class of 97

Johnny - Stripper AU

admin Jiah is back (kinda) here’s a quick stripper au all thanks to admin Ayu for the help literally ily

  • so Johnny is your very average classmate
  • the guy who’s not v social in school but everyone is cool with him
  • and he gives you these weird looks when you come across him
  • and you have to admit he’s very intimidating even if he just passes by you
  • so one fine weekend your friends force you to a bar 
  • it was such a boring one
  • like all those ordinary bars
  • you were just sitting bored watching your friends dance and act silly
  • bars just weren’t your thing you’d rather sit home and read a book
  • until
  • the dance floor lighting suddenly changed
  • there were red and blue lights and a tall silhouette emerged
  • Johnny??????
  • you stood up to get a clearer and closer look and it was actually him
  • he was wearing tight leather pants 
  • and
  • choker
  • your gulped at the sight
  • the girls were going crazy as he started with the moves
  • he was so professional???????
  • he was smooth with every thrust
  • every signature fuckboy lip bite
  • and that smirk oh my
  • you were unexpectedly ogling at the sight 
  • until
  • he made eye contact with you
  • he recognised you
  • his moves got less uniformed as he kept making eye contact with you
  • another stripper called Yuta took over and Johnny left the stage
  • he pulled on a shirt right on stage and the girls cries lessened for a second until Yuta appeared
  • on the next school day you were quite uncomfortable seeing Johnny in your class
  • sitting
  • next to you
  • he was so normal??? he acted as if nothing happened???
  • you felt weirdly attracted to him during classes 
  • classes ended
  • finally
  • you were casually walking down the hall
  • until johnny pulls you in a secluded corner
  • threatening you that if you spill the beans he’ll spread rumours saying you’re a stripper enthusiast
  • you won’t let him have it so easy
  • so you think back to calculus class where johnny scored 97% while you got 37%
  • and so it was a deal. you wouldn’t expose Johnny and he’ll help you out in calculus.
  • and let’s just say
  • it was much more than just a calculus class with stripper Johnny :)))
  • and there were more ‘hard’ problems to solve apart from the worksheet

lovelylittlecone  asked:

What were our homeboys like in high school? 🤔

👌 👌 👌 👌 👌 Thank you I love high school! matsus


  • Was the class clown and nightmare of all the teachers
  • Got 65-70s (he’d skip a lot of classes)
  • Once got a 97 on a test and teacher cried and treated everyone to a movie
  • Came into school drunk at least 3 times every month during his 3rd year
  • Always skipped school on Valentine’s day and White day after 1st year and would steal any sweets his brothers got


  • Was in Drama club and managed to get a bunch of speaking roles since he remembered his lines better than most of the other members
  • English and Literature were his favorite classes
  • Got 80-85
  • Took a real liking to Shakespearean works which started his habit of going on long winded tangents and soliloquies


  • Most studious out of all the brothers and was a huge teacher’s pet
  • Was that kid who would remind the teacher there was homework if they forget to collect it
  • got 85-90s
  • Could only tutor males students because he’d get too flustered and nervous around his female classmates


  • Was edgy™ and had an emo phase where he would wear lots of black and listen to lots of MCR, Good Charlotte, Linkin Park, Sleeping with Sirens, etc.
  • Had a difficult time making friends and requested that he and his brothers all be in the same homeroom
  • Got 75-80s
  • Developed depression after his first year
  • This was also when he learned he preferred the company of animals over his classmates


  • Was that kid in gym class who went way to hard and accidentally sent 7 kids to the nurse during dodge ball
  • He would sometimes skip class to train in hopes of being accepted onto one of the sports teams
  • He never made it onto any team because the coaches thought he was too energetic and destructive
  • Got into baseball during his 2nd year because a 3rd year student gave him their jersey and hat out of pity and told him to never give up
  • Got solid 70s


  • Was called gay and other derogatory terms for enjoying more feminine things
  • Got along really well with a lot of the female students but could never get a date because they saw him more as a friend or younger brother
  • Got solid 80s
  • Could not dissect anything in biology without crying and wanting to throw up
  • Received the most candy on Valentines Day

Ladies and gentlemen of the class of ‘97:

Wear sunscreen.

If I could offer you only one tip for the future, sunscreen would be it. The long-term benefits of sunscreen have been proved by scientists, whereas the rest of my advice has no basis more reliable than my own meandering experience. I will dispense this advice now.

