#database assignment for students

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[ayakashibackstreet]

For real, fuck my high school. I should sue them for all the bullshit I had to put up with. They worked me dry, criticised me at every step, made me feel unwelcome because I was AFAB......... man, fuck all that shit

[assignmentassists]

Database design and management course and Assignment help

Contact me through : homeworkassists@gmail.com

I will provide advice and assistance in your database and system design course. I will handle everything including;

Normalization

Database design (ERD, Use case, concept diagrams etc)

Database development (SQL and Sqlite)

Database manipulation

Documentation

[henrtfoster1995]

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[farkenshnoffingottom]

My university has also turned ai detection off, thankfully. Another reblog on this post said turnitin uses 'unusual grammar' as evidence of ai, which is such a big problem. It's not just ESL students, either, it also targets first gen students, people from poor school districts who've never gotten individual attention from a teacher because classes are too big, etc., and disproportionately POCs, even if English is their first language. I teach intro/gen ed courses, and so many of my students have never been taught how to write in an 'academic' way, and that's the kind of stuff that gets pinged by turnitin

I'm gonna echo op and say they're also just bad essays. No specific evidence is not a dead giveaway, because many of my students don't use evidence in the way I've asked them to, but it is already a mark against the essay. A major giveaway I've seen is suddenly switching topics to something that's not really connected, but I've also got a lot of students who just never learned how to use transitions, so I can't assume it's ai. So the official guidance from my department lines up with my own strategy of just grading it like it's a student-written paper, and that leaves us with all of the previously stated problems

Op's right about really bad papers making me grumpy when grading, and I try to step away and come back to an essay later when that happens to see if I was being unfair, but usually it's still not anywhere near meeting the assignment requirements. My own advice to students: showing us you're trying can really make a difference. Grading is subjective, and one of the things that makes me more generous in how I'm grading something is if you've emailed me or we've had a conversation beforehand. Partly it's just that I now recognize your name out of a class of too many to count, and that shows me you're engaged and trying. But also, it means that when I come across a point that isn't really clear in your writing, I have a sense of what you were trying to say, and it becomes a matter of your writing missing the mark rather than you not understanding the subject, and that has much more wiggle room (I don't like making this assumption, but when the only interaction I have from someone is an essay that doesn't make sense, I don't really have another reference point)

An important message to college students: Why you shouldn't use ChatGPT or other "AI" to write papers.

Here's the thing: Unlike plagiarism, where I can always find the exact source a student used, it's difficult to impossible to prove that a student used ChatGPT to write their paper. Which means I have to grade it as though the student wrote it.

So if your professor can't prove it, why shouldn't you use it?

Well, first off, it doesn't write good papers. Grading them as if the student did write it themself, so far I've given GPT-enhanced papers two Ds and an F.

If you're unlucky enough to get a professor like me, they've designed their assignments to be hard to plagiarize, which means they'll also be hard to get "AI" to write well. To get a good paper out of ChatGPT for my class, you'd have to write a prompt that's so long, with so many specifics, that you might as well just write the paper yourself.

ChatGPT absolutely loves to make broad, vague statements about, for example, what topics a book covers. Sadly for my students, I ask for specific examples from the book, and it's not so good at that. Nor is it good at explaining exactly why that example is connected to a concept from class. To get a good paper out of it, you'd have to have already identified the concepts you want to discuss and the relevant examples, and quite honestly if you can do that it'll be easier to write your own paper than to coax ChatGPT to write a decent paper.

The second reason you shouldn't do it?

IT WILL PUT YOUR PROFESSOR IN A REALLY FUCKING BAD MOOD. WHEN I'M IN A BAD MOOD I AM NOT GOING TO BE GENEROUS WITH MY GRADING.

I can't prove it's written by ChatGPT, but I can tell. It does not write like a college freshman. It writes like a professional copywriter churning out articles for a content farm. And much like a large language model, the more papers written by it I see, the better I get at identifying it, because it turns out there are certain phrases it really, really likes using.

Once I think you're using ChatGPT I will be extremely annoyed while I grade your paper. I will grade it as if you wrote it, but I will not grade it generously. I will not give you the benefit of the doubt if I'm not sure whether you understood a concept or not. I will not squint and try to understand how you thought two things are connected that I do not think are connected.

Moreover, I will continue to not feel generous when calculating your final grade for the class. Usually, if someone has been coming to class regularly all semester, turned things in on time, etc, then I might be willing to give them a tiny bit of help - round a 79.3% up to a B-, say. If you get a 79.3%, you will get your C+ and you'd better be thankful for it, because if you try to complain or claim you weren't using AI, I'll be letting the college's academic disciplinary committee decide what grade you should get.

Eventually my school will probably write actual guidelines for me to follow when I suspect use of AI, but for now, it's the wild west and it is in your best interest to avoid a showdown with me.

[academicfever]

This is a good starting point but its not exhaustive by any means...

#Research 101: Part 1

##    How to find a good research topic?

It’s best to familiarize yourself with a discipline or topic as broadly as possible by looking beyond academia

Tips:

Be enthusiastic, but not unrealistic. For example, you might be tempted to throw yourself into finding out to what extent an entire economy has become circular, but it may already be challenging and tricky enough to find out which building materials are being recycled in the construction sector, and in what ways.

Be open-minded but beware of cul-de-sacs. You should always find out first whether enough is known about a topic already, or you might find yourself wasting a lot of time on it.

Be creative but stay close to the assignment. This starts with the topic itself; if one learning objective of the assignment is to carry out a survey, it isn’t helpful to choose a topic for which you need to find respondents on the other side of the world. One place where you can look for inspiration is current events. 

Although professors and lecturers tend to be extremely busy, they are often enthusiastic about motivated and smart students who are interested in their research field. You do need to approach them with focused questions, though, and not just general talk such as: ‘Do you know of a good topic for me?’ In many cases, a good starting point is the scholar themselves. Do a search on them in a search engine, take a look at their university web page, read recent publications,

In most university towns, you’ll come across organizations that hold regular lectures, debates, and thematic evenings, often in partnership with or organized by university lecturers and professors. If you’re interested in transdisciplinary research where academic knowledge and practical knowledge come together, this is certainly a useful place to start your search.

