a bit ill. Are you feeling okay?"

He glanced away, rubbing his neck, looking….guilty? "Er, I did not sleep the best."

You snorted at that, “Well, considering it was well past three am when we finally went to bed, I’m not that surprised. We could reschedule our plans later if you--"

"No, absolutely not." He interrupted, surprising you, and by the looks of it, himself as well. "I mean, there's no need for that, Mx. Nemo. I'll be fully rested and ready for this evening. As long as you are feeling up to it as well."

The bell rang, announcing that classes would soon begin. “I’ll be up to it, promise. But don’t push yourself too hard, okay?”

You could see the hints of a smile, as well as that decreasingly rare blush. "I'm positive. Not even another mass hallucination would stop me, Mx. Nemo. Have a good day and I'll see you this evening."

You smiled softly. "Alright, have a good night, Professor."

The call ended, and you finally became aware of the other teachers in the room. You half-expected it to be empty after the last bell, yet most of them were gawking at you. "What?"

"Are you dating Professor Membrane?" The art teacher hazard, one of the few you felt somewhat comfortable around.

"What?” you squawked, feeling your face burn with embarrassment. “No! We're just friends!"

"That’s not what it sounded like," someone teased, earning a few snorts and snide agreements. “Unless you’re talking about friends with benefits.”

"Oh good stars, that is not what happened!” You protested. “We are literally just friends!”

No one seemed convinced as they left the small breakroom to disperse into the chaotic halls, making you groan. You knew they liked to gossip as much as the students, meaning the whole school was going to think the worst by the end of the day.

You just prayed Zim and Dib never heard any of the outlandish rumors, else you would really be in trouble.

--+--

Boltzmann was sick and tired of you. It was bad enough that an adult believed in that 'special snowflake propaganda' but then you further aligned yourself with the students, and the oddballs and weirdos at that. But to hear the rumors of your ‘friendship’ Professor Membrane? Boltzmann felt sick as all he heard from his coworkers was gossip about you and the famous scientist, ranging from the innocent to the rather explicit.

If it was true-- and that was a huge if-- it was obvious you had somehow tricked or fooled him into thinking you were something you were not. He gagged just thinking how anyone could be attracted to you, and refused to believe that part of the stories were even remotely true

He was going to catch you in your lie. He was going to end this --end you-- once and for all. You had caused him far too much trouble.

After school he followed you on the public bus, and then to your apartment in one of the rundown parts of town. He felt unsafe as he watched people come and go, knowing exactly what kind of people lived in neighborhoods like this. People like you. People who tricked, lied, and stole to make their way through life. You weren't even probably meeting up with Professor Membrane! It was all just a trick to get people to respect you!

But then you exited the worn down apartment complex, dressed in something more casual than your teaching outfit, and Boltzmann sneered as you waved to a couple of your neighbors that were likely up to no good as they loitered around the stoop of the building.

He weaved in and out of the crowd as he followed you, hopping back on a bus headed towards your next destination. He kept his phone handy, ready to record evidence of your lies.

Except you led him to one of the newer downtown shops, simply named the Tea Room. It was hard for Boltzmann to remain unseen as you waited near the entrance, looking sketchy as you kept an eye out, but he managed to find a place behind one of the bus signs to watch.

Who were you actually meeting? What dirty little secrets did you have hidden up your sleeves?

So focused on you, he missed a familiar figure walk past him until you looked over and waved. Boltzmann froze, thinking he had been caught for a split second before realizing no, you wouldn't be so happy to see him. The realization came a second before he noticed the not-quite-metaphorical giant standing between you and him.

"I'm glad you didn’t have any trouble finding the place," Professor Membrane spoke as he approached you, leaving Boltzmann with his jaw nearly touching the ground.

"Of course not. Besides, I think Dib only reminded me a dozen times throughout the day," you laughed, looking happier than the science teacher had ever seen. "Everytime I turned around, there he was. Almost like he was trying to be ready for something. Well, him and Zim. I swear I had two extra shadows today between them."

"I should probably confess I asked Dib to keep an eye on you today for me," Professor Membrane confessed. “Though I probably should have expected him to be a bit… overly enthusiastic.”

It was really him. And he seemed to more than just acquaintances by the way his hand hovered near the small of your back as he ushered you into the small shop, your laugh chiming like the bell of the door. Boltzmann watched through the large windows with a muted sense of horror as you and the professor talked, seemingly at ease and familiar with one another while inspecting the shelves lined with different kinds of teas.

Okay. So back to his first thought-- you had obviously somehow tricked the leading scientist to believe you were something special. You probably roped those two brats as well, using his own son against him.

Fueled by rage (and maybe some jealousy), Boltzman gave up his cover and stormed into the tea shop, the soft bells clanging harshly as he threw open the door.

"Mr. Boltzmann?" You asked after a moment of silence fell over the little shop, confusion obvious on your face.

"You scheming, lying deceitful witch!" Boltzman sneered, pointing at you. "I knew you were trouble the first day when you tried to get us to use that silly title of yours!"

"What the hell are you talking about?" You snarled back, instantly on the defensive as you put your hands on your hips.

"Wait, is that Boltzmann the teacher Dib and Zim talk about?" Professor Membrane interrupted, looking down at you for an answer.

“Unfortunately,” you sighed as if Boltzmann was nothing more than a minor annoyance

No. He was going to catch you red handed and expose you as the fraud you were. Membrane wouldn’t be looking at you but him. "I don't know what stories she's told you," Boltzmann snarled, "but Miss Nemo is nothing more than a mediocre English teacher desperate for attention! She's always--"

"They." Professor Membrane interrupted, confusing Boltzmann for a moment. "And it's Mx. Nemo, not miss."

No. No no no. That couldn't be right! "You're kidding, right? She's obviously a woman, look at her!” He shouted as he gestured to you. “All this bullshit gender thing is just to get attention!"

Boltzmann had a moment of success as he watched your face turn red, though he wasn't sure if it was embarrassment or anger, but he didnt care. He caught you! You was going to expose you and get the attention--

"I thought you were the science teacher," Professor Membrane asked and he cheered for a second before realizing the scientist was still talking to him. "Surely you've studied biology past the high school level to understand the difference between sex and gender."

"I-I have, but there's not…" was he really going to argue? No, not with Professor Membrane, the man was the world’s leading genius. "But that's besides the point! She's not to be trusted! I've seen her hanging out with those troublemakers, and I know something fishy is up! There's no way Dib and Zim's parents are fine with them hanging around a grown woman all the time!"

You and Professor Membrane looked at each other, and Boltzmann felt ill. "You are aware Dib is my son," Professor Membrane stated slowly. "And I have been helping Mx. Nemo on their extracurricular projects. I have been very pleased with their influence over the boys, and think it is admirable that they have given so much time and effort into helping them. What I don't appreciate is your implication that Mx. Nemo had ulterior motives."

Boltzmann could only gape as he felt like everything was falling apart. This had gone wrong in so many ways. This was not how it was supposed to turn out! Professor Membrane was supposed to believe him, not you!

"I'm sorry, Professor," you spoke, turning towards him. "I know we planned on this just to be a time to destress and talk."

"No, no!" Boltzmann whined. "You-you can't actually be dating her! She's just-just one of those special little snowflakes! She's just an English teacher!"

"This isn't a date!" Both you and the professor defended, faces turning red. At least there was that.

"Why are you even here?" You shot back. "Isn't it enough I have to work with you and Meyer, now I have to put up with your phobic ass outside of work?! Can't you just leave us alone?"