Enjoy the power and beauty of your youth. Oh, never mind. You will not understand the power and beauty of your youth until they’ve faded. But trust me, in 20 years, you’ll look back at photos of yourself and recall in a way you can’t grasp now how many possibilities lay before you and how fabulous you really looked. You are not as fat as you imagine.

Don’t worry about the future. Or worry, but know that worrying is as effective as trying to solve an algebra equation by chewing bubble gum. The real troubles in your life are apt to be things that never crossed your worried mind, the kind that blindsides you at 4 p.m. on some idle Tuesday.

—  Mary Schmich

“Grades don’t define you” I sob, looking at my slowly falling GPA.

Artificial intelligence course creates AI teaching assistant

Students didn’t know their TA was a computer

College of Computing Professor Ashok Goel teaches Knowledge Based Artificial Intelligence (KBAI) every semester. It’s a core requirement of Georgia Tech’s online master’s of science in computer science program. And every time he offers it, Goel estimates, his 300 or so students post roughly 10,000 messages in the online forums – far too many inquiries for him and his eight teaching assistants (TA) to handle.

That’s why Goel added a ninth TA this semester. Her name is Jill Watson, and she’s unlike any other TA in the world. In fact, she’s not even a “she.” Jill is a computer – a virtual TA – implemented on IBM’s Watson platform.

Keep reading

I got 298/300 on my marketing final! Bringing my final grade in that class a 97% and a 90% in my lit class! (fyi, the final paper for that class was stupid af! I got a B but if the rubric explained it better I would’ve gotten an A but whateves)

ANYWAYS! I started my last full time semester this week! I have one more semester after this (a Senior capstone course) and then I’M DONE!

gah my final for my class is tomorrow!! i cant believe this class went by so quickly. i did the math though and i can literally fail the final (55% or higher) and get a B in the class, cause i have a 97% right now, so im pretty set… but if i want to get an A in the class i have to get an 80% or higher on the final. which is ……… a big gap. cause the final is worth 40% of my grade (yikes). i’m taking it tomorrow at noon so wish me luck!!! 

Ladies and gentlemen of the class of ‘97:

Wear sunscreen.

If I could offer you only one tip for the future, sunscreen would be it. The long-term benefits of sunscreen have been proved by scientists, whereas the rest of my advice has no basis more reliable than my own meandering experience. I will dispense this advice now.

Enjoy the power and beauty of your youth. Oh, never mind. You will not understand the power and beauty of your youth until they’ve faded. But trust me, in 20 years, you’ll look back at photos of yourself and recall in a way you can’t grasp now how much possibility lay before you and how fabulous you really looked. You are not as fat as you imagine.

Don’t worry about the future. Or worry, but know that worrying is as effective as trying to solve an algebra equation by chewing bubble gum. The real troubles in your life are apt to be things that never crossed your worried mind, the kind that blindside you at 4 p.m. on some idle Tuesday.

—  Mary Schmich
Teaching Ambi is Awesome, and So Can You

A guest post from Shane – blues instructor at Oberlin College

I had been blues dancing as a follow for about a year and teaching beginning blues classes for almost as long before I heard the word “Ambidancetrous.” Curious, I reached out to Mary Christensen, an NYC-based ambidance instructor. She explained that, as instructors, we have the power to teach everyone to lead and follow equally, affording all of our students the opportunity to achieve a higher level of dancing while simultaneously combating gender stereotypes and heteronormativity on and off the dance floor. So then…there must be some good reason why everyone doesn’t teach that way…right…?

As a relatively inexperienced teacher, I had two questions: Is it going to be harder to teach Ambi, and what are my students going to get out of it? Since I’m a scientist (read: dance nerd), I’ve been trying to answer those questions by taking notes on my classes and surveying my students at the beginning, middle, and end of the past two semesters that I’ve taught blues. The first semester I asked students to choose to either lead or follow, and last semester my co-instructor, Miryam, and I taught everyone to dance both roles equally. Now we’ve got data! Proof! Cold Hard Facts! Here we go…


Part of the reason I didn’t start teaching everyone both roles when I first started out as an instructor was because I thought that it would be more difficult, and that I wasn’t an experienced enough instructor or dancer to take on the challenge of teaching ambi. Here are a few reasons why I was wrong, and why I think teaching ambi actually made it easier to be a good teacher:

1. The rotation runs more smoothly:

In any dance class that’s divided by role, you’re going to have too many of one group or the other, and a few people will have to dance solo even when you’re working on partnered concepts. Ambidancing eliminates that issue and means that everyone is dancing with a partner 100% of the time.