If you want to do interdisciplinary research, it is essential to understand and work with concepts and theories from different research fields, so that you are able to draw links between them (see Menken and Keestra (2016) on why theory is important for this). With an eye to your ‘interdisciplinary’ academic training, it is therefore a good idea to start your first steps in research with concepts and theories.

##How to do Lit Review:

Although texts in different academic disciplines can differ significantly in terms of structure, form, and length, almost all academic articles (research articles and literature reports) share a number of characteristics:

They are published in scholarly journals with expert editorial boards

These journals are peer-reviewed

These articles are written by authors who have no direct commercial or political interest in the topic on which they are writing

There are also non-academic research reports such as UN reports, data from statistics institutes, and government reports. Although these are not, strictly speaking, peer-reviewed, the reliability of these sources means that their contents can be assumed to be valid

You can usually include grey literature in your research bibliography, but if you’re not sure, you can ask your lecturer or supervisor whether the source you’ve found meets the requirements.

Google and Wikipedia are unreliable: the former due to its commercial interests, the latter because anyone, in principle, can adjust the information and few checks are made on the content.

disciplinary and interdisciplinary search machines with extensive search functions for specialized databases, such as the Web of Science, Pubmed, Science Direct, and Scopus

Search methods All of these search engines allow you to search for scholarly sources in different ways. You can search by topic, author, year of publication, and journal name. Some tips for searching for literature: 1. Use a combination of search terms that accurately describes your topic. 2. You should use mainly English search terms, given that English is the main language of communication in academia. 3. Try multiple search terms to unearth the sources you need. a. Ensure that you know a number of synonyms for your main topic b. Use the search engine’s thesaurus function (if available) to map out related concepts.

During your search, it is advisable to keep track of the keywords and search combinations you use. This will allow you to check for blind spots in your search strategy, and you can get feedback on improving the search combinations. Some search engines automatically keep a record of this.

Exploratory reading How do you make a selection from the enormous number of articles that are often available on a topic? Keep the following four questions in mind, and use them to guide your literature review: ■■ What is already known about my topic and in which discipline is the topic discussed? ■■ Which theories and concepts are used and discussed within the scope of my topic, and how are they defined? ■■ How is my topic researched and what different research methods are there? ■■ Which questions remain unanswered and what has yet to be researched?

$$ Speed reading:

Run through the titles, abstracts, and keywords of the articles at the top of your list and work out which ideas (concepts) keep coming back.

Next, use the abstract to figure out what these concepts mean, and also try to see whether they are connected and whether this differs for each study.

If you are unable to work out what the concepts mean, based on the context, don’t hesitate to use dictionaries or search engines.

Make a list of the concepts that occur most frequently in these texts and try to draw links between them.

A good way to do this is to use a concept map, which sets out the links between the concepts in a visual way.

All being well, by now you will have found a list of articles and used them to identify several concepts and theories. From these, try to select the theories and concepts that you want to explore further. Selecting at this stage will help you to frame and focus your research. The next step is to discover to what extent these articles deal with these concepts and theories in similar or different ways, and how combining these concepts and theories leads to different outcomes. In order to do this, you will need to read more thoroughly and make a detailed record of what you’ve learned.

next: part 2

part 3

part 4

last part

[theextendedbriechyne]

You've Got Nothing To Lose

So, productivity. Yeah. Let’s talk about it.

If you’re anything like me, you’ve probably had that moment—you know, when your to-do list is longer than your lifespan, your tabs are multiplying like rabbits, and your brain is just ✨ refusing ✨ to cooperate. Being a full-time student and a creator means my life is basically a constant balancing act, and let me tell you… I was dropping so many balls.

I tried every planner, every system, every method that productivity YouTube threw at me, and nothing really stuck. Bullet journaling? Loved the idea, hated the effort. Google Calendar? Cute, but I forgot to check it. Sticky notes? Everywhere. Chaos. Absolute chaos.

Then I found Notion, and listen—I was skeptical. It looked overwhelming, like an empty void of endless possibilities (and not in the fun way). But once I actually took the time to figure it out? Oh, it was over for me.

Now, my entire life lives in Notion. It’s where I plan my assignments, track my creative projects, and pretend I have my life together. And because I love making things both cute and efficient, I’ve spent way too much time tweaking my setup to be as ✨ functional but aesthetic ✨ as possible.

This post is just a little peek into the things that helped me get my Notion workspace together. Nothing too deep, just some surface-level tips. I’ll get more in-depth later, but for now—here’s what made the biggest difference for me:

��� How I Revamped My Notion Setup: 📌 Made It Pretty – Because if I’m going to stare at it every day, it has to be cute. Matching colors, simple layouts, and an aesthetic cover image make it 10x more enjoyable to use.

📌 Created a “Homebase” – Everything I need in one place. No more digging through five different pages for my assignments, projects, and notes. My dashboard is literally my lifesaver.

📌 Kept It Simple – Look, I love a good Notion setup, but if it’s too complicated, I just won’t use it. I stick to a system that works for me: clean, minimal, and easy to navigate.

📌 Automated Whatever I Could – Linked databases? Buttons? Widgets? Yes, please. Anything that saves me even a little time is a win.

✨ Want to try it for yourself? I actually put together a Notion template based on my setup, so if you’re looking for something that’s aesthetic and functional, I got you. It’s perfect for students, creators, or anyone who wants to get their life together in a ✨ cute ✨ way.