"No! Because I don't trust people like you! You're obviously up to something! I don't know what it is, but I'll prove your not as good and innocent as you claim to be!" He may have lost this battle, but the war was far from over. He would uncover the truth and prove you were not what you seemed.

"I don't claim to be anything like that! I'm just trying to live my life, my truth, and help the kids that you decide aren't worth your time! You’re the only one claiming that I'm something I'm not!"

Boltzmann was about to point out you were trying to indoctrinate children with your so-called ‘truth’ when a large hand fell on his shoulder. Boltzman looked at the person that dared to touch him, but paled at the tall, muscular… woman? Man?

He wasn't sure, and too terrified to ask. "Sir, I'm going to need you to leave. You’re disturbing my guests."

"She started it!" Boltzmann tried to argue rather childishly despite knowing internally he had lost.

"No, sir. You did. Please leave before I notify the police."

--+--

"I can't believe him," you growled, covering your face in embarrassment after Boltzmann was escorted out by the owner of the teashop-- a tall burly transwoman the Professor had greeted as Madam Gappa.. Of all the things to happen today, that had not been one of the ones you had worried about. "I just, I'm so sorry, Professor. I know we've been looking forward to this, well at least I have been, and…"

"I refuse to let that ruin our meeting," he interrupted, his hand gripping your far shoulder reassuringly. "If anything, I believe we need this more. I know Madam Gappa has some blend to ease stress."

As if summoned by the mere mention, Madam Gappa appeared and smiled widely. "Only the best for my fellow tea lovers. I'll bring a nice selection if you want to take a seat in one of our rooms.”

You couldn't argue with that, not when the professor’s hand settled on the small of your back as he guided you towards the hallway that led to the sitting areas. It was so surprising how warm and large his hand was, easing the stress that had settled in your back without you noticing.

The back rooms were just like ones you had seen in television shows (okay, anime mainly.) Big enough for a central table, comfortable low couches and chairs surrounding. Some had their doors open, groups of friends laughing and chatting over a few steaming cups, while others had their frosted glass doors closed.

Once you reached a room and you were ushered in first, you expected that Professor Membrane would sit across from you. But no, he settled into the bench next to you, not necessarily crowding you but close enough you could feel his warmth.

He shifted to face you, and you turned even more as he cupped your face, studying your face intently.

And then suddenly a small pen light shined in your eyes, making you flinch from the suddenness. His grip only tightened slightly, just enough to keep you still. "I just want to check your neurological signs right quick."

"Professor," you sighed, but didn’t offer any other objections as he checked your eyes with his pen light, and had you follow his finger back and forth, up and down. Or when he carefully checked the puncture wound on your neck, trying to ignore the goosebumps caused by his hands gently touching the sensitive skin, brushing it almost tenderly as he peeled the bandage away

"Well, doctor, what's the prognosis?" You couldn't help the small tease in your tone afterwards. "Am I going to live?"

"Amazingly, I believe so," he murmured with all seriousness. "It's a scientific marvel. You are an outlier. Neurolinks are still theoretical because of the 90% mortality rate, and not one simulation has yet ended with success. I was concerned that a deficit would appear over time. Yet…here you are."

"You were really worried, huh?" You asked as you turned back around once he replaced the dressing on your neck.

"I spent most of the night making scenarios and courses of action. I was certain that at least one of them would occur, that I'm having difficulty accepting that they haven't happened."

You closed the distance between you and wrapped your arms around him. Maybe it was because you had a hard time accepting that one impulsive decision could have ruined your life, or maybe it was because you weren't used to others worrying so much about you, or the fact he apparently cared so much about you…

Or maybe you were already addicted to being close to him. Of not just being allowed to be affectionate with someone, but with him specifically.

"I'm fine, Professor. Really, I am," you muttered into his labcoat, about ready to pull away when he wrapped his arms around you after a moment of hesitation.

"I apologize if I've been a nuisance. It's just… I'm not usually wrong in my theories, though this time I am thankful I am."

"Oh, pardon me," Madam Gappa's voice cut through the moment, and you forced yourself to untangle from Professor Membrane. Madam Gappa had a bitten-back smile on her lips as she placed the tray she was carrying onto the table. "I handpicked a few of my relaxing blends, and labeled them for your convenience. Do you want me to close the door to provide you two with some privacy?"

"We're just friends," you and the professor defended at the same time, and you couldn’t help but wonder if he felt like his face was burning as well, or if he was simply annoyed by the assumption.

Either way, Madam Gappa wasn't swayed and winked an eye. "Of course, my dears. I could only imagine how the papers would react if the infamous Professor Membrane was caught in a relationship. My lips are sealed, don't you worry. I'll just close this door so you can resume your discussions in private."

The muscular woman closed the frosted glass door before you could protest anymore, which did not help the situation any. "I've forgotten how much the rest of society focuses on romantic and sexual relationships," Professor Membrane groaned, pinching the bridge of his nose.

"Me too," you sighed, trying hard not to acknowledge the prickly feeling in your chest at the apparent negative reaction. Being friends with him was more than you had ever imagined possible. And friendship could be such a rewarding relationship without romance or anything else.

Even if you were interested in that way towards him. You had read many of gossip columns and theories online about the Professor being a part of the Ace spectrum and it was certainly looking like they weren’t far off the mark.

And you would happily accept that as easily as he accepted you, and deal with your feelings on your own. You weren't going to be one of those cringy people hanging around hoping he would 'reward' you for your friendship.

"Let's share this tea," you suddenly changed the subject, upset by your own thoughts and feelings.

"Was that an attempt at a joke, Mx Nemo?"

"Er, maybe?” Stars, why did you even say that? Did this all really fluster you that much? “Though I think the kids call it spilling the tea? Or maybe it's lets get this bread? I-I really don't know where I was trying to go with that,” you finished with an embarrassed chuckle.

Thankfully, it just seemed to amuse the scientist. "It seems I'm not the only one capable of a poor joke."

You shot him a dark look, "Mixing up my lingo is far different than saying we're stuck on an elevator while our boys are missing."

"Er, I suppose you're right." He guiltily admitted, and any bragging on your part was lost as he unzipped the first few inches of his lab coat, exposing his face to sip at the cup of tea.

You hadn't realized you had been staring until he cleared his throat, moving his hand in your field of vision to catch your attention. "Mx Nemo? Are you sure you're okay?"

"Yes! Yes! Absolutely fine! Oh stars, I'm so sorry about that!!" You turned to your own cup, gulping it down without tasting it as you avoided looking at him.

But you could still see it. The firm jawline, the dusky colored lips. The dark stubble.

The scars.

You had shared meals with him, and he had so carefully avoided revealing his lower face. You needed to respect him and not make a big deal of it…

But the chance to see him. Your gaze kept drifting to him despite your best attempt to act nonchalant, and eventually Professor Membrane noticed. He winced, and you could see his lips twist into a frown. "Oh, right. Sorry, I hope I haven't ruined your appetite, I've been told they're quite off putting.

Wait, "What? No! No no no," you reached out as he went to cover his face, halting his actions as you grabbed his hands. "That's not it! I wasn't staring at your scars, it's more the fact that I've never seen your face before! I was just surprised! I promise, they're not off putting or whatever! You're undeniably handsome with or without them! Their not-their not bad…"

You were full on rambling, and finished weakly, far too aware of the blush on his cheeks. As well as the blush on your own, and how your hands were holding his. You quickly let go and stuffed your hands underneath your legs out of habit to keep them to yourself.

