I feel like now is a good time to announce that I’m in the process of moving blogs! Im doing so for a few reasons, the main one being paranoia, so for that reason I won’t be saying my new urls publicly so like please dm me if you’d like my new url so you can follow me there! I’ll be reblogging this post a lot so ppl can see it (so sorry if you get annoyed by that)!
I’m also remaking my discord account as well so if we’re friends on there then feel free to message me for my new username!
friends and mutuals please do reblog so shared friends/mutuals have a higher chance seeing it!
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you could theoretically read the series in the order 8.5, 9.5, 9 instead of 8.5, 9, 9.5 because books 9 and 9.5 take place parallel to each other but also sophie and keefe never interact between them so hypothetically there should be no difference (and no spoilers either way).
another thing you could theoretically do is alternate between reading books 9 and 9.5. a chapter here, a chapter there. it would be like reading a longer version of unlocked, with the povs alternating between sophie and keefe.
in fact, in theory, there could be a possibility of even less spoilers if you read it 8.5, 9.5, 9. for example, if vespera makes an appearance in unraveled, and you didn't know she would die yet, it could be a really cool way to see her last minute and have an extra layer about her before her death. whereas if vespera makes an appearance in unraveled and you already know she's going to die, it feels a little more empty. not completely meaningless, but like. kinda empty. like if vespera hints at a larger plan or something in unraveled and you didn't know she was going to die, you'd be super excited to see this plan shake out, but now that we know she's going to die something like that wouldn't hit as hard.
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GUESS WHO DID TWO WHOLE PAGES OF HATCHETFIELD OCS
Right at the centre, we got Rory and Adrienne by @rathaway, it felt only fair to draw both of them together and I got to try my hand at a side profile! Then, on the left page, we have Loggy, who's owned by @just-animaxiz, Casper from @jesterbabey, and Eddy who was made by @cutter-kirby. The right page features Graham by @chatterghosts, Gerry by @t3a-gh0st, and last but not least, @fin-the-fissssssh's OC, Harper. GOD that was a lot of OCs, I’m so proud that I was able to draw this many but my hands also kind of hurt now.
If you guys like my art, feel free to check out my commissions! Also, I have a Ko-Fi store, where I sell cool pins and stickers designed by yours truly.
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🍩 for whoever come to mind!
🍩: What’s a crime your OC is most likely to commit? What’s a crime they’re most likely to get arrested for?
Sam is most likely to commit arson. Not even on purpose necessarily, it's just a side effect of having fire powers.
When Sam lived with Mick, whenever he got caught for something Mick would usually bail him out and make the charges go away. But if Sam got arrested for intoxication, he'd leave Sam for a night in the drunk tank so he could get some peace at home - and teach Sam a lesson (this never worked).
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"We should stop thinking in terms of 'compensatory education' but consider, instead, most seriously and systematically the conditions and contexts of the educational environment.
The very form our research takes tends to confirm the beliefs underlying the organization, transmission and evaluation of knowledge by the school. Research proceeds by assessing the criteria of attainment that schools hold, and then measures the competence of different social groups in reaching these criteria. We take one group of children, whom we know beforehand possess attributes favourable to school achievement; and a second group of children, whom we know beforehand lack these attributes. Then we evaluate one group in terms of what it lacks when compared with another. In this way research unwittingly underscores the notion of deficit and confirms the status quo of a given organization, transmission and, in particular, evaluation of knowledge. Research very rarely challenges or exposes the social assumptions underlying what counts as valid knowledge, or what counts as a valid realization of that knowledge."
- Basil Bernstein, Education Cannot Compensate for Society, in Education for Democracy (2nd ed., 1972)
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