🔗 Check it out here! → BRIE BLOSSOMS

I’m still tweaking and improving my setup all the time, so I’ll definitely share more in the future! But for now—what’s your biggest struggle with productivity? Let’s talk in the tags ⬇️ or drop your Notion questions in the replies! 💭💖

[starfieldcanvas]

as a broader phenomenon i think it's an indictment of classism and institutional gatekeeping. like, yes, obviously we're supposed to be pursuing a course of study in order to learn from it, but let's be real here. we all know most of us didn't go to school To Learn. we went to school To Graduate. why? because there was a whole big list of things we weren't allowed to do unless we had a piece of official paper proving we had Graduated and 97% of a college degree was frequently considered the professional equivalent of 0% of a college degree.

as long as jobs are gatekept by school rather than gatekept by skills acquired in school, a large number of people will reasonably conclude that society's priority is for them to turn in passing assignments rather than to learn.

what you measure is what you get.

I think if you're using AI on your college assignments, especially for your major, there's a deeper problem.

Because whether you think your studies actually matter in the real world or will have consequences... it should matter to YOU. You are supposed to be here because you want to learn from this institution. You chose this major because you think you might want to pursue it as a career.

If you are so disinterested in your work that you are asking chatgpt to do it for you, that's a fucking canary in a coalmine for how much enthusiasm you are going to bring to this field. You shouldn't be studying this topic. And if you're doing this with every one of your classes, you probably shouldn't be at this school at all. You clearly don't want to be.

Maybe this college or this field isn't for you, and that's fine. There's other options. But right now you're just wasting everyone's time and money, especially your own.

[lets-try-some-writing]

what if optimus was a human teacher?

Well here is an interesting concept I am 100% going to go crazy with. This is a long one though so I'm going to break this up with a read more and a warning that this isn't going to go the way you might think.

Not So Normal Teacher

The Archivist in Optimus was bored.

Megatron had been quiet for over a year and not a spark had a thing to do until the Decepticons made a move. He had already reorganized the Autobot database three times and he couldn't exactly go wandering off with how much energon he used. He was stuck at base handling communications and mission assignment, and Primus, even the Matrix was antsy. He wanted something to do, anything really. And so after months of sitting around being driven half mad by lack of stimuli, he came up with an idea.

The Archivist in him wanted to teach, to preserve history, and to collect data. What better way to do all of that than by taking up a position as an educator? It was rather outlandish considering he was a Prime and from another world, but there was a school in the nearby human settlement hiring. He had no need for human currency nor was it particularly wise to go sign up as a teacher when the Decepticons could resurge at any moment. However he reasoned that if nothing else he would gain greater insight into human capability through his endeavors.

Ratchet was against his idea from the get-go but allowed Optimus to go through with it after he gave his reasoning and pointed out that he would actually use less energon if he kept his frame at base and worked elsewhere. Thus with Ratchet's begrudging assent, Optimus made himself a whole forged identity for his human holoform, plopped his real frame down in his berth, and got to work.

Orion Pax turned up to the interview looking his best, but despite his efforts there were still a few little things that set him apart. He was indeed professional in wearing a simple turtleneck sweater and jeans with a belt. However that was not what made the interviewer a little concerned, no it was fact that Optimus's hair looked like the American flag with the mixed red white and blue alongside the little markings on his face just under his eyes along with scars that had also transferred over. There was also the fact that his eyes were a little too bright, his movements a tad too stiff, and the way his voice seemed nearly melodic in nature.

However since Orion Pax managed to answer the interview questions perfectly, had a clean record, and was the embodiment of politeness and patience, he was accepted in short order. Thus Optimus got himself a job at Jasper Nevada Memorial High School as history teacher.

Orion Pax befriended the entirety of the teaching staff by the end of week one with his kind disposition, patience, and wisdom beyond his years. He assisted the math teacher in grading papers and even taught him a thing or two with all the patience in the world when the teacher began to struggle. He aided the English teacher by bringing her a cup of coffee and pointing out a small error in her class prep work. He helped the gym teacher get the court set up for the lesson that day and helped him organize the various equipment in record time. He stopped the science teacher from accidentally creating a deadly gas when the teacher passed out from exhaustion halfway through an experiment, leaving Pax to carefully clean up and then grade the teacher's papers for him. Then to top it all off, he assisted the music and arts teacher in her efforts to decorate her classroom for the school year.

The staff loved him, especially the school cleaners since Pax would always stay up late to help them clean despite their protests. He was the perfect co-worker, and quickly found himself as the most loved teacher once the school year started. His students were skeptical of the teacher who looked like he crawled out some sort of cosplaying event and had an American flag for hair, but they swiftly warmed up to him due to his manner of teaching.

Optimus hadn't actually done any real research on human methods of teaching, instead relying on his own experience. In a school as out of the way as Jasper Nevada High School, the regulations were not as strict and so long as students passed their exams, he was allowed to teach as he wished. He did have to adapt a few of his methods to account for human biological limits, but he quickly garnered the students interest with how he went about his teaching.

Using a holoprojector he adjusted to look more like a human one, Optimus, or rather Pax gave the children a more interactive experience. He was passionate as he showed them history in simulations and introduced them to old battles in complicated holographic maps. His classroom was covered in star charts and old documents, studies, and artwork. Every student was urged to find something historical that interested them and dive into it with all their passion and enthusiasm. No students were left unheeded and all their issues were accounted for. The social students were grouped together and given specific historical figures to study in a manner similar to what the archivists of Cybertron did. The less social were given special homework, being required to study a specific event and bring in all they had gathered.

Students with disabilities such as dyslexia and other reading or information processing impediments were personally tutored and grouped. Those who had issues reading were given a partner who would do the reading while they took notes and sectioned out data. Those who had trouble paying attention to certain subjects were given work in areas that had their interest. A child who found warfare to be of interest would be given to mission to look into the Art of War and compile an alternate battle plan for the assault on Rome. A child who preferred the more domestic texts was to come up with a whole biography that was time period accurate for a fictional character living in their chosen era.

Every student had their education specialized to suit them best alongside the general education Orion had them listen to.