It was so odd and fascinating to be able to see his expression so openly, even with his goggles still covering his eyes. The faint blush on his cheeks, the faint frown on his lips as he tried to process your words.

And seeing him talk. Why was it so captivating simply watching his lips move? "Er, well, thank you. Though, you don't need to 'sugar coat' on my behalf. Humans as a species instinctively shy away from others who show signs of damage, even though our culture and society have grown far past things, our primate minds still recoil at such things."

"To accept that is to accept the whole gender is defined by one's sexual chromosomes' argument," you argued. "As you said, that's our 'primitive' parts. We should be able to easily move past such things in our day and age. You're handsome and deserve to be told so. Not despite your scars or because of them, their just simply part of you as much as your eyes or hair."

His expression shifted from calm to surprised, to rather flustered as his cheeks turned pink. "Oh, hm. I believe I can understand your earlier sentiments of appreciation more. Fascinating."

You smiled and nudged him lightly. "Validation feels nice. Though I am upset that people have led you to cover your face. Granted, things would be a little more difficult for you with that handsome mug of yours."

Aaaand you said that. Outloud. Thankfully(?) he took it as a joke and chuckled as he returned his focus to his tea. "Well, it's not the only reason. This fabric is specially designed to filter air, both any pollution in the environment, as well as preventing any unintended contaminants from ruining an experiment. It also has aided in decreasing my typical allergies as well as infections."

You barely understood half of what he said as he delved into more details, but enjoyed listening as well as watching him. You were once again struck by the similarities between him and his son.

But what really made you grin was the few times he caught you staring, your tea forgotten, and you could watch him blush as he took a sip of his tea. As embarrassing as getting caught was, it was worth being able to see him emote like anyone else.

Then he had to turn the tables on you, asking questions about your own job and life. Which, yes, this was a…a get together to get to know each other outside of Dib and Zim, but you still felt awkward as you glossed over the less than terrific parts of your life (aka, most of it) and focused on your highlights such as teaching, your love of literature and language that led you to become an English teacher.

You had seen your earlier interest mirrored in his own expression, cursing how he really had turned the tables on you. But you weren't as interesting as him, you never found a solution to world hunger, cured the common cold, or found a comprehensive screen for cancer with a poke of the finger. You were just… you. Completely ordinary and unspecial.

Yet he looked at you as if your were one of the most fascinating things he had seen.

Your ramblings came to a slow death, and silence settled briefly as you enjoyed the tea (it really was exceptional, far better than the instant tea powder or the cheap bags you bought at the store.)

"If you don't mind me asking," Professor Membrane broke the silence after a moment. "They boys said you were helping with a project, but never explained what kind of project exactly involved human trials with a neuro link."

Ah. Right. You supposed you should have expected that question. "Well, uh, it's complicated."

He only tilted their head. "How so?"

All day you had tried to think of a rational answer, and couldn’t think of anything. So… you were going to tell the truth. Or at least a little bit of it. It still set your nerves on edge. "Er, well, how much do you know about Zim's family?"

It felt so strange to see him visibly perplexed., "Uh, I suppose I haven't met his parents?"

You took a deep breath, part of you felt guilty sharing Zims secret, at least part of it. But at the same time, it was a relief. "That's because his parents…" he didn't have parents. He was an alien invader created in a lab. "His parents left him a long time ago," you bit out, fighting off a headache and didn't even think as you continued. "Kinda like mine. And well, Boltzman was looking into it and I didn't want him to end up in the system like I did."

Membrane was silent, scarred lips twisted into a frown. And it was then, with the headache fading, you realized what you said, and the very real probability that he did not feel the same way about the system as you.

Oh god. What if he reported Zim himself? Turned you in for child endangerment or something?

"I mean, I'm probably biased, but I don't think the foster system would be a good place for some," defective alien invader "child like Zim with… special needs."

"I see…" he trailed off, still frowning and clearly lost in thought. "That is rather…informative."

"I'm taking care of him," you continued, fear grasping your heart as panic started to bubble. And with it, your ability to control your words quickly deteriorated. "I've been in his shoes, so I think-I think I can handle it. We can handle it, the boys and I, we just needed some info for his parent drones and it was going to take so long to answer the function and this was a faster way. I just want to protect him from enduring the same hell I went through being passed from house to house, the difficulties of changing schools, always wondering when you were going to move again. I mean, he already has a hard time with social situations and--"

Membrane interrupted your panicked ramblings, his tone soft and firm. "Breathe, Mx. Nemo."

You couldn't. Those memories and emotions you tried to repress started bubbling up. Worse, the thought of Zim enduring the same things while you were to blame, all because you stuck your nose where it didn't belong. Your breaths soon came out as gasping wheezes, tears stinging your eyes.

Your brain felt like it was on fire as that little voice kept whispering in your ear that Zim wasn't a human child, but an extraterrestrial invader. That what awaited him was far worse than what you endured, and it was still all your fault. Capture, imprisonment. Dissection.

"Mx Nemo, breathe. Nothing is going to happen to Zim." His hands clasped your shoulders, firm and reassuring, helping you to ground yourself. He instructed you to breathe in and out, slowly and calmly, all the while holding your gaze.

The tension slowly lessened, though refused stubbornly to disappear completely. But at least you could breathe. Think. "Sorry," you automatically apologized. "I'm sorry. I just…I just…" didn't want Zim to suffer as you did. Even if he wasn't a human child, you still felt protective of him.

"I've seen panic attacks before in many coworkers, and there is nothing to apologize for," he reassured. "But, did these occur before the incident, or…?"

"It's been a while since I had one like that, but they happen," you explained distractedly. "I just…I'm so worried. I know what I'm doing isn't strictly legal, but…I think it's the right thing."

Professor Membrane hummed thoughtfully, his hands still resting on your shoulders. "While I am hesitant to trust your judgment regarding safety of experiments," he said, and you realized he was attempting to joke. "I do trust you in this. Zim is indeed a very rare child, and I believe it's unfortunately been proven that our public systems are not suited to accommodate those with special needs."

It was like the clamp around your chest was suddenly released. You leaned into his grip, taking a slow deep breath. "And you don't need to do this alone," he continued softly. "I will assist if you need."

#invader zim #professor membrane #dib membrane #enter the florpus #invaderzim #catching flies #invader zim zadf #professor membrane x reader #invader zim fic #catching flies fic

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thehomework · 29 days ago

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Solve Math the Smart Way: Use an Online Math Homework Solver with Step-by-Step Answers – Free!

Struggling with complex math problems is a challenge every student faces at some point. Whether it’s algebra, calculus, or geometry, math can quickly become frustrating — especially when you’re short on time or unsure of the steps. That’s why thousands of students are turning to an online math homework solver to get fast, accurate, and understandable solutions. Even better, you can now use a free math solver with steps to not just get the answer, but actually learn how to solve the problem.

Let’s explore how platforms like TheHomework.ai are changing the way students approach math homework.

What Is an Online Math Homework Solver?

An online math homework solver is an AI-powered tool that helps students solve math problems instantly. Whether you’re dealing with simple arithmetic or advanced calculus, these tools can analyze your question and provide the correct answer — often in just seconds.

But what makes these solvers truly useful is their ability to break down the solution. You don’t just get an answer — you get a full walkthrough of the process.

Here’s how it works:

Input your question: You can either type the equation or upload an image of your homework.

