eighth grade student

This Thing Called Love (I Just Can't Handle It)

Summary: Clarke Griffin’s ill-timed discovery of her feelings for her roommate, Bellamy Blake, leads to a misunderstanding that confuses the both of them.

for awards winner @bispaceprincess

Word Count: 2320

Warnings: Slight Language

READ ON AO3

“Here’s the deal,” Clarke said, collapsing onto Bellamy’s bed as he shuffled around getting ready for the day. “Tonight is a good night to stay in and be lazy. So I’m thinking you and me, Chinese takeout, and a Netflix documentary of your choice.”

Bellamy looked over at her as he shrugged on his jacket.

“That’s tempting,” he said with a small smile. “But I can’t tonight.”

Clarke’s own smile faded and she sat up.

“You busy?” she asked.

He nodded as she tried to remember if he’d told her something about tonight. He never worked on Thursday nights, a byproduct of working at his station so long that he was consistently able to request them off.

“I’ll be late so don’t wait up, okay?” Bellamy said.

“Yeah sure,” Clarke nodded, unable to keep from frowning.

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Diveristy in Science as a whole and chemistry in particular ( the presentation I gave to my lab group)

Chemistry is the study of matter, but what does that mean? Chemistry itself often seems abstract. Balancing equations and Avogadro’s number have little to do with the average person’s day to day lives. But the people who make our drugs, who analyze and purify our water, who make our make up and design our diagnostics are chemists. So what does it mean that certain minority groups and women are underrepresented in chemistry?  In addition to the normal concerns of inequality and a reduced scientific pools, it means that there are some problems that will never be solved because of the limited perspectives of the people expected to solve them. And as chemists are increasingly expected to work as part of a scientific team, it means that the diversity and subsequent creativity of these teams suffers. 

So where does chemistry stand? 

Above is a graph comparing demographics of chemist belonging to the American Chemical Society (ACS) and the US population. The is a national society of chemists from the undergraduate level and above. It has hundreds of thousands of members and their census provides a pretty good snap shot of the makeup of the chemical community. As you can see from the data, men, white people and asian people are over represented while women, African Americans, Hispanics and Native Americans are underrepresented. This isn’t a judgement call about how many people there should be. Rather its comment on how many there are versus how many you would expect there to be in the absence of any other factors. 

As far as race is concerned, there has been some improvement over time. The numbers appear large (50% increase, wow) but the starting numbers are so low that any gains, even small ones look larger. Given the trends, there’s no indication that the dramatic under–representations will correct themselves in the next 50 years. You can’t even see African Americans, Hispanics or Native Americans when whites are included on the graph

Women seem to be doing better, but they still only make up about 30% of the chemical community. Gains appear to be steady, but there is still marked under-representation. 

So the question becomes, where do these discrepancies start, and what causes them. about 51% of chemistry degrees are given to women at the bachelor’s level which is what you would expect since women make up about that much of the US population. But then you see a slight falling off at the masters level at a sharp drop at the PhD level. Something is happening to women at this point that pushes women out of chemistry. 

You see some drop off at all levels, which makes sense. Not every with a BA/BS goes on to get a PhD. Some people go to med school, or law school, or say “screw it” and move to nyc to be a street performer. The numbers for underrepresented minorities have a more expected fall off about 3% (thats not a percenttage decrease, it just 3% less at the PhD level than the bachelor’s). But they are still under-represented, even at the the bachelor’s level. 

Part of what happens to women is family. And if it were as simple as women choosing to leave the sciences and starting families, that would not be an issue. Women are and should be free to make their own choices about their lives. The problem is that when you talk to women about children and family, you find that they would like to work, at least part time, but that their schedules aren’t flexible or they’re expected to do the majority of the child care. They are expected to “do it all” and when they can’t, they end up choosing family. 

Minorities are also significantly more likely to be fired or layed off than their white counterpoints. This even applies to Asian men who are dramatically over-represented in the sciences (3X more in science than in the general population). 

It has been shown that women are also systemically discriminated against. A study was conducted at six unnamed but major research institutions. 2 applications for average candidates (not stellar, not terrible) were sent to various professors in biology, chemistry, and physics. They were exactly the same except one had a “male” name and one had a “female” name. Competence was measured on a scale from 1 to 7 with 7 being the highest. Women were routinely deemed less competent that men and offered a lower salary. This trend held, even when the professor was young, or female. 