Orion was not harsh, he didn't give homework in the manner of other teachers and instead gave the students one big project to complete over the year and smaller personal research projects to complete once a month. A good archivist doesn't rush his research, no, instead time and dedication is given to ensure everything is correct and proper. He did everything in his power to instill this into his students, never putting stern deadlines on anything and instead focusing on fostering interest and a desire for truth.

He wanted his students to love history, not despise it. He wanted them to learn from the mistakes of their ancestors and move forward. And most importantly he made sure to remind them to not be angry at the past and instead see it as an example of another time. For his efforts his students loved him.

It certainly helped that he tended to tell his students altered stories of Cybertron's history, changing bits and pieces to make it seem like a legitimate but long dead human civilization. His students were enraptured with his tales and the battles he made come to life with his projector. Even other teachers would come to listen if they had free time. However to keep his students on task, he only told them stories when the completed their other class's homework before his, thus leading to other teachers finding more success in their lessons too.

After particularly good performances from his students, he would quietly teach them pieces of his culture. He told himself it was just because it was something for them to do, but deep down he knew the real reason why he did this. He didn't want everything of his people to be lost if he were to lose the war. He didn't want everything his people did to be forgotten and washed away by the tests of time. If he was to fail... he wanted something to remain with his students.

Thus he taught them everything he could. He told the other teachers that it was from an ancient culture long forgotten that he was personally studying and come up with some forged documents to prove it. Then his students were introduced to the Ancient Cybertronian language and received extra credit for every work they submitted written in it. He altered the manner in which the glyphs could be processed and spoken while still keeping it as true as possible so that his students could speak it and read it. Then he offered them even more extra credit if they spoke the language in class.

It brought him no end of joy when one Rafael Esquivel made it his mission in life to learn and speak Ancient Cybertronian. If he wasn't long used to having to remain on task even while under increadible stress he would have devoted a great deal of his time to ensuring the boy understood everything perfectly. However he abstained and kept his focus, teaching all his students equally and making sure they were still learning their own history. If Rafael came to him after school to learn more, Optimus never rejected him and taught him happily, more than a little pleased when the boy's glyphs came out as perfectly as they could considering his biology when he spoke.

He also showed his students old dances from all across Cybertron. He altered them as much as he could and gave students different dances based on personality. Students got extra credit if they could perform a dance perfectly by the end of the school year. He never really expected any of them to do it, but by Primus he was surprised when Miko Nakadai turned up guns blazing and performed three different dances from different castes as perfectly as she could considering her biological restraints. She was a terrible study, but evidently her interest in dancing was increadible. Optimus may or may not have taught her a few more dances a little later just to see if she could do it, only to be shocked beyond words when she could indeed do it.

Lastly he introduced his students to Cybertronian art which had a heavy reliance on story telling. It was an end of the year project since his students managed to burn through the curriculum in less than six months and get mostly through the next year's work before the Principle asked Pax to slow down and teach them something else for a while. Optimus thought slowing his student's growth was ridiculous, but he complied and taught them how to engrave and paint in the manner of Cybertronians. It was shortly after he began teaching this that he was yet again surprised to find Jack Darby of all his students to be the one to perform best.

The boy was an excellent engraver, to the point where if Optimus were the kind of mech he might have even let Jack engrave his outer plating. He could get the glyphs nearly perfect every time and had a gift for painting that surpassed more than a few artists from Cybertron during the golden age. It shocked and awed Optimus more than he cared to admit, and much like with his two other exemplary students, he may have slid Jack over a printed copy of some other examples of Cybertronian art from the Autobot database.

He was a proud teacher, and a fragging good one too by any standard. But that was not all, he also cared deeply for his students and got to know all of them. Bonds were a serious thing on Cybertron, especially the ones found between mentor and student. Optimus took the time to understand every student he taught, to learn their likes, their dislikes, and what their situations were. By the end of his first year teaching he already saw his students as his little archivists. He stayed out of their personal lives as much as he could considering his place, but when needed he would answer a call for help.

A student who came in hurt would find their cast covered in loving little glyphs that spoke of wishes and prayers from Cybertron. A student who had a mental illness would be given plenty of small gifts and attention to help them look on the bright side. Students with body image problems were welcomed with love, always receiving a compliment when they entered. Every student was seen to and cared for, especially in the odd case where they came to him for help.

He said he wouldn't get involved, but he was a Prime, he couldn't leave anyone in need of aid. During the singular instance where a student called him in tears at the end of the school day weeping because of their abusive parent, Optimus didn't even hesitate. His holoform was reabsorbed and his real frame moved out. He transformed and drove as fast as he could until he reached the student's residence, at which point he remade his holoform, called authorities, and may or may not have busted down the door to get his student out of there before they could be hurt further.

Not a spark touched one of his little archivists. And while he did get a fine for trespassing and property damage, Optimus had no regrets. It certainly made him feel like his actions were justified when he found a small bundle of flowers on his desk a few days later from the student he saved.

The team slowly began to get a little worried for him when he began gushing about his students around base and keeping their little gifts. When questioned he had nothing but praise for his students and in the end the team just let him be. Optimus still did the work that was needed of him around base, so why argue with him when he was far happier than any of the team had seen him in centuries. Ratchet did warn Optimus not to get attached, but by that point it was far too late if the small pile of thank you gifts and other assorted thing piled on Optimus's workstation was any indicator.

His students didn't know, but he adored their gifts. Gifts were special on Cybertron, and so for every gift he received, he returned. His little archivists were in his own mind, the best. As such when Megatron made his reappearance two years later just as his first batch of students were graduating, Optimus was actually angry.

How dare the fragger turn up and put his little archivists in danger!? It was unforgivable, especially when because of Megatron's actions, three of his students turned up at base and Optimus had to try not to sputter. Jack, Miko, and Rafael, his three most invested students when it came to Cybertronian culture. What started as a harmless little subject quickly had the children connecting the dots when it came to the team.