AI scans and analyzes: The system reads the problem, understands its structure, and identifies the correct solving method.

Instant solution + explanation: Not only do you get the correct answer, but the AI provides a step-by-step breakdown that helps you understand the logic.

This makes it ideal for students who want more than just help — they want to learn and improve.

Why a Free Math Solver with Steps Is a Game-Changer

There are tons of apps and websites that promise to help with math, but most are either limited in features or charge a fee. That’s where a free math solver with steps stands out. It allows students from any background to get quality academic support without spending a dime.

Benefits include:

No payment or subscription needed Works for all math levels — basic to advanced Step-by-step explanations included for every solution Great for independent learning and revision

And when you use a platform like TheHomework.ai, you don’t even need to sign up — just upload your problem and get help instantly.

TheHomework.ai: Your All-in-One Math Solving Companion

If you’re looking for a trusted and effective online math homework solver, TheHomework.ai delivers on all fronts. Designed for students of all levels, it offers both speed and accuracy, without any cost.

Key Features:

Free access, always — No hidden charges or paywalls Image upload — Snap a photo of a handwritten or printed math problem Covers all topics — Algebra, calculus, statistics, geometry, and more Step-by-step breakdowns — Great for revision and test prep No login needed — Just visit and start solving

Whether you’re prepping for exams or just trying to finish homework on time, TheHomework.ai gives you the support you need — instantly.

Who Should Use This Tool?

The free math solver with steps on TheHomework.ai is perfect for:

Middle and high school students struggling with algebra or geometry

College students needing help with calculus, matrices, or statistics

Parents helping their kids with math homework

Tutors looking for a fast way to check solutions

Anyone who wants to strengthen their math skills

It’s a perfect study companion for those who prefer self-paced learning with instant feedback.

Final Thoughts: Math Help Made Simple

No more stress. No more guessing. With an online math homework solver, getting through difficult math assignments is easier than ever. And when the tool is also a free math solver with steps, you’re not just solving problems — you’re building real understanding.

Visit TheHomework.ai today to try it out. Upload your math question and get instant, step-by-step help — free of cost, hassle, or delay.

#free math solver with steps

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infokey · 5 months ago

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Top Ways Students Can Use Yatter for Smarter Study Sessions

Introduction

Education is evolving, and with the rise of Artificial Intelligence (AI), students are discovering innovative tools to make their study sessions smarter and more effective. Among these tools, Yatter, an advanced AI chatbot, stands out as a versatile assistant. Whether it’s simplifying lengthy content, conducting research, or solving homework problems, Yatter helps students stay ahead in their academic journey.

Let’s explore how Yatter’s unique features, powered by AI chatbot, can transform your study routine into a productive and enjoyable experience.

1. Simplified Summarizing with ai chatbot

Long textbooks, research papers, and detailed class notes can be overwhelming, especially when exams are around the corner. Yatter’s summarizing feature makes tackling large volumes of information a breeze.

By uploading documents, PDFs, or sections of textbooks, students can quickly generate concise summaries that focus on the key points. This saves time and ensures a better understanding of the most important concepts.

For instance, if you have a dense 30-page article to review, Yatter condenses it into actionable insights, highlighting crucial data without losing the essence of the content. It’s an invaluable tool for exam prep and last-minute revisions.

2. Research Made Easy with Image Detection and Diagrams

Research projects often involve analyzing diagrams, charts, and notes tasks that can be both time-consuming and complex. Yatter’s image detection feature simplifies this process by extracting valuable information directly from images.

Imagine taking a picture of a biology diagram, a historical timeline, or a chemistry equation during a lecture. Upload the image to Yatter, and it will provide a detailed explanation or text conversion, enabling you to focus on comprehension instead of manual transcription.

For students who capture slides or handwritten notes during classes, this feature ensures they can revisit and understand the material with minimal effort, turning visuals into insightful learning tools.

3. Voice Notes for Efficient Learning

In today’s fast-paced academic environment, students often need to multitask. Yatter’s voice chat feature is perfect for capturing ideas, questions, or discussions on the go.

Students can dictate thoughts directly to Yatter, which not only transcribes them but also provides intelligent responses. Whether brainstorming for a group project or recording important lecture points, Yatter organizes these notes into coherent and actionable text.

For instance, during a brainstorming session, you can voice-record your key points, and Yatter will structure them into a logical format. It’s a game-changer for students managing multiple assignments or ideas simultaneously.

4. Contextual Mindful Chats for Deep Learning

One of Yatter’s most impressive features is its ability to retain context across conversations, making it an ideal tool for deep and sustained learning. Unlike traditional chatbots that provide one-off answers, Yatter understands the flow of your discussions and builds on them.

For example, if you’re studying a challenging topic like quantum physics or analyzing a piece of literature, Yatter helps by breaking the subject into manageable steps. Over multiple interactions, it remembers your progress, ensuring continuity and fostering a better grasp of complex concepts.

This feature is particularly valuable for subjects requiring iterative learning, such as solving mathematical problems or writing analytical essays. Yatter’s conversational AI ensures you learn at your own pace while staying engaged.

5. Multilingual Learning Support

Learning a new language can be daunting, but Yatter simplifies the process with its multilingual support. Whether you’re translating phrases, practicing conversations, or learning vocabulary, Yatter acts as a personal language tutor.

For example, if you’re preparing for a French exam, you can ask Yatter to explain verb conjugations, translate text, or even help you practice pronunciation. It’s also an excellent tool for students studying abroad or working on assignments in a second language, bridging gaps in communication and understanding.

With Yatter’s assistance, mastering a foreign language becomes an enjoyable and interactive experience.

6. Instant Homework Assistance

Homework often poses challenges, from tight deadlines to difficult questions. Yatter’s instant homework assistance ensures students never feel stuck or overwhelmed.

Instead of providing generic answers, Yatter explains the logic and reasoning behind solutions, enhancing understanding and retention. For example, if you’re solving a trigonometry equation, Yatter walks you through each step, helping you grasp the methodology while completing the task.

Whether it’s history, science, or mathematics, Yatter provides tailored assistance that improves both task completion and conceptual clarity. It’s like having a tutor available anytime you need help.

Conclusion

Yatter is more than just an AI chatbot it’s a powerful academic partner designed to make learning smarter and more efficient. From summarizing complex texts to enabling multilingual learning, conducting research, and providing contextual support, Yatter empowers students to excel in their studies.By incorporating Yatter into your study routine, you can save time, reduce stress, and focus on mastering the subjects that matter most. Ready to revolutionize the way you study? Explore Yatter today and experience the transformative power of AI chatbot in education!