So if a mixture of family and discrimination is keeping women out of science in general, and chemistry in particular, what’s the deal with minorities?

According to the National science foundation URM’s (African Americans, Hispanics, and Native Americans) show similar levels of interest in STEM careers as their white and asian counterparts, but are less likely to finish their degrees. Those who drop out are more likely to have taken less rigous coursework in highs school (AP and.or advanced classes, science courses, calculus etc), to have taken time off between high school and college (or taken longer to complete high school), to have worked their way through college, and to have had uneducated parents. Conversely, URMs who did complete their degrees took rigorous coursework, went straight to college from high school, and have parents with higher degrees.

Part of the problem is a lack of role models and/or familiarity with the higher education system, part of it is financial, and part is that minority students are not being prepared for careers in science.

  The national assessment of educational progress is a test given to eighth and forth grade students.  Looking at the demographics of the students receiving the top 1% of scores tells you what kinds of factors might influence who is doing well and who is not on these exams. URM students and women (to some extent) are less likely to do very well on the exams, but under-representation is most pronounced when looking at students from poor and uneducated households, indicating that poverty and education level are better predictors of success than race or gender. Or put another way, under performance is caused by a lack of access, not by women or URM’s being inherently worse at science and/or math. 

Just a quick note about poverty and race. Free and reduced lunch is often used to measure child poverty since it is granted based on parental income. URM children are over-represented amongst the poor, but the majority of poor children are still white. So when you see a school with a large number of minorities, it is likely that the school is poor. But when you see schools that have a large number of impoverished children, it is most likely that the school is predominantly white. And when you see a trend that’s consistent across high minority and high poverty schools, its an indication that the poverty is the issue, not the race of the people involved. 

High poverty and high minority schools have worse teachers. Teacher quality is directly correlated to teacher experience, and inexperienced teachers are more likely to be at poor and black/latino schools. These inexperienced teachers are also more likely to be unprepared to teach, according to self reporting. 

Its hard to blame the teachers for this trend. 

Since teachers at these schools face unique and serious challenges, as shown in the above graph. Teachers who can go somewhere else, do. And even though teachers typically receive bonuses for teaching at impoverished schools, those bonuses aren’t enough to offset the disadvantages. As soon as they can, they move. Its not their fault, but it is the students who suffer. 

The issue isn’t the individual people, its the systems that keep URM’s in poverty and make that poverty self perpetuating. Impoverished people are unable to access opportunities that would increase their incomes ie education. Their children are poor as well, and encounter the same challenges. And on and on it goes. 

Even with funding issues and the recessions, science is still a pretty good field to get into. Engineering and computer science are routinely ranked as one of the highest paying and fastest growing fields. Even chemists who are among the most underemployed still make an average of 100,000 per year with a PhD. 

HERStory Matters: Pioneering educator Maria Louise Baldwin was born on September 13, 1856.

Born in Cambridge, Massachusetts, Mary received all of her education in Cambridge’s schools. In 1874, Baldwin graduated from Cambridge High School and went on to graduate from the Cambridge Training School for Teachers.

Baldwin wrote to then-Cambridge School Board member Horace E. Scudder, asking him to help her secure a teaching position. Scudder told her, however, that it seemed to him that it was clearly her duty to go south and work for those with more limited educational opportunities. Unable to land a teaching job in Cambridge, she headed south for Chestertown, Md., where she taught for two years.

Baldwin did not give up the hope that she might one day obtain a teaching post in Cambridge. After discussing the matter with several people, she became convinced that there was work to be done in New England — living down race prejudice and demonstrating that black women could perform good and worthy work wherever they might cast their lot.

Perhaps caving in to pressure applied by the African American community, in 1882 the Cambridge School Department hired Baldwin as a teacher at the Agassiz School, making her the only black public school teacher in Cambridge. In 1889, she became principal of the school, making her the first African-American female principal in Massachusetts and the Northeast. As principal, Baldwin supervised white faculty and a predominantly white student body.

In 1916, as a new Agassiz school was erected to include higher grades and Mary Baldwin was made schoolmaster, supervising twelve teachers and five hundred students. She was one of only two women in the Cambridge school system who held the position of master and the only African-American in New England to hold such a position.