They thought what Mr. Pax was teaching them was rooted from Cybertronian influence, perhaps from him unearthing something from Cybertron long ago. They didn't know that Optimus was the one teaching them and still turning up to classes part time every other day after Megatron returned. How was he supposed to not get attached even more when he lived two lives, one as Mr. Pax the history teacher and one as Optimus Prime, the leader of the Autobots, both of which interacted with the children?

Optimus: Jack, have you turned in your school work for the week yet?

Jack: No... I've been having some trouble with glyphs.

Optimus: Oh? What are you learning?

Jack: My history teacher Mr. Pax has been teaching up about a long dead civilization that seems to have been influenced by you bots. He's been teaching us the language they used.

Ratchet: *glaring at Optimus* Oh really? I would love to hear more about it.

Miko: Yeah! The glyphs are boring, but Mr. Pax also taught us dances! See, look! *proceeds to perform a dance from central Iacon*

Bulkhead: Wait, isn't that a dance used by the-

Optimus: *holding a servo over Bulkhead's mouth* The ancient civilization I assume?

Miko: Yep! Its super fun!

Rafael: Mr. Pax also taught us how to speak the old language. I think I am fairly proficient. *proceeds to speak fluent ancient cybertronian*

Arcee: What the frag!?

Ratchet: I do believe we need to have a talk Optimus.

[mariacallous]

A grant to study linguistic differences between Hebrew and English was flagged as an example of “woke DEI grants” in a new database released by Sen. Ted Cruz.

The database is part of ongoing Republican efforts to justify significant cuts to federal research funding and diversity programs under President Donald Trump.

The $226,000 grant, given by the National Science Foundation to the University of Massachusetts Amherst in 2022, was flagged by the Texas Republican senator’s team as having an inappropriate focus on “gender.” 

But according to the description of the research in Cruz’s own database, the sole mention of gender in the grant’s description is in reference to the fact that the Hebrew language (like many) assigns gender to nouns.

The UMass grant was also one of seven in Cruz’s database of Biden-era grants that stated an intent to promote partnerships between American and Israeli research institutions — something that did not appear to mitigate opposition from Cruz, an avowed supporter of Israel. He said in a statement that the more than 3,400 grants in his database demonstrated that the NSF had funded “questionable projects that promoted Diversity, Equity, and Inclusion (DEI) or advanced neo-Marxist class warfare propaganda.”

A request for comment to Cruz’s office was not returned; nor was an inquiry sent to UMass. Cruz, the chair of the Senate committee on Commerce, Science & Transportation, said in a statement that his data “exposes how the Biden administration weaponized federal agencies to push a far-left ideology.” 

He added, “Congress must end the politicization of NSF funding and restore integrity to scientific research.”

The public database of grants compiled by Cruz provides a window into how Trump and his allies are thinking about cuts to research funding. The flagged grants mentioning Israel were made to six universities including Brown, the University of Michigan and the University of Maryland-Baltimore County. They cover a range of scientific topics, from studying cognition to magnetic technologies to energy storage. 

What they have in common is a stated intent to collaborate with an Israeli university. For example, Michigan’s grant specifically references a partnership with Ben-Gurion University in the southern Israeli city of Beersheva, while a second UMass grant mentions partnering with Technion-Israel Institute of Technology in the port city of Haifa, as well as “outreach by the Israeli collaborator to local high schools in Haifa.”

The second common thread among the Israel-related grant descriptions is the use of keywords flagged by the database as related to gender or DEI. Cruz’s team sorted the grants based on the presence of keywords related to the categories of “gender,” “status,” “social justice,” “race” and “environmental justice.”

None of the grants to mention Israeli partnerships make such topics the focus of their research, though some state a general commitment to “groups underrepresented in science” or “outreach to women and underrepresented minorities.” UMBC’s grant states that it will allow participation “for local high school students from underrepresented groups on the US side, and from various nationalities on the IL [Israeli] side.”

The UMass grant exploring the Hebrew and English languages makes no such commitment to diversity. Its reference to gender comes as it states that “English and Hebrew differ in how they organize the words within sentences and whether they assign gender to nouns; Hebrew assigns masculine and feminine genders to nouns, similar to languages like Spanish and French but unlike English.” 

The project’s stated focus is to study how such linguistic differences affect “interpretation errors” among people who speak both languages.

Cruz’s dragnet of so-called “woke” research grants also comes as a number of American researchers and campus groups have pushed for boycotts of all Israeli institutions, in protest of Israel’s war in Gaza. 

The database was posted as Elon Musk’s Department of Government Efficiency has targeted federal research funding on the basis of keywords that, the Trump team claims, reveal evidence of gender- and DEI-driven agendas. On Tuesday a federal judge intervened to block steep cuts to medical research funding at the National Institutes of Health. Another injunction blocked key parts of Musk’s effort to shut down the U.S. Agency for International Development. 

A report last week in the Washington Post found that NSF staff were also being directed to comb through their research projects in search of dozens of offending keywords, including “women,” “victims,” “trauma” and “ethnicity.” Such efforts are part of a larger slashing of federal spending, including the shuttering of entire departments, that scholars say is unlawful and may be leading to a constitutional crisis.

[pintadorartist]

KEEP UP THE PRESSURE: CONTINUE TO FIGHT AGAINST THE TRUMP-MUSK COUP

I'll start with the Bad news since there's a lot of it here:

*Although all of the Democrats voted no, By a margin of 53-47, Russel Vought, one of the leading Architects behind Project 2025, has been confirmed

*Musk's Coup is still ongoing:

*Despite the mounting privacy lawsuits, His DOGE group has gotten access to the NOAA, Department of Labor, and Department of Education, EPA, and the Department of Health and Human Services

*USAID, the foreign aid agency of the US that provided life-saving funding for education, medicine, healthcare, and other foreign aid has been shuttered; it's been absorbed into the State Department with Marco Rubio acting as head of the agency with entire agency's numbers slashed from their original 10,000 to only 300 employees

*As of writing this post, Democrats from the House have been unable to communicate with the heads of the EPA and DOE(Department of Education)

*Even after asserting their credentials, Democrat legislators were denied access and even had federal authorities called on them

Ok, here's is some Good news to help ease you:

*19 Democratic attorneys general sued President Donald Trump on Friday to stop Elon Musk’s "Agency" from accessing Treasury Department records that contained sensitive personal data such as Social Security and account numbers for millions of Americans.

