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sapphic piece of shit

@complimentaryculler

Fian, they/them/theirs. White descendant of colonizers living on unceded land. Genderqueer sapphic. Pipia. Profile picture by ink-the-artist. Nazis, nazi apologists, anti-semites, anti-feminists, MAPs/MAP-supporters, terfs, transmeds, swerfs and ace/arophobes are not welcome. Just vibin

it's so funny that israel is straight up in asia but eurovision lets them compete because they've done enough genocide and colonialism to count as honorary europeans anyway

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Though it can seem daunting, a range of noted thinkers from Karl Marx to Ice T agree that in such scenarios it is necessary to hold your friend to account for their misdeeds. Both for their own sake and for society writ large.

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urbanfantasyinspiration

Murdered the entire squad

THIS. This shit right here is why any adaptation that has Daphne as a “bitchy popular girl” stereotype and Fred as a “popular jock” stereotype are totally wrong.

They both self-ID as fucking NERDS.

A female character being widely hated is a huge green flag.If my experiences with fandoms and critics have taught me anything,it's that if that's how they react to her,that i'm about to meet the most based fictional girl to ever exist

Yet again I got blindsided with the gas bill. We owe 173.56 by tonight and they never contacted me until this morning. I have no way to pay it or postpone it further, either. I asked. Can anyone help us keep our stove/heat on because I'd really appreciate it. Don't ask why we still need heat here Ohio is trash ok. We also need food but like. Idk. I haven't really eaten much in a week idk.

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average "accessible" college campus

[ID: the College of Winterhold from Skyrim. The entrance is a long open-air bridge with no handholds or walls.The ground of the bridge is covered in ice and has crumbled in places. Additionally, the supports that initially held up the bridge have fallen away, leaving the bridge suspended precariously over an open chasm. end ID]

It’s always funny when anglo writers looking to express a specific idea casually pluck a cool ready-made monosyllabic phrase from their language’s unlimited supply and Romance language translators just curl up in the fœtal position and cry. I’m reading a text in which the American author talks about ‘Haves’ vs ‘Have-Nots’ vs ‘Have-Mosts’ —the poor French translator translated this as ‘ceux-qui-ont’ (the French language: don’t worry I’m just getting warmed up), ‘ceux-qui-n’ont-pas’ (nice we’ve doubled the syllable count but we mustn’t falter), and the beautiful ‘ceux-qui-ont-plus-que-tous-les-autres’ (300% expansion ratio let’s gooo! we did it great work everybody.) From 2 to 8 syllables—the minute I saw that bulky thing I knew it had to be Have-Mosts in the original and I was giggling. The anglo author happily proceeds to use the phrase ‘Have-Mosts’ 5 times per paragraph because why not! it’s so quick and wieldy :) we don’t actually need the word wieldy ‘cause it’s just the normal state of our language <3 meanwhile you can feel the French translator’s desperation grow as she is reduced to juggling with “those” and “the latter” to avoid summoning her creature. Eventually she reaches the acceptance stage and uses ceux-qui-ont-plus-que-tous-les-autres again like, it’s my monster. I shouldn’t reject it

A teacher in Florida is being investigated by the state for ‘indoctrination’ after showing a Disney film which features a prominent gay character. The investigation comes after fifth grade teacher Jenna Barbee showed her class Disney’s 2022 animated movie Strange World as a “brain break”, following a morning of standardized testing. The film features Ethan, an openly gay character, and a romantic plot between Ethan and his crush, Diazo. On TikTok, the teacher said she chose to show the film because it fit in with the class’s curriculum, as they are currently learning about ecosystems. The LGBTQ+ element was not the reason she put the movie on, but described it as “harmless”. Barbee claims she was reported to the state by a school board member, who she says is on a “rampage” against any form of representation in schools and her daughter was in the classroom watching Strange World. A tweet by Barbee’s friend, Carl Zee, shows a letter from the Florida Department of Education which states the teacher is being investigated for “inappropriate conduct”. “If you have evidentiary witnesses or documents pertinent to the case, send them to this office no later than two weeks from receipt of this letter,” the letter states. “[The students] didn’t even know this was a big deal until the board member and the state made it a big deal. “They’re using it against me saying they’re ‘protecting the children’ and it’s for their safety. But what is this actually showing them?” Barbee questioned in the video. She said the investigation is more “traumatising” for the youngsters than the film was in the fist place. “But the minor representations, that have nothing to do with the movie, are such a big deal that now admin in is in their room, pulling their teacher out, calling the students one by one down to the office to interrogate them in the middle of my lessons,” she said. The teacher added that a number of her students had told her they are members of the LGBTQ+ community, prior to the film being shown.

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"Rail only works over short distances" one of the most detached from reality carbrain statements I've ever read. Rail is objectively, demonstrably better to cover long distances than it is to cover short distances. Car culture legitimately gives you some kind of brain fungus.

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Can't let British people have air conditioning because first they'd call it something twee like "the climate fixer" and then in 20 years they'll call it "the climb" or "the climmy"

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French kids would call it "le climot", frustrating language officials who would prefer they call it "machine pour le contrôle du climat froide à l'interieure de l'édifice"

Anonymous asked:

Fuck shiny hunting I’m gonna look for the real treasure (a spinda with a spot that looks like amoong us)

as humans we've perfected years of selective breeding. we've domesticated dozens of starter pokémon. we've mastered the science behind genetic ability and nature transfer.

there MUST be an among us spinda out there.