#talktoai #chatbotai #aichat #chatbot

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gabzeyyyy · 7 months ago

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How ICT Helps Me at Home, in School, and in Communicating with People :3 Ghaliya Gabrielle G. Tamayo (9 - St. Ezekiel Moreno)

In today’s world, technology is everywhere, and it’s hard to imagine life without it. ICT, or Information and Communication Technology, has become a big part of my everyday life. Whether I’m at home, studying in school, or talking to friends and family, ICT has helped me in so many ways. At home, ICT makes life so much easier. When I need something, like school supplies or snacks, I can use apps to order online instead of going to the store. This saves time, especially when I’m busy with homework or other activities. I also use ICT for fun and relaxation. Watching shows, playing games, or even listening to music is just a click away. Sometimes, I use the internet to learn new things or explore topics I’m curious about, like science experiments or how-to videos. It’s like having a library and an entertainment center right in my pocket. In class, the integration of ICT has altered the whole process of studying and learning. Research used to entail reading through volumes of books, however, these days, information can be retrieved from the internet in a matter of seconds. If one topic of discussion does not suffice, then one can simply turn to educational video sites or read up on that particular subject. In the period of pandemic, when traditional lessons were substituted with those held on screens, ICT was a godsend. Services such as google classrooms and zoom allowed for the conducting of lessons and handing in of work without having to leave the house. Even at this moment, these are useful while carrying out group projects or a general school assignment. Moreover, there are many more things I look forward to doing while preparing for school projects, videos or presentations because ICT allows one to be inventive. Still, ICT hangs in the middle of the bridge, transforming the way relationships are maintained. All that is needed to be, chat with friends, make a phone call to family or meet new people, all this is possible because of ICT. Picture sharing and messaging services are available in sobriety and gov to let me out my daily life to others. In addition, I am also able to create a mass interaction with other members of my class while working on images or refreshing layout designs for tasks.

:3 #ICT

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tutoroot · 9 months ago

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What are the Tips for Using Generative AI Responsibly?

It’s 2024, and in the classroom of the future, your teacher might be a chatbot, your essays might be written with the help of a virtual assistant, and even your group projects could be brainstormed with an AI partner. Sounds straight out of a sci-fi movie, right? Well, welcome to the world of Generative Artificial Intelligence (Gen AI), where creativity meets computation and curiosity blends with algorithms!

But let’s pump the brakes for a second – while Generative AI can be a real game-changer, there’s a raging debate in academic circles (and living rooms) about whether it’s a boon or a curse for our bright young minds, especially CBSE students. Let’s dive into this fascinating topic and see if we can find a balance between robotics and humans in education.

What Exactly is Generative AI?

Before we get to the boon vs. curse showdown, let’s make sure we’re all on the same page. Generative AI refers to computer programs that create content—be it text, images, music, or even videos—based on prompts provided by the user. These AI systems, like ChatGPT, are trained on vast amounts of data, and they can generate human-like text or designs in a flash. Pretty nifty, right?

But here’s where things get interesting for CBSE students. Imagine needing to write a 1500-word essay on “The Importance of Algebra in Real Life.” Instead of sweating bullets over math concepts, what if a chatbot could generate a well-crafted essay for you in minutes? The temptation to lean on AI is strong, but is it the right move?

The Boon: Why Generative AI is a Student’s Best Friend

Enhanced Learning Aids

The classroom no longer needs to be confined to a textbook. With Generative AI, CBSE students can have access to personalized learning aids. Struggling to understand Newton’s Third Law? Instead of waiting for the teacher’s busy schedule, you can ask an AI to explain it to you in simpler terms, giving you tailored explanations that match your learning style. It’s like having a tutor in your pocket!

Speedy Assignments, Less Stress

Let’s face it – CBSE students are no strangers to homework overload. Between board exam preparation, projects, extracurriculars, and sleep (if you’re lucky), the pressure can get overwhelming. That’s where Generative AI can be a lifesaver! Need help drafting your biology report or outlining your history project? AI can generate the content structure in minutes, saving you tons of time and letting you focus on refining your understanding of the material.

Creativity Unleashed

Ever had a creative block right when you’re supposed to submit that innovative science project? Generative AI can spark your imagination. Whether you need help brainstorming ideas for a JEE-level math project or want to visualize a concept in physics, AI tools can provide suggestions and visual representations that elevate your work beyond the usual cookie-cutter stuff.

Better Exam Prep

AI can be a game-changer for CBSE board exam preparation. Personalized question banks, mock tests, and adaptive learning algorithms can assess your weak points and offer tailored practice questions to target those areas. Imagine an AI predicting the kinds of questions you might face on your next exam based on previous years’ papers and your performance data!

The Curse: When Generative AI Becomes Too Much of a Good Thing

Dependency Over Mastery

The most significant danger of Generative AI is the risk of students becoming dependent on it. If CBSE students start using AI to write essays, solve problems, or create projects, they might miss out on the actual learning process. Think about it: How can you truly grasp the elegance of a math proof if you’re relying on AI to solve it for you?

Over-dependence on AI tools might lead to a generation of students who know how to operate technology but lack critical thinking and problem-solving skills. That’s a scary thought for the future workforce.

Originality at Stake

A big concern among educators is how Generative AI might hurt originality. If every student’s essay or project can be generated by an AI program, how do we ensure creativity isn’t lost in the process? Sure, AI can help you draft content, but the true beauty of education lies in putting your unique voice into your work. There’s a thin line between AI assistance and plagiarism, and that line can sometimes get blurry.

The Temptation of Cheating

Picture this: it’s late at night, your CBSE math homework is due tomorrow, and you’re stuck on a difficult problem. Instead of slogging through it, you type the question into an AI tool, which spits out the answer instantly. While this might save you in the short term, in the long run, you’re missing the opportunity to struggle, learn, and ultimately master the concept. It’s like using a calculator before you learn basic arithmetic.

And don’t get us started on exam cheating. With Generative AI, there’s always the temptation to let technology think for you.

Ethical Concerns

Finally, there’s the big question: Is using AI in education ethical? CBSE students are expected to uphold academic integrity, but with Generative AI, the lines between assistance and dishonesty can be unclear. There’s a growing concern about AI-generated content being passed off as original work, which could potentially lead to unfair advantages for some students.

So, Boon or Curse? The Verdict!

So, after weighing the pros and cons, where do we land on the boon vs. curse debate?

Well, like most things in life, it’s all about balance. Generative AI is neither a complete savior nor a total villain. Used responsibly, AI can be an incredible tool for CBSE students—enhancing learning, sparking creativity, and offering support where needed. However, over-reliance on AI can stifle the true learning process and limit students’ ability to think critically and solve problems on their own.

The key is to treat AI as a helper, not a crutch. Use it to clarify doubts, inspire ideas, and streamline tasks—but remember that there’s no substitute for the satisfaction that comes from mastering a concept on your own.

Tips for Using Generative AI Responsibly

Use AI for brainstorming, not final drafts. Let AI help you generate ideas but add your personal touch.

Double-check AI outputs. While AI can be a genius assistant, it’s not infallible. Always review and refine its suggestions.

Stay creative. Let AI be the starting point, but make sure your work reflects your unique voice and understanding.

Avoid the temptation to cheat. It might seem easy to let AI do your homework, but remember in the long run, you’re only cheating yourself out of knowledge.

Generative AI offers an exciting frontier in the world of education, but it’s up to CBSE students to navigate this new landscape wisely. By striking a balance between human intellect and AI power, students can embrace the future while staying grounded in the values of hard work and originality. Let’s make sure the robots remain our allies, not our overlords!

Time to get smart—both with and without the machines!

Tutoroot is an online learning platform that provides personalised tutoring through live interactive classes and expert instructors. It offers a wide range of courses, including CBSE, IGCSE, and NEET, tailored to each student’s needs. With AI-driven tools, Tutoroot ensures an engaging and effective learning experience. CBSE online tuitions provide personalized learning through expert instructors and interactive live sessions, helping students excel in their studies. These programs offer flexible scheduling and tailored content to meet individual academic needs.

#GenerativeAIineducation #Cbseonlinecoaching #Cbseonlinetuitions

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ireceived-p8250000 · 1 year ago

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November 10-16, 2013

Sunday, November 10

The news was devastating. The death toll from Typhoon Haiyan, which had ravaged Tacloban, continued to climb, reaching staggering numbers. The images and stories coming out of the affected areas were heart-wrenching—families torn apart, homes obliterated, and entire communities left in ruins. It felt as though the world had shifted on its axis, leaving a deep sense of sorrow in its wake.