*Thanks to everyone calling so much, the Democrats actually woke up and held up the Senate floor all night, buying time for lawsuits. This led to a judge issuing an order preventing Elon Musk and any additional DOGE-connected people from accessing sensitive Treasury data while the lawsuit proceeds to a two-week hearing.

*The judge’s order restricts two Musk-connected men already housed at Treasury to “read-only” access — meaning they are not permitted to modify or copy anything.

*In response to the gutting of USAID and the firing of its employees, a legal challenge filed on behalf of the employees, the U.S. District Court in the District of Columbia will issue a temporary restraining order regarding various aspects of the Trump-Vance administration’s attempt to shutter the operations of the U.S. Agency for International Development (USAID).

*A California Student group is suing the Department of Education over reported DOGE access to financial aid databases

JUST TO REMIND YOU. YOU ARE NOT ALONE. THERE ARE PEOPLE OUT THERE FIGHTING TO STOP THIS COUP AND FIGHTING FOR YOUR RIGHTS. HERE'S HOW YOU CAN HELP:

1.Call your Senator/Rep Using 5calls: https://5calls.org/issue/elon-musk-opm-gsa-takeover/

Alongside using the script that 5calls provides, mention these actions. Despite Democrats being the minority, they still have tools and options to resist and oppose

If your senator/rep is a Republican, give them as much shit as possible, they are complicit and are willingly giving up Congress' power and responsibility.

2. Contact your State Attorney General by using 5 Calls: https://5calls.org/issue/musk-doge-data-lawsuit/

Here's an alternative script:

By using 5 calls, you probably already know who your State Attorney General is; another way to reach your AG is by searching their name, going to their website, and filing a Complaint form,

3. Contact the Secretary of the Treasury Department! – 202-622-2000

Minimal script for Secretary Scott Bessent: I’m calling to demand that you remove Musk’s access from all systems under your control, that all his equipment is confiscated, that his team is interrogated as to all actions they took under his direction, and that a computer forensics team is assigned immediately to check the system for integrity of its security systems.

After doing all of these, spread this around, not just on Tumblr, but all over the place. People need to know what's going on

and Remember, Do not obey in advance; yes, these are scary times; it's okay to feel afraid, but do not let it paralyze you; you are not alone.

More info on: https://indivisibleventura.org/2025/02/01/the-guy-nobody-trusts-with-a-full-security-clearance-now-has-access-to-all-your-private-data/

[dark-elf-writes]

Was thinking about eleven year old Fawn Spots Harry and made myself laugh because he would be so angry that technology doesn’t work at Hogwarts.

Full on “What do you mean Olympus has cell service and the middle of Scotland doesn’t?! It’s not even the same plane of fucking existence and calls aren’t even long distance!” Little man has not been more than a phone call away from his family since he was adopted and he is not coping well, but beyond that the lack of online databases, easy way to compile notes and write the eight million essays they’re assigned, and actual entertainment that isn’t ’dangerous flying dodgeball’ (which he does love tbh but still not everyone does) would drive him up the wall. Fuck the lack of things like highlighters and binders would piss him off. 

He would show up with a spiral notebook and a mechanical pencil and a pureblood child would pass out from shock. He writes his family constantly begging for any and all stationary they can send. He uses breaks to type up last term’s notes and introduces the first final study guide in Times New Roman into Hogwarts and makes a killing off of selling them. The older pureblood students beg on bended knee for help making their own and the muggleborns realize oh shit they can corner the market per year and subject. Harry will drag Hogwarts into the modern age if he has to do so kicking and screaming.

[thehollowwriter]

I'm sick rn and writing is taking a while so here take this

Twst SCP AU (Some headcanons and ideas):

Classes, Clearance Levels, and Positions:

Classes

Class A: The staff, the dorm leaders, (except Kalim)

Class B: Ignihyde students

Class C: Kalim, Ace, Deuce, Ruggie, Jack, Epel, Trey, Cater, Sebek, Silver, Rook, Jade, Floyd

Clearance Levels:

Level 1: Mob students

Level 2: Mob students

Level 3: Ace, Deuce, Ruggie, Jack, Epel, Sebek, Silver, Rook, Kalim, Jade, Floyd

Level 4: Leona, dorm leaders apart from Kalim Riddle and Azul

Level 5: Staff, Riddle, Azul

Positions:

Researchers: Riddle, Trey, Cater

Ordinary jobs (e.g clerk, janitor) and Tech teams: Mob students

Field agents: Ace, Ruggie, Floyd, Jade, Rook, Sebek, Silver, sometimes Lilia

Mobile task force members: Deuce, Jack, Jamil, Epel, Ortho, Lilia

Disclosure officer (assigns clearance levels): Riddle

Mobile task force commander: Leona

General hcs:

•The NRC boys work for the SCP foundation

•The school staff are part of the 05 Council, though Trein and Crewel are the main ones who get stuff done

•The overblot boys are both scps and staff (if happens!) Most of them are Euclid, but Malleus is Keter

•Grim and Yuu are scps (Class: Euclid)

•The foundation exists in twst even there is magic, as their are thing that defy their current scientific knowledge and are a threat

•The foundation works with S.T.Y.X

•Riddle is extremely strict but it's very valid here because people can die

•Kalim is... not good at most of his job, and he would've been fired if it weren't for the fact that certain scps are more responsive to him and like him (hence why he's Class C instead of A)

•Leona may be unmotivated, but he disciplines his mtfs and the Class D thoroughly if needed. His UM is used for neutralising scps or D Class if needed

•The octotrio are often involved in sea/ deep sea related scps or research

•Everyone can still use magic and their UMs, but magic is restricted in certain areas or scenarios

•The dorms aren't quite as divided as they are in canon, since everybody is mixed together depending on their field

To understand the terminology, give these a quick listen (and the rest of the podcast if you're interested):

[hyeahgaku]

SAKAMOTO DAYS 2nd Character Popularity Poll - Characters & Profile Descriptions

Sakamoto, Tarō: "The story's protagonist. Former legendary assassin."