2. There’s a steeper learning curve

I was worried that we would not be able to teach as much this semester as I had in the past, because of the added time of teaching two roles to every person instead of one. It was true that the first couple classes went a little slower than they had in previous years, and we had to cut some things out. However, by the 3rd class, they started picking up new ideas much more quickly, and we were able to add back in all the content that we hadn’t been able to cover, and also give our students more time to do feedback dances and experiment on their own.

3. You always get a second chance

After we teach a move or concept in class, we have people switch roles and then we teach the exact same move again, with just as much attention as we did the first time. That means that if something didn’t work as well as we planned, we immediately get a second chance to adjust, change our wording, or offer helpful tips.

4. You get a more cohesive class

        In an ambi class, everyone gets to dance with and talk with everyone else in the class. Not only that, but because of the role switching element of the rotation, people get to spend more time dancing with each person, and get to give and receive feedback with each person in each role. This means no more obnoxious leads telling follows how to follow or visa versa, just dancers thinking critically and sharing observations with other dancers.

        The class is also more cohesive in the sense that everyone is having a similar learning experience. In the past, when I’ve surveyed students on the pace of the class, I’ve gotten about half the class responding that we’re going too fast, and half complaining that the class is too slow. Usually the leads are struggling to remember everything they’ve learned and the follows are bored and want to move on. When I asked the same question this semester to my ambi class, 97% said the pace was “just right”. Having everyone learn the same thing means you can adjust to the vibe of your class as a whole, instead of always aiming for the middle ground.

5. You become a community leader (and it’s contagious!)

        Teaching ambi shows your students that you’re committed to being intentional about creating a more inclusive space for learning and dancing, and that they are a part of that. When we stop the music to ask for questions or observations, people have intelligent things to say. People stop us outside of class to tell us that it’s all well and good to erase gendered dancing roles, but what can we do to break down barriers around class and race in our dance scene? They expect us to teach them how to work it on the dance floor, and they expect us to set an example of conscious leadership in the dance community. It’s easier to be a good teacher when your students are passionate about what they’re learning.


Most people come into our classes expecting to learn how to dance. So, it’s our responsibility to help them become the best dancers they can be, to help them get the most joy out of each dance and with every partner. In ambidance, we’ve found a super-effective way to teach technique, connection, and patterns, but it doesn’t end there. Ambidance challenges our students in unexpected ways; It follows them off the dancefloor and seeps into other areas of their lives. So rather than tell you that I saw my ambi students learning faster, dancing better, and thinking more critically than any group I’ve ever taught before, I’ll let them tell you what it meant to them in their own words. The quotes below are from our students, collected from anonymous surveys we gave at the start, middle, and end of the 13-week course.

How does learning Ambi stretch or challenge you?

“I am never comfortable being in charge of dancing and it is scary and I’m glad I have to do it.”

“I’m nervous about having someone else control me, but I’d like to see what being a follow is like.”

“In life, I’m better at leading than at following, so I’m excited to get the opportunity to follow, so that I can become better at working together with people.”

(Halfway through the semester) Do you feel more confident Leading or Following?

“I feel more confident in my leading. I thought it would be the opposite, but now I have the confidence to be in control and I love being able to lead someone else and react to their movements while improvising to the music together.”

“I’m more used to leading but really prefer following and trusting my weight into another’s arms.”

“Both! I’ve learned so much about body communication and it’s been great to practice attuning the senses to give or take direction”

How has learning to be role fluid changed your dance experience?

“It has destroyed my sense of self-identity – in a good way.”

“I *love* that all the students in the class ask me if I want to lead or follow before a dance; it forces me to lead and get out of my comfort zone and I feel less pressure to be a “perfect” lead and more freedom to express myself during the dance.”

“Learning what a follow experiences gives me crucial insight into how to connect with my partner. I honestly don’t understand how people can learn just one role.”

“Learning ambiblues has forced me to experience different types of connections with different types of dancers. I Dunno how to describe it, but it’s awwwwesome.”

And this pretty much sums it up:

“I like to bark and murmur, swallow and spit, oppose and propose, grumble and growl. Because equality is justice, and if my revolution don’t have dancing in it I don’t want it one bit.”