Determined to help, we decided to donate comforters and other essentials. I took the initiative to organize a donation drive through the Psych Soc. We focused on collecting necessities like blankets, tents, sanitary pads, and diapers—items that would provide immediate relief to those who had lost everything.

Tuesday, November 12

Exams were fast approaching, so I needed to buckle down, especially for Abnormal Psychology. Mansoor was absent, busy with his own donation drive efforts. Despite my best efforts to focus, the news of the typhoon's aftermath kept infiltrating our conversations and lectures.

In the afternoon, I attended classes, but it seemed impossible to escape the constant updates about the devastation. During History, Sir Apollo assigned me another activity to make up for what I missed last week, particularly due to my travel.

"Uh, Sir, can I submit this Saturday?" I asked tentatively.

"Bakit na naman?" he asked, a mix of curiosity and irritation in his voice.

"Sasamahan ko po kasi parents ko sa Camp Aguinaldo in Quezon. My dad is really old, so he can't navigate bureaucracy processes anymore."

He asked more about my family, and I answered briefly.

"Ang bait mo namang anak," he said, a hint of admiration in his voice.

On top of everything, my fake tooth was falling off. I told my mom immediately, and she said we could visit the dentist tomorrow after my classes.

Wednesday

I attended my morning classes, trying to stay focused despite the overwhelming news about Typhoon Haiyan. I had to skip the first hour of Experimental Psychology for my dentist appointment. My dentist reattached the crown using dental cement, carefully securing it back in place. The procedure was quick, but I still felt anxious about missing class.

I made it back in time for the rest of my classes. Mansoor was extremely busy with the donation drive, but he still managed to send me sweet messages. His "good morning" texts and lunchtime check-ins were small comforts in a stressful week.

After classes, I started preparing for our trip to Manila. I packed my bags, making sure I had everything we needed. My parents and I decided to rest for a bit before our late-night departure.

At 11 PM, we left for the bus station. The city was quiet, and the night air was cool as we waited for the bus. Once we boarded, exhaustion took over, and we slept through the journey, grateful for a moment of peace amidst the chaos.

Thursday

We arrived in Manila at 5 AM. Ran was with us, making the trip a bit more lively. The last time I was here, I was 13 and had begged my parents to bring me because I had never been to Manila. Now, I was here to help my parents navigate some bureaucratic processes.

It was incredibly hot, humid, and not exactly pleasant. We finished our business, but I wanted to stay and explore the city. I pleaded with my mom, explaining that I could manage on my own for a day. But they were adamant about heading back. Despite my recent international travel, they wouldn't let me have a day to myself in Manila.

In hindsight, it was probably a good decision. I was sticky, dirty, and desperately in need of a shower. We arrived back in Baguio at 9 PM. I took a long shower, reviewed my notes, and went to bed. Robbie had collected new handouts for me and mentioned we had homework in both subjects.

I slept soundly, exhausted from the day. I couldn’t believe exams were next week. I hadn't participated much this Midterm.

Friday

I went to class and focused. Also my work I don't want to lose it so i have to spend time on that.

Saturday

I submitted my homework, feeling a sense of relief. Our group met to finalize our project, and we drew Dissociative Identity Disorder as our topic. Divina, Belle, and I volunteered to work on the script. I had already researched several case studies. We created a group chat to keep everyone in the loop.

It was Intramurals basketball day, and Sir Apollo gave us permission to watch. I opted to stay back and work on the documentary script. My laptop and iPad were open in front of me when Sir Apollo struck up a conversation.

"May boyfriend ka na ba?" he asked.

I looked at him, wide-eyed and speechless.

Before I could respond, Myla came to my rescue. "Halika na, ang sipag sipag mo mag-aral," she said, starting to pack my gadgets into my bag.

"Saglit," I hesitated, but she was insistent.

"Doon mo na gawin yan," she said, pulling me out of the classroom and away from the awkward flirtation with Sir Apollo.

CAS vs. CBA was the game, my department against Myla's. After Ecology, Mansoor was waiting for me. We walked together, but I couldn't shake the memory of my earlier interaction with Sir Apollo.

As we walked past the faculty, Sir Apollo exited. We locked eyes for a moment. Mansoor greeted him politely, and he smiled back.

"Prof ko yun," I told Mansoor.

"Ako din nakakasama ko din sya sa mga outreach," he replied.

I nodded, feeling a mix of emotions. Whenever memories of Sir Apollo surfaced, I tried to be more affectionate with Mansoor. I held his hand, kissed him, rested my head on his chest or shoulder. I became extra sweet, trying to suppress my confusing feelings for Sir Apollo.

Back home, I used my toy again, but Sir Apollo's image kept intruding on my thoughts.

#Spotify

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midbrainactivationinindia · 1 year ago

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Exploring the Benefits of Midbrain Activation

Hormonal discharge stimulation is necessary to awaken the midbrain (interbrain). It is necessary to stimulate the pituitary gland, which controls hormone secretions in the human body. To do this, the nearby Pineal Gland must be activated. Two hormones are secreted by the pineal body: serotonin and melatonin. The production of Melatonin rises during the dark and falls during the light. Serotonin can boost right brain intelligence and is thought to have a tight relationship with the evolution of species. As the mid-brain facilitates communication between the left and right hemispheres of the brain, improving communication between these regions can be achieved through activating the Midbrain Activation.

Growing older tends to naturally assign a single region of the brain to become more dominant when it comes to completing a particular activity. It means that we use a lot less of our brains than we could! The improvement in cognitive capacities results from the process of activating the MidBrain, which reverses this trend and enables us to use our brains more efficiently. One remarkable consequence of activating the midbrain is that infants can perceive an object's visual characteristics even when they are blindfolded and cannot see it with their eyes.

The goal of Mind Tech Group, a vibrant group of experts from several industries, is to popularize the Dermatoglyphics Multiple Intelligence Test and Midbrain Activation idea throughout India.

Midbrain Activation Training

The MBA is a method for stimulating the MidBrain. The goal of an MBA is to activate the midbrain to unlock the potential of children. The midbrain serves as a link between the left and right brains, balancing their respective functions. Its activation would enable simultaneous use of the left and right brains. Because the participants are blindfolded during the training, you might want to refer to it as "Blind Fold Reading," "Blind Fold Study," "Blind Fold Viewing," etc. The Midbrain Activation class from Neurons is enjoyable, and after two days of instruction, students will have the amazing capacity to "read" or "see" while wearing a blindfold or closing their eyes. The purpose of the blindfold is to minimize distraction for the students.