Asakura, Shin: "Former assassin & a clairvoyant. Respects & admires Sakamoto."

Lū, Shaotang: "Former triad. Currently working at Sakamoto's Store."

Mashimo, Heisuke: "The legendary sniper Dragoon of the JCC."

Piisuke: "Heisuke's partner. Sky courier for Sakamoto's Store."

Sakamoto, Aoi: "Sakamoto's wife. Good with magic tricks."

Sakamoto, Hana: "Sakamoto's daughter. Kind & gentle."

Nagumo: "ORDER member. Master of disguise."

Osaragi: "ORDER member. Likes good luck charms."

Shishiba: "ORDER member. Hates onions."

Hyō: "ORDER member. Possesses overwhelming physical strength."

Takamura: "ORDER member. Master swordsman."

Kanaguri: "Movie director. Currently shooting a movie, starring Akira."

Kamihate: "ORDER member. A hot-tempered sniper."

Oki: "Current leader of the ORDER. He was on an assignment overseas."

Torres: "ORDER member. He owes the JAA 60.2 billion yen."

Tanabata: "ORDER member. Professional musician."

Yotsumura, Satoru: "Right-hand man of the former JAA Chairman. Founding member of the ORDER."

Kindaka: "Founding member & was the leader of the ORDER."

Asaki, Sei: "Current chairman of the JAA."

Slur / Uzuki, Kei: "Wants to wipe out the JAA and create a new Order."

Gaku: "Slur's ally. Goes at his own pace."

Kashima: "Slur's ally. He's a cyborg."

Uda: "Slur's ally who helped infiltrate the JAA."

Carolina Reaper: "Slur's ally. Able to manipulate fire."

Club Jam: "Slur's ally. He enjoys physical pain."

Kumanomi: "Slur's ally. Magnetism manipulation."

Haruma: "Slur's ally. An assassin that fights using the rules of sports."

Tenkyū: "Slur's ally from Al-Kamar."

Gozu: "Slur's ally from Al-Kamar."

Akao, Rion: "Classmate of Sakamoto's & Nagumo's at the JCC. Died after fighting Uzuki."

Akao, Akira: "Rion's niece. She's a JCC transfer student."

Seba, Natsuki: "A genius who won the Yotsumura Prize for his invention of the invisibility suit."

Seba, Mafuyu: "JCC transfer student. He's Natsuki's younger brother. A clean freak!"

Amane: "JCC student. Yotsumura's son."

Kaji: "JCC transfer student. Has exceptional hearing."

Toramaru: "JCC transfer student. She's a returning Sakamoto fan."

Shinaya: "Special recommendation applicant in the transfer exams. Has a flexible body."

Yanaya Tsu (Viz: Jay Erk): "JCC transfer student. Also known as Kill Baby."

Satōda-sensei: "JCC teacher. Aikido master."

Byōdō: "JCC faculty staff. Also known as Databank (Viz: Database)"

Wūtang: "Consigliere of the Lū family with an extreme crush on Shaotang."

Boyle (Viz: Boiled): "Dondenkai assassin. He's a hard-boiled dude."

Obiguro: "Dondenkai assassin. Loves strong people."

Tatsu: "Dondenkai assassin. Poison user."

'Gran Miya: "A highly skilled holistic healer known as 'God Hands'."

Atari: "A fortune-teller with 100% accuracy rate."

Kase, Jō (Viz: Jo Shackles): "Chief warden of floor B1 in the JAA prison."

Bachō: "Assassin hired by the Danshōkai. Compared to Son Hee, he's the better artist."

Son Hee: "Assassin hired by the Danshōkai. Fights using the Mābō (mapo tofu, lol) fighting style."

Iriya: "Communications coordinator for the ORDER."

Tanaka: "Works at Labo. Good friends with Seba (Natsuki)."

Saw: "Death row convict. Played an important role in the story."

Dump: "Death row convict. A spiky person."

Minimalist: "Death row convict. Has super strong grip."

Apart: "Death row convict. Wants to know what's inside someone's heart."

Young boy from chapter 1: "Regularly hangs out at Sakamoto's Store."

(Hitman) Boss: "Shin's former boss."

Bus hijacker: "Couldn't accept that his favourite manga got axed."

Nakase, Junsa: "Protects the Ikoraizaka Shopping Street."

Police Grandpa: "Protects the Ikoraizaka Shopping Street."

Kanehira, Riki: "Leader of the Zuttomo Motorcycle gang."

Wang: "Chairman of the Danshōkai. He's after the Lū family's treasure."

Pizza Nakajima: "Now you're like pepperoni on the chopping board!"

Kurii Ningu: "An assassin who also works as a janitor at the amusement park."

Sugar-chan: "Sugar Park's mascot."

House of Terror staff: "The guide in the House of Terror."

Video Rental informant broker: "Disguises himself as a video store owner, but in reality he provides inside info."

Toy knife: "The knife that Nagumo bought from the Toy section."

Kazuko (70) & Sachiko (68): "Kazuko is a barber, whereas Sachiko is a clothing store owner. They're really strong."

Asakura: "LABO Director. He gave Shin his powers."

Mad Horiguchi: "Kashima's subordinate. He can scramble the opponent's brain signals by using electricity."

Yutaro: "An amateur assassin who runs a public bathhouse."

Seco Zuru: "Big brother. A cheater who plays dirty."

Mochi: "The bravest Shiba Inu at the Home Improvement Center!"

Floaters: "JCC part-timers. They're the JAA's post-incident clean-up unit."