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A blorbo is a fungal infection in the brain. This is also why blorbo thoughts are contagious.

Skrunklies are multi-cellular parasites, and not as contagious, but those who are affected tend to have very long-term symptoms.

Scrimblos are viral, and often mistaken for blorbos because the symptoms are very similar. However, the symptoms pass much more quickly for most hosts

Poor little meow meows are noxious weeds, which, once taken hold in an ecosystem, begin to shove out all others within its ecological community.

A babygirl is an apex predator.

Diagnostic Criteria for Allism Spectrum Disorder

also known as, Neurotypical Disorder

(Parody)

To meet diagnostic criteria for Allism Spectrum Disorder according to DSM-5, a child must have persistent deficits in each of three areas of social communication and interaction (see A.1. through A.3. below) plus at least two of four types of restricted, repetitive behaviors (see B.1. through B.4. below).

A. Persistent deficits in direct, honest, and compassionate social interaction and patterns of using deception and manipulation of others perception. Deficits persist across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive; see text):

  1. Deficits in social-emotional reciprocity. For example, a. Indirect, ambiguous, or deceptive communication style, b. Over dependence on social norms and generalizations, c. Frequently superimposes subtext or places unfounded meaning on concrete, literal, or factual communication, d. Struggles with comprehending consent and personal boundaries in social interaction.
  2. Deficits in verbal and nonverbal communicative behaviors used for social interaction. For example, a. Ritualized use of unusual or menial conversation topics (e.g. comments on weather), b. Pervasive passive aggressive communication style (saying “that’s different” when really meaning “I don’t like that”), c. An excessive use of eye contact, abnormalities in body language, and deficits in understanding and use of gestures.
  3. Deficits in theory of mind and developing, maintaining, and understanding autistic relationships. For example, a. Difficulties adjusting behavior to suit various social contexts, b. Inappropriate or undesired responses in conversation (e.g. using repeated passive/apathetic responses to end a conversation, visible discomfort when your interests or opinions vary from theirs), c. Absorption in perceived social status “ranking”, d. Deficit in comprehending bodily autonomy and personal space, e. Restrictive fixation with and dependence on gender social constructs, f. Repeatedly engages in tribalistic behaviors, such as compulsive attempts to control reputation in groups, and exploiting, marginalizing, or punishing groups deemed unworthy or inferior.

Severity is based on social communication impairments and impairment in organized, specialized behavior. For either criterion, severity is described in 3 levels: Level 3 – requires very substantial support, Level 2 – Requires substantial support, and Level 1 – requires support.

B. Patterns of over-dependence on heuristics, social norms, and generalizations in behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text):

  1. Stereotyped or repetitive verbalization, use of objects, or speech. e.g., a. Simple motor stereotypes, b. Repetitive vocal stimming via verbalizing unfiltered thoughts or patterns of erroneous intonation c. Recreating social scenarios with toys or objects as children, d. Repetitive use of involuntary scripted phrases (e.g. “Lets hang out soon”, “How are you”, “Long time no see”, or “It’s nice to meet you”).
  2. Insistence on sameness, extreme adherence to pre-existing social norms, or ritualized patterns of verbal or nonverbal behavior. e.g., a. Ritualized use of indirect communication, b. Strong attachment to group identity, rigid thinking patterns, greeting rituals, c. Need to conform, d. Difficulty in challenging pre-existing constructs in the world, e. Gullible to group biases such as bandwagon effect, groupthink, or status quo bias.
  3. Lack of specialization or pattern-recognition that is abnormal in apathy or disorderliness. e.g., a. numerous superficial, shallow hobbies and interests with deficit in or complete lack of deeper exploration of interests, b. selecting interests based on social group or social influence, c. utilizing interests as social currency without genuine passion, d. ignoring small details because they do not align with expectations, context, or pre-existing beliefs, e. overly concerned with social perception instead of concrete objects or information.
  4. Dulled or hyporeactive to sensory input or information that does align with pre-existing knowledge, beliefs, or self-interest. e.g., a. ”tuning out” sounds in environment deemed unimportant, b. easily influenced to interpret information based on how information is presented, c. overly gullible to confirmation bias, halo effect, and attentional bias, d. restrictively applyies existing social constructs as rules/expectations for all interaction and modelling of instead of generating beliefs based on sensory input and pattern recognition.

Specify current severity:

Severity is based on social communication impairments and restricted, repetitive patterns of behavior. (See table below.)

C. Symptoms must be present in the early developmental period (but may not become fully manifest until their behavior becomes intolerable to autistics).

D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning.

E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and allism spectrum disorder frequently co-occur; to make comorbid diagnoses of allism spectrum disorder and intellectual disability, communication should be below that expected for general developmental level.

Note: Individuals with a well-established DSM-IV diagnosis of allism disorder, neurotypical disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of allism spectrum disorder. Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for allism spectrum disorder, should be evaluated for social (pragmatic) communication disorder.