For our beginners’ class final, everyone was paired with another member of the class. They had to choose a song together and then improvise to it for 1 minute in front of the class. Here are some examples (including me & Miryam). Enjoy the ambi-awesome.

Zoe & Peter:

Ben & Franklin:

Shane & Miryam:

Teaching Ambi is Awesome, and So Can You


An Early Look At Half Of The “Nike Make Up Class of ‘97″ Pack

We received word late last month that Nike will be bringing back the Nike Air Foamposite Pro “Pearl” AKA the “He Got Game” foams, in a pack a long side the Nike Zoom Hawk Flight, and above we have an early look at the foams that will be featured in this pack. For those that don’t know Ray Allen wore these in the film He Got Game where he played the role of “Jesus Shuttlesworth”, as you can see this year’s version of the shoe will have that “Pearl” based upper with Black found on the Nike Swoosh and lining, with some added red accents finished off with a icy clear sole. The pack is rumored to release on December 18th for a retail price of $385. Stay tuned for more information and detailed images. 

Images Via: AJSole

365 days - 97 - the light

heyo anon if you meant 23 from the second set just tell me and I will gladly draw another Nepeta


-Everyone Wear Sunscreen-

Just watch and listen

So here’s a comparison of the amount of flash cards I make for Human Structure and Function compared to other subjects. Anatomy and physiology is so intense! 

I want to share a few things I have learnt in the past few months. Since turning 18 I have learnt a few important life lessons. These might seem pretty obvious to you, but I needed these pointed out to me, and they have honestly changed my life. 

1. It literally doesn’t matter if you don’t want to. It doesn’t make a difference whether or not you feel like doing something. 

Your feeling does not stop you from completing the task. I really needed this explained to me. My mindset used to be stuck on “I need more motivation”. No. You still do the thing. Your feelings are not a factor in getting work done at all. 

 I read about this in Thomas Frank’s book: “10 Steps to Earning Awesome Grades (While Studying Less)”, which I highly recommend (and it’s free!). Since reading this book I have become a much more efficient person in all aspects of my life, not just studying. 

2. Being consistent is more important than being perfect. 

Perfectionism is death. I am a serial perfectionist: if I don’t think I can do something perfectly, I won’t do it. I had to put a lot of effort into learning to just complete things, whether they were the best thing I’d ever produced, or were absolutely awful. Once you start doing this, you can actually improve and get closer to doing a good job, but if you get stuck on that “I want it to be perfect, but I know I can’t do it, so there’s no point” mindset, you’ll always do bad work. 

Consistency. This is really hard for me. I tend to give up on things when I get the slightest indication that I am not doing the thing perfectly. The other day I got my practical class marks back in a class I had a 97% average in (keep in mind, all the assessments we’d had so far were other practicals and online tests, and I knew a lot of the material as I’d taken a similar class in high school) and I got a 76%. I was devastated because I’m trying to get into postgrad medicine and I need amazing marks. I’d made so many little mistakes and I just let it get to me and got nothing done the whole next day. 

My consistency dropped off because I’d gotten a less than perfect mark, and my work suffered even more. Honestly, if you’re only going to take one thing away from this post, let it be this: 

If you get a bad mark, find out why, improve yourself, make sure you wont ever get those things wrong again, and then forget about it. Don’t focus on things you got wrong, you’ve done everything you can. 

Remember that great mark you got last week and let that motivate you. 

3. Do not lie to yourself. Ever.

I really didn’t realise I was doing this at all. I’d set goals and lists for myself and rationalise ticking things off that I hadn’t fully completed because “Yeah I kind of did that, I’m going to to tick this off because of X excuse”. Having a completed to-do list was more important to me than actually getting those things done, and it took me a while to actually notice this. 

I have to put in constant effort to properly analyse my behaviour. I have flaws, and doing this means I can make progress and fix them, instead of pretending they don’t exist.

I’d tell myself I studied for 4 hours straight and I deserved a break, and just ignore the fact that I hadn’t been focusing that entire time. I kept getting distracted by my phone and getting up to get food, and I had hardly anything to show for that 4 hours of “work” that I did. 

Recognise when you’re not being honest with yourself. This will get you into the habit of thinking about whether what you’re telling yourself is true or not, instead of just rationalising and making excuses. 

I know these are very simple things, but honestly they made all the difference for me, and I hope you got something out of this. 

- dr-goals