Baldwin ultimately served as master of Agassiz school for forty years. Under her leadership, the school of Agassiz became one of the best in the city, attended by children of Harvard professors and many of the old Cambridge families. She introduced new methods of teaching mathematics and began art classes. She was also the first to introduce the practice of hiring a school nurse. Her school was the only one in the city of Cambridge to establish an “open-air” classroom.

A lifelong learner, Maria took many classes at Harvard University and other colleges. She also was an instructor who taught summer courses for teachers at Hampton Institute in Virginia and the Institute for Colored Youth in Pennsylvania.

She won praises all over the country for her lecture on the life of Harriet Beecher Stowe and presented lectures on presidents Washington, Jefferson and Lincoln as well. Baldwin often gave readings from the works of African-American poet, novelist and playwright Paul Lawrence Dunbar. Her home became the center for various literary activities. There she held weekly readings for African American students attending Harvard.

Maria Baldwin held leadership positions in a number of civic and educational organizations. Not only did she help Josephine St. Pierre Ruffin establish the Woman’s Era Club — a group comprised chiefly of prominent black women who dedicated their efforts to cultural enrichment, charitable work and women’s suffrage — but on Jan. 17, 1894, she became the club’s vice president.

Baldwin belonged to many social and literary clubs, including the Twentieth Century Club, the Cantabrigia Club and the Banneker Club. She was also a member of the “Omar Circle,” a small group of black intellectuals. In 1897, she and Booker T. Washington were elected honorary members of the Brooklyn Institute of Arts and Sciences.

Baldwin volunteered her time raising money for the education of African-American children and young adults. On March 27, 1900, at the Madison Square Garden Concert Hall, she and W. E. B. Du Bois addressed a meeting to raise funds for a free kindergarten for African American children in New York City.

While addressing the council of the Robert Gould Shaw House Association at the Copley Plaza Hotel in Boston, on January 9, 1922, Maria Baldwin collapsed and died suddenly of heart disease.

In her honor, the League of Women for Community Service dedicated the Maria L. Baldwin Memorial Library on Dec. 20, 1923.

In 1976, the Maria Baldwin House was named a National Historic Landmark. It is located at 196 Prospect Street, Cambridge, Massachusetts. A private home, it is not open for tours.

On February 12, 2004, Agassiz School was officially renamed the Maria L. Baldwin School as a result of a campaign initiated by an eighth-grade student at the school and actively supported by other students and the principal of the school.

THE EIGHTH-GRADE STUDENTS gathering on the west lawn of the state capitol in Sacramento were planning to lunch on fried chicken with California’s new governor, Ronald Reagan, and then tour the granite building constructed a century earlier to resemble the nation’s Capitol. But the festivities were interrupted by the arrival of 30 young black men and women carrying .357 Magnums, 12-gauge shotguns, and .45-caliber pistols.

The 24 men and six women climbed the capitol steps, and one man, Bobby Seale, began to read from a prepared statement. “The American people in general and the black people in particular,” he announced, must take careful note of the racist California legislature aimed at keeping the black people disarmed and powerless Black people have begged, prayed, petitioned, demonstrated, and everything else to get the racist power structure of America to right the wrongs which have historically been perpetuated against black people The time has come for black people to arm themselves against this terror before it is too late.

Seale then turned to the others. “All right, brothers, come on. We’re going inside.” He opened the door, and the radicals walked straight into the state’s most important government building, loaded guns in hand. No metal detectors stood in their way.

It was May 2, 1967, and the Black Panthers’ invasion of the California statehouse launched the modern gun-rights movement. THE TEXT OF the Second Amendment is maddeningly ambiguous. It merely says, “A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.” Yet to each side in the gun debate, those words are absolutely clear.

Gun-rights supporters believe the amendment guarantees an individual the right to bear arms and outlaws most gun control. Hard-line gun-rights advocates portray even modest gun laws as infringements on that right and oppose widely popular proposals—such as background checks for all gun purchasers—on the ground that any gun-control measure, no matter how seemingly reasonable, puts us on the slippery slope toward total civilian disarmament.