The object they are holding or the objects surrounding them exactly match the image that emerged in their minds. Their mid-brain is active when they can read while wearing a blindfold. During the program, kids learn how to focus better because it's an essential skill for developing mental strength. Although the capacity to read with their minds rather than their eyes seems magical, it is only a brain function that humans have. Children's minds are stimulated and motivated by workshops to accomplish:

1. Enhanced capacity for memory.

2. Increased capacity for focus.

3. Increased confidence and self-worth.

4. A more refined mind and a more eloquent way of thinking.

5. Control of tension while doing homework and revision.

Advantages of Midbrain Activity

Children will have simple access to both the left and right brains once the "MidBrain" is awakened. In the DMIT & Mid-Brain Activation industry, MIND-TECH is the industry leader and a highly recognized brand. Their confidence, attention, and focus in learning will all increase as a result of their increased ability to learn, read, and memorize information at a far faster rate. Activating the midbrain helps in:

1. Extraordinary intelligence

2. Uncover their latent human potential

3. Speed learning promotes the body's and mind's balanced development.

4. Several Languages Proficiency

5. Excellent Intuition

6. Develop acute sensitivity

7. Creative Ability Photographic Recollection

8. Live by the precepts of harmony and kindness for all.

9. Make services to society that are unified.

10. Processing Speed of a Computer

11. Step into the "State of Peak Learning"12. Improving a child's focus, recall, and self-assurance

#eduation #mindbrain

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educationtech · 1 year ago

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The Best Study Methods for Engineering Students

Here I am talking about learning techniques for engineering students in the Best Engineering College in Jaipur. Given content is very helpful for engineers in their learning. This technique makes your study more enjoyable.

Become A Troubleshooter

In the best engineering college in Rajasthan, there are not any professors spoon-feeding you information, giving you homework, your lectures are not full on information, or end-of-semester exams for you to prove yourself. In the real world or college, there are many simple poor problems and every problem has a solution and you need to find that solution yourself and resolve the problem. Sometimes the solution is acceptable or unacceptable.

In college, academically or professionally, you need to change your mindset. You need to learn yourself, no one is there to solve your problem or say you to study.

Discover Your Learning Style

There are many learning styles such as visual learner (learn by images or visuals), auditory learner (learn by listing and sounds), physical learner( learn by hands-on or tactile interaction), etc. these are the seven learning techniques you may need to mix all these for engineering. Identifying and understanding your learning style can be very helpful for you, especially when your professor's teaching style does not match your learning style.

Some professors are habitual of using a lot of words and formulas in their classes but they ignore the images, diagrams, flowcharts, etc. for students who are visual learners, this can be frustrating and problematic. And a professor’s learning techniques are related to using mathematical theory and formulas with some real-life examples is problematic for the physical learner. your first job as an aspiring engineer to discover your learning style.

Read Your Book Without Any Purpose

There are many reasons, engineering students in the top engineering colleges of Rajasthan read their textbooks. Maybe it's to resolve your problem with your homework or assignment. After the solution, they leave the textbook for a while, and they pick up the book again when they saw another problem. They just find an example for the solution in a particular topic. By this, they missed many things and untouched information or data in that book that’s why you may make yourself a daily learner. Fix a time to learn a book daily, that can make you a more efficient student in your class and it is surely helpful in your career also.

Group Study

Learning in a group is very beneficial for every student. Engineering is a field where you can new techs every day so every student can’t solve every problem. That’s why group study is beneficial for every student.

Group study can allow you to learn different-different perspectives and expose alternative ways to solve the problem. Sometimes someone’s method is more efficient than yours so it is beneficial here also.

Group study gives you a proper environment for learning. The study needs an environment and group study gives you. You can share your ideas, theories, formulas, equations, etc. with each other. You can help another one or you can get help also on the spot.

Someone told that “Listing is the best way to gain knowledge”. Through group study, you can gain knowledge more effectively. By listening you can memorize 80% of that topic which is listened to by you in a group study.

Make group only 3 to 5 students not more than this because if more students include in can make environment worst or make a disturbance. Select your level of student and then learn together.

Every Group Members Need To Understand Every Solution

The main drawback of group study is only 2 or 3 people are focusing on the solution or finding solutions, others are just waiting for their solution and following them.

Everyone needs to participate in the problem-solving process, find a solution and work yourself on the problem then every member should explain their solution to each and every member of the group and discuss it with them. This is an effective way to find a new and better solution to problems in a subject.

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infokey · 5 months ago

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Top Ways Students Can Use Yatter for Smarter Study Sessions

Let’s explore how Yatter’s unique features, powered by AI chatbot, can transform your study routine into a productive and enjoyable experience.

1. Simplified Summarizing with ai chatbot

2. Research Made Easy with Image Detection and Diagrams

3. Voice Notes for Efficient Learning

In today’s fast-paced academic environment, students often need to multitask. Yatter’s voice chat feature is perfect for capturing ideas, questions, or discussions on the go.

4. Contextual Mindful Chats for Deep Learning

5. Multilingual Learning Support

With Yatter’s assistance, mastering a foreign language becomes an enjoyable and interactive experience.

6. Instant Homework Assistance

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swirlingdisobedience · 1 year ago

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P1 - Portraits of a River

Class done in collaboration with tutors from the WdKA (Xenia, Mia and Eric) Practice 1 - 2024.

8 week duration

Assignment:

Objective: Create a visual narrative exploring the river Nieuwe Maas, encompassing its physical, metaphorical, and social dimensions through interdisciplinary research methods.

During this course, you will produce a new collaborative work in the form of a visual narrative* together with an interdisciplinary group of peers. Your visual narrative will explore the river Nieuwe Maas, encompassing its physical, metaphorical, and social dimensions. Your work will depart from a series of interdisciplinary research methods that will be addressed and discussed in class.

*A visual narrative or visual storytelling is a story told with visual material. You can use images, video, audio, text, performance or object-based materials to tell this story and/or convey a message.

Week 1: Introduction, context and team-building

In class:

Welcome, introduction of the course (and competencies/assessment criteria), its goals, timeline, and expectations, teachers. Icebreaker activities to help students get to know each other.

Students write their names and pronouns on papers

Introduction of Practices (film) + Natalia presents her work

Drawing Station Introduction

Group formation and introduce homework for next class.

By the river activity:

Look for suspicious things (objects, smells, colours, textures, shapes, movements, sounds, temperature etc.)

Document it and/or how could you document it?

Homework: Each student group gets a topic in connection to the Maas River they must research and present to the class in no more than 5 mins. Topics: history, geography, criminology, ecology, biology, urban planning, environmental damage over water quality, architecture, demographics, Economic and social impact of the river, water usage, cultural significance, hydrology, etc.

Week 2: Exploring diverse interdisciplinary approaches, understanding interdisciplinarity, intro to visual narrative

Natalia's Class:

10:30 – 13:15 Group A – Drawing Station

14:15 – 17:00 Group B – Drawing Station

Students share their skills and preferred methods of experimentation corresponding to their own field and discipline.

Students build their own catalogue of methods in the form of a zine/manual made in class.

Collaborative exercises where the students exchange and practice to entangle their ideas, styles, methods and skills by putting in practice their own manual (methods) by the Maas near WdKA.

10:30 - 10:45 (14:15 - 14:30): Sitting in their groups, students individually list the methods for conducting research that they practice in their own field. ex. Advertisement - target group study, Fine Arts - material research, Photography - site visits.

10:45 - 11:30 (14:30 - 15:15): As a group they discuss the lists and make one unified list that can be useful for their group project. They will name each method and provide a description of: 1) What it is, 2) How to practice it, 3) With whom to do it, 4) When it should be done, 4) What materials are needed to practice it, and 5) What are the possible challenges.

11:30 - 12:30 ( 15:15 - 16:15) : Make this list (catalogue of the groups research methods) into a zine.

12:45 - 13:15 (16:30 -17:00): Groups show their zine and group discussion.

Materials needed: (color) paper, magazines, scissors, glue, markers, pens, paint or colour pencils, erasers, sharpeners, staplers. (drawing and collage materials).