Harimogura/Echidna: "Osaragi's first impression of Dump."

Sakamoto's Slippers: "Costs 200 yen, excluding tax."

Takebe: "One of the staff at JAA Tokyo Bureau."

Inoda: "One of the staff at JAA Tokyo Bureau."

Head Test Admin, Usami: "The head test administrator of the JCC transfer exams."

Test Admin, Mizuno: "An examiner for the JCC transfer exams."

Geiko: "Wishes for a red kimono."

Jumbo Tanishi: "First-year student in the JCC Assassination Department."

Weapons Manufacturing Department senpai: "Always gets fooled by Natsuki Seba."

JCC Bowl: "The famous JCC bowl from the JCC cafeteria. Tastes horrible."

Fukumitsu: "Chief of JAA Western Japan Headquarters."

Shino: "Yotsumura's wife."

Russo Rullet: "An assassin that sells amazake."

Yamada-sensei: "JCC teacher."

Kondo: "JAA staff. Considering a career switch."

Amō, Ai: "Wife of the former JAA Chairman."

Amō, Konomi: "Daughter of the former JAA Chairman."

Higuchi-kun: "Accumulates virtue points by doing good deeds. Has 50,000 virtue points in total."

Kobayashi: "Poison user. Also known as Koba."

Amō, Soichi: "Former JAA Chairman."

Mutō, Erio: "JAA Executive."

Remi-chan: "Oh wow! Awesome!"

Samejima: "Leader of the JAA Special Detachment Unit."

Ninnin Man: "Ninja assassin."

Watarai: "Asaki's aide. He bought the Tate Britain."

Seba (father): "Father of Natsuki & Mafuyu. He's a third-rate assassin."

Store cashier at the Museum: "Sold matching outfits to Sakamoto & Toramaru."

Okutabi New National Museum staff (woman): "Very confident about the security system of the museum."

Okutabi New National Museum staff (man): "He deemed Sakamoto's Colt Government a fake."

Thief: "Kumanomi used him as a decoy. A dumbass that dies quickly on the battlefield."

Super Antlion Hell Brothers: "Brothers who dwell in floor B2 of the JAA prison."

Yūto Suzuki-sensei: "The author of SAKAMOTO DAYS."

Others: "Free entry."

[rose-ellis]

Library AUs

I love a good Library AU - if there's one in a fandom I'm part of, I've probably read it. Some are pretty accurate…others not so much.

And listen, I'm not usually a stickler about job accuracy in other people's fics cause I understand that we aren't all doctors, firefighters, innkeepers, or whatever other job we give our characters, and most of us don't have people in our lives that we could ask questions to. So if a fic writer doesn't know everything about a job, it's totally fine.

But one thing that I see a lot in Library AUs that irks me is fic writers making their characters work in a library on a whim because it's an "easy job." Maybe they're using it to pay for school or just putting in time until they find their true calling.

It may be surprising to learn that to work in most libraries, you need some sort of formal library education. There's the university route of getting a BA and MA in Library and Information Science, or the college/vocational route of Library and Information Technician programs, among others.

Of course there are exceptions, particularly in smaller, rural public libraries - there's always going to be exceptions. But if your character works in a mid-to-large sized city public library or as a full-time (non-student) staff at an academic library in the 21st Century, they basically have to have a library degree.

Being a librarian/library tech is more than just greeting people and scanning their books.

It's organizing programs and events based on the demographics and needs of the community - reading and literacy groups, after school activities, social gatherings for lonely seniors, budgeting and cooking classes for college kids, hosting mobile health clinics, etc.

It's knowing where to find reliable information and resources when a patron asks a question - books for a public/high school project, academic articles for college students, info about immigration and citizenship for newcomers, by-laws for someone fighting a parking ticket, community resources for those needing assistance, etc.

It's caring for the library's collection on a tight budget to better serve the community - ordering new releases, subscribing to useful databases, purchasing licenses for ebooks, repairing damaged items, weeding redundant material, etc.

It's sorting the library's new acquisitions - understanding how to find and build numbers in the Dewey Decimal or Library of Congress Classification systems (among others), creating cataloguing records, assigning subject headings, etc. to make the collection searchable.

It's finding someone their next book, helping them create and print their resume, and teaching them how to use their new device.

It's a million little things that no one thinks about. And library staff must do all of this while trying to market the library as something valuable in order to justify their existence in the face of constant budget cuts. Add onto that the increasing censorship issues and hostility that library staff must face.

And I may be screaming into the void because I know that 99% of that won't ever make it into fics. I get it - it's very dry and ruins the fantasy of working at a library. I'm not suggesting that you should have your characters spouting Dewey numbers left and right. And I know that it’s fanfic - it’s supposed to just be something fun and cute. It would just be nice to see it written like it's an actual career instead of an easy little filler position that anyone can do on a whim.

tl;dr: being a librarian is not an "easy job" - most librarians actually have degrees in library science. Show librarians some love by not undervaluing their hard work.

Sincerely,

a very tired library technician student

[salvadorbonaparte]

And now how do you discover these movies' existence????

Different ways!

Heard about it from friends, acquaintances, mutuals, fellow students etc

Stumbled over it on some list on imdb or letterboxd or through a recommendation algorithm like on Netflix

Specifically sought out media with a specific theme or topic and combed through lists and databases (eg I am interested in war films, or queerness, or disability, or languages and translation etc etc)

Decided I should watch more films from a specific language/country/culture and try to look up famous/interesting examples

Liked an actor (gn) enough in a work that I decide to watch more of their work and go through their catalogue

Checked my local cinema and the TV program for things that catch my interest

Assigned films for classes (or films similar to assigned films or by the same director like in example 5)

I love films and I watch a lot of them but I'm a chronic mood watcher. You will not believe how many of the really really famous films people consider "must see" I haven't seen. But I've seen some very good, occasionally very niche, stuff because I was in the mood for it and happened to discover it somehow.

My letterboxd is.... very normal.