This attitude was displayed on the side of the National Rifle Association’s former headquarters: THE RIGHT OF THE PEOPLE TO KEEP AND BEAR ARMS SHALL NOT BE INFRINGED. The first clause of the Second Amendment, the part about “a well regulated Militia,” was conveniently omitted. To the gun lobby, the Second Amendment is all rights and no regulation.
Although decades of electoral defeats have moderated the gun-control movement’s stated goals, advocates still deny that individual Americans have any constitutional right to own guns. 

The Second Amendment, in their view, protects only state militias. Too politically weak to force disarmament on the nation, gun-control hard-liners support any new law that has a chance to be enacted, however unlikely that law is to reduce gun violence. For them, the Second Amendment is all regulation and no rights.

While the two sides disagree on the meaning of the Second Amendment, they share a similar view of the right to bear arms: both see such a right as fundamentally inconsistent with gun control, and believe we must choose one or the other. Gun rights and gun control, however, have lived together since the birth of the country. Americans have always had the right to keep and bear arms as a matter of state constitutional law. Today, 43 of the 50 state constitutions clearly protect an individual’s right to own guns, apart from militia service.

Yet we’ve also always had gun control. The Founding Fathers instituted gun laws so intrusive that, were they running for office today, the NRA would not endorse them. While they did not care to completely disarm the citizenry, the founding generation denied gun ownership to many people: not only slaves and free blacks, but law-abiding white men who refused to swear loyalty to the Revolution.

For those men who were allowed to own guns, the Founders had their own version of the “individual mandate” that has proved so controversial in President Obama’s health-care-reform law: they required the purchase of guns. A 1792 federal law mandated every eligible man to purchase a military-style gun and ammunition for his service in the citizen militia. Such men had to report for frequent musters—where their guns would be inspected and, yes, registered on public rolls.

OPPOSITION TO GUN CONTROL was what drove the black militants to visit the California capitol with loaded weapons in hand. The Black Panther Party had been formed six months earlier, in Oakland, by Huey Newton and Bobby Seale. Like many young African Americans, Newton and Seale were frustrated with the failed promise of the civil-rights movement. Brown v. Board of Education, the Civil Rights Act of 1964, and the Voting Rights Act of 1965 were legal landmarks, but they had yet to deliver equal opportunity. In Newton and Seale’s view, the only tangible outcome of the civil-rights movement had been more violence and oppression, much of it committed by the very entity meant to protect and serve the public: the police.

Inspired by the teachings of Malcolm X, Newton and Seale decided to fight back. Before he was assassinated in 1965, Malcolm X had preached against Martin Luther King Jr.’s brand of nonviolent resistance. Because the government was “either unable or unwilling to protect the lives and property” of blacks, he said, they had to defend themselves “by whatever means necessary.” Malcolm X illustrated the idea for Ebony magazine by posing for photographs in suit and tie, peering out a window with an M-1 carbine semiautomatic in hand. Malcolm X and the Panthers described their right to use guns in self-defense in constitutional terms. “Article number two of the constitutional amendments,” Malcolm X argued, “provides you and me the right to own a rifle or a shotgun.”

Guns became central to the Panthers’ identity, as they taught their early recruits that “the gun is the only thing that will free us—gain us our liberation.” They bought some of their first guns with earnings from selling copies of Mao Zedong’s Little Red Book to students at the University of California at Berkeley. In time, the Panther arsenal included machine guns; an assortment of rifles, handguns, explosives, and grenade launchers; and “boxes and boxes of ammunition,” recalled Elaine Brown, one of the party’s first female members, in her 1992 memoir. Some of this matériel came from the federal government: one member claimed he had connections at Camp Pendleton, in Southern California, who would sell the Panthers anything for the right price. One Panther bragged that, if they wanted, they could have bought an M48 tank and driven it right up the freeway.

Along with providing classes on black nationalism and socialism, Newton made sure recruits learned how to clean, handle, and shoot guns. Their instructors were sympathetic black veterans, recently home from Vietnam. For their “righteous revolutionary struggle,” the Panthers were trained, as well as armed, however indirectly, by the U.S. government.