Homework: Students work independently and in groups on:

Students put in practice the research methods they consolidated as a group in the form of a zine at the Maas. They must document their process and findings.

Students print copies of their zine and bring it for our next class

Video: Reclaiming Artistic Research by Lucy Cotter:

Week 3: Research through drawing, integrating research into creative process (research by making)

Natalia's class:

10:30 – 13:15 Group A – Drawing station and outside

14:15 – 17:00 Group B - Drawing station and outside

Introduction to artistic research

Embodied research exercises in location – Inspired by Sara Ahmed, Orientations: Toward Queer Phenomenology.

10:30 - 11:30 (14:15 -15:15): Discussion about Artistic Research.

11:30 - 12:45 (15:15 - 16:30): Near the river

Choose on of the following exercises and allow your intuition to guide your experience, don't question it or try to make it rational or with an end. The keyword to this exercise is *Desire: A gravitational pull; a strong feeling of wanting to have something or wishing for something to happen; a drive.

Descriptions: Walk around and make thorough descriptions of what you see. Don’t stand only in one location, if you have made the description of something, then move on to the next. Let your intuition determine what you want to describe. Record your descriptions. Think of words, situations or sounds that can help describe what you see and sense. Include them in your recording and narrations.

Acute listening: Tune in to the sounds of the landscape. Try to isolate the sounds from all other noise, so that you have clarity over its qualities. Imitate it, try to make the same rhythm, the same pitch, the same fade in/out. Record yourself + Walk around the landscape and make your body encounter other bodies (non-human) by touching, licking, laying on or under, standing on or under and listen to the sounds these encounters create. Record them. Record the sounds of the landscape and write down what sounds you are recording.

Choreograph of space and relation: Think of the movement that the space / location suggests to your body. If you follow your intuition in navigating the landscape and encountering other non-human bodies, what type of movements do you do in order to reach those encounters? + Think of the movements that would be habitual in that landscape and how they shape that landscape. Enact those movements and document them. Be wary of how your body is shaped and moved by the space. While enacting them change pace, change orientation, and enact the movements in different locations, document your experience and the impact of those shifts in writing, drawings or video. Document your reflections.

Extensions of the body: Find manners in which you can help your own body extend in the space. This could be with the help of objects, bodies or non-human-bodies. Practice these extensions and document them in writing, drawings or video. Reflect on their inherent agency, their power and impact over your body, your movements, your voice, your rhythm and the space around you. Document this by writing it down or record it with your phone. Document your reflections.

AND:

Collect: Gather a collection of everything you encountered. Keep these objects and bodies (matter) for the next class, you will need them. Document you collection.

*If taking an other-than-human-body or object hurts or damages something, then document it with a drawings or tracing its textures or describing it in sound.

12:45-13:15 (16:30-17:00): Group discussion: Discuss experience and findings.

Guide discussion around Desire: How did desire manifest in the process? What pulled you in? How did my desire or intuition mediate my relations with other bodies and objects? Write down your ideas, realizations, confusions, questions, etc.

Materials needed: phone - recording (audio/video/photo) device, notebook and pen/pencil.

Homework:

Students compile all the materials gathered during the session in physical form. If images were taken, sounds were recorded or videos were filmed, they must be printed or displayed in a device in the following session with Natalia.

Week 4: Experimentation and making, with emphasis on experimental and collaborative process

10:30 – 13:15 Group A – at Drawing Station and WdKA

14:15 – 17:00 Group B – at Drawing Station and WdKA

Collaborative session in class: with all the material collected in the previous embodied research session.

Peer to peer review about material they collected + Group analysis of the material

Making public: Arranging, re-arranging and installing the material for public display (exercise) - improvising a narrative within a different context. (object-based, presenting archived material)

10:30 - 11:30 (14:15 - 15:15): In groups students share the collected material from the previous class and they do group a analysis of the material.

11:30 -12:30 (15:15 - 16:15): Each group will find a spot in the 3rd floor of WdKA (drawing station and around). They will arrange and re-arrange the material as a group, improvising a narrative that is self-standing.

12:30 - 13:15 (16:15 - 17:00): We go around to see and discuss the results.

Materials needed: Materials collected from the previous class and installing material such as rope, tape, nails, etc.

Homework:

Watch the conversation between John Berger and Susan Sontag on How To Tell a Story:

youtube

Each student individually brings a news article or segment that they find relevant to their interests and project. i.e an article about the Maas River.

Week 5: Production of Visual narrative.

10:30 – 13:15 Group A - Drawing Station

14:15 – 17:00 Group B - Drawing Station

Collaborative session in location: Each student brings an article from the news. As a group they agree on a question(s) or topic(s) they would like to find out more about. They will consolidate a questionnaire. Students conduct artistic research (conversation/interview) with the nearby inhabitants or passer-bys in order to gather testimonies on the topic.

Students analyze the interviews they conducted and how they may affect their project/knowledge of the project.

Discussion over the relevance, impact and value of art and design in the broader social and cultural context.

10:30 - 11:00 (14:15 - 14:45): Each student shares the content of the article they brought with their group. As a group they agree on a question(s) or topic(s) they would like to investigate further. Each group writes down the questions or topics into a questionnaire.

11:00 - 12:00 (14:45 - 15:45): Students conduct interviews/conversations with people in the city near our chosen location. Students gather testimonies on that topic(s) or question(s).

12:00 - 12:45 (15:45 - 16:30): Students analyze the interviews/conversations they conducted and how (if) they could visualize or include them within their project.

12:45 - 13:15 (16:30 - 17:00): Group discussion about their findings. They will discuss the impact these testimonies over their stories, narratives, and knowledge of the Maas River.

Week 6: Production of Visual narrative. Feedback from tutors.

Natalia's class:

10:30 – 13:15 Group A – Drawing Station

14:15 – 17:00 Group B – Drawing Station

Feedback session with groups and peers.

Asking critical questions.

Writing for 1.3

10:30 - 11:30 (14:15 - 15:15): Writing reflection for 1.3:

Choose 3 out of the 5 prompts below to write about. Write for 15 minutes on each prompt. Write in whatever way feels natural to you. You don’t have to write in an academic or literary format. You won’t be assessed on correct grammar or spelling; getting your thoughts on paper is what counts. Before you start to write, travel in your mind to moments and memories. Think about how you felt and where you felt it in your body. Think about your sensory experience: what did you see, hear, smell, feel, etc. Use these memories and experiences to be as detailed and elaborate as possible in your writing.

Describe an object you interacted with during P1.2 program.

Describe a moment during the P1.2 program where you experienced a shift in knowledge or learned something new.

Describe something unexpected you experienced during the P1.2 program.

Describe an experience from P1.2 that feels valuable to your future projects.

Describe a space outside of the Academy that you connected with during the P1.2 program.

Homework: Save your writing assignment as .docx. Upload the link to your assignment under the correct Station and student group (A or B). Deadline for submission is Thursday, March 28 at 23:59 (uploading is not possible after)

11:30 - 12:30 (15:15 -16:15): Feedback between groups and asking critical questions.

Week 7: Refining the visual narrative, asking critical questions, production. Feedback from tutors.

10:30 – 13:15 Group A – Drawing Station

14:15 – 17:00 Group B – Drawing Station

Feedback session with groups and peers about presentation modalities, questions to think about, who is going to present what, reminder criteria etc..

Asking critical questions.

Week 8: Presentations and reflection on the project

Groups present their Portraits of the River. Peer and teachers’ team feedback.

#Vimeo #Youtube

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