Civil-rights activists, even those committed to nonviolent resistance, had long appreciated the value of guns for self-protection. Martin Luther King Jr. applied for a permit to carry a concealed firearm in 1956, after his house was bombed. His application was denied, but from then on, armed supporters guarded his home. One adviser, Glenn Smiley, described the King home as “an arsenal.” William Worthy, a black reporter who covered the civil-rights movement, almost sat on a loaded gun in a living-room armchair during a visit to King’s parsonage.

The Panthers, however, took it to an extreme, carrying their guns in public, displaying them for everyone—especially the police—to see. Newton had discovered, during classes at San Francisco Law School, that California law allowed people to carry guns in public so long as they were visible, and not pointed at anyone in a threatening way.

In February of 1967, Oakland police officers stopped a car carrying Newton, Seale, and several other Panthers with rifles and handguns. When one officer asked to see one of the guns, Newton refused. “I don’t have to give you anything but my identification, name, and address,” he insisted. This, too, he had learned in law school.

“Who in the hell do you think you are?” an officer responded.

“Who in the hell do you think you are?,” Newton replied indignantly. He told the officer that he and his friends had a legal right to have their firearms.

Newton got out of the car, still holding his rifle.

“What are you going to do with that gun?” asked one of the stunned policemen.

“What are you going to do with your gun?,” Newton replied.

By this time, the scene had drawn a crowd of onlookers. An officer told the bystanders to move on, but Newton shouted at them to stay. California law, he yelled, gave civilians a right to observe a police officer making an arrest, so long as they didn’t interfere. Newton played it up for the crowd. In a loud voice, he told the police officers, “If you try to shoot at me or if you try to take this gun, I’m going to shoot back at you, swine.” Although normally a black man with Newton’s attitude would quickly find himself handcuffed in the back of a police car, enough people had gathered on the street to discourage the officers from doing anything rash. Because they hadn’t committed any crime, the Panthers were allowed to go on their way.

The people who’d witnessed the scene were dumbstruck. Not even Bobby Seale could believe it. Right then, he said, he knew that Newton was the “baddest motherfucker in the world.” Newton’s message was clear: “The gun is where it’s at and about and in.” After the February incident, the Panthers began a regular practice of policing the police. Thanks to an army of new recruits inspired to join up when they heard about Newton’s bravado, groups of armed Panthers would drive around following police cars. When the police stopped a black person, the Panthers would stand off to the side and shout out legal advice.

SOURCE: http://www.theatlantic.com/magazine/archive/2011/09/the-secret-history-of-guns/308608/

Remembering LGBT Hispanic Victims of Murder/Police Brutality

Lawrence “Larry” Fobes King, 15 (California) - Transgender Student Murdered By Their 14-Year-Old Classmate After Giving The Classmate A Valentine, The Murderer Used The So-Called “Gay Panic” Defense To Justify His Killing, The Killer Was Sentenced To 21 Years in Prison

Larry King of Oxnard, California, was a gay or bisexual[9] 15-year-old eighth-grade student who was shot to death at his school on 12 February 2008. He wore gender variantclothes, jewelry and make-up[10] and had come out as gay at school.[10] King was bullied and teased by his fellow students due to his effeminacy and openness about being gay, having come out at ten-years-old and while in the third grade.[9] On the morning of 12 February, Lawrence was in the school’s computer lab with 24 other students. Fellow student, fourteen-year-old Brandon McInerney was witnessed repeatedly looking at King during the class. At 8:15 a.m, McInerney shot King twice in the head using a handgun.[11] King was declared brain dead the next day but kept on a ventilator to preserve his organs for donation.[10] Prosecutors charged McInerney as an adult with murder as a premeditated hate crime and gun possession.[10] The crime was reputed to be the most high-profile hate crime case of 2008. Newsweek described it as “the most prominent gay-bias crime since the 1998 murder of Matthew Shepard”, bringing attention to issues of gun violence as well as gender expression and sexual identity of teenagers. On 21 November 2011 McInerney pleaded guilty to second-degree murder, voluntary manslaughter and use of a firearm. He will receive 21 years behind bars, with no credit given for time served prior to the trial and no credit will be given for good behavior. He will initially serve his sentence in a juvenile facility and then be transferred to prison upon turning 18.[9] [Wikipedia]

anonymous asked:

So I'm an eighth grade student and I take the require english class. Well, I decided to start writing in your style (not copying, naturally) and like suddenly i've been getting all A+'s on my papers??/? THANKS VAN FOR HELPING ME WRITE YOU SAVED MY GRADE!

what does this even mean are you writing ‘punch a rock’ on your papers?  what is this what

there are advertisements all over the 8th grade floor promoting the german classes in high school

they all say at the top “heyyyyyy eighth grade students” and they have the gangnam style guy on it and it says below that “oppa german style! take german in high school”

i dont rly want to take german now

To Read Dickens, It Helps To Know French History and The Bible

I started my middle-school English and Latin classes the same way every day: with short lessons in etymology and cultural literacy—knowledge of a society’s history, references, symbols, and stories. So, a typical day’s lesson might include the etymology of the word “calculus” (Latin for “small stone, pebble” used by Romans in order to calculate sums in the marketplace) and, in order to maintain a theme, a lesson in Demosthenes. Considered the greatest of Greece’s orators, he overcame a childhood stutter by filling his mouth with pebbles and speaking through them, a remedy portrayed in the film The King’s Speech.

I teach these daily etymology and cultural literacy items not for their individual educational merit, but because, taken together, they form the foundation of my students future learning.

Take for example, A Tale of Two Cities, one of my favorite novels to teach, and a perennial favorite among my eighth-grade students. The first page, in all of its beautiful rhetoric and brilliant prose, poses a real challenge to even the most dedicated modern reader. The first chapter sets the stage for the action to come: Dickens explains the political and social strife in England and France through references to cultural, literary, and religious figures.

Read more. [Image: Murray Close/Lionsgate]

okay so here me out:

  • ava, auggie, and dewey becoming like absolute best friends 
  • ava, auggie and dewey all going to the same elementary school any time there’s a split class they automatically put them into it 
  • everything they do they do together 
  • ava having the reputation as the “smart one” in the group and constantly showing it off by incorrectly using large words 
  • dewey actually being really smart but p quiet about it 
  • ava not understanding her homework and secretly asking dewey for help at recess 
  • sleepover’s at auggie’s!! they watch a lot of disney channel-esque stuff bc its auggie’s favourite 
  • ava always wants to watch national geographic and has tackled auggie multiple times for the remote 
  • fifth grade ava graduating and joking about leaving behind her only friends 
  • fifth grade ava actually being kind of scared of leaving her only friends 
  • fifth grade ava deciding that she needs to grow up and move on and also dumping auggie bc it’s embarrassing to be dating an elementary schooler 
  • ava getting to middle school and actually having a really hard time without her boys 
  • the boys not knowing how to even properly function in a dynamic without ava 
  • they talk about her like 70% of the time bc lbr she always has been and always will be the source of entertainment 
  • the three of them spending all their time at auggie’s house talking about the horrors of middle school she’s discovered
  • the boys starting middle school and finding out they can’t be in the same classes as ava 
  • auggie coming up w a plan where they could all be in the same classes next year if ava failed them now
  •  ava shutting that plan the fuck down 
  • ava and the boys awkwardly seeing each other in the halls and unsure how to even talk 
  • dewey signing up for peer tutoring even though he’s brilliant bc he wants to hang out w ava 
  • ava and dewey becoming besties again 
  • auggie being ridiculously jealous bc she’s still the love of his life 
  • auggie confronting them and ava bursting out laughing because suddenly she can remember why she liked this dork so much 
  • they hang out at topanga’s after school and their friendship is rekindled 
  • ava trying to balance her new friends and the boys 
  • one of her friends commenting on how cute auggie is and she’s like… stop 
  • eighth grade ava becoming student council president 
  • she spent two months campaigning and made auggie and dewey hand out cupcakes at one point 
  • both of them have hot pink ‘vote for ava’ t shirts and after the election they wear them as pajama tops sometimes 
  • ava trying to convince dewey to run next year but he’s like lol no 
  • auggie being offended she like no ur a theatre kid nerd 
  • also did i mention theatre kid!auggie he’s constantly reciting monologues to himself and working on his audition for some play also he can’t sing at all but that ain’t gonna stop him from auditioning for every musical 
  • ava and dewey always getting front row tickets to every night of auggie’s performances 
  • auggie pointing at them during bows like the nerd he is 
  • ava starts high school w/o them and it’s a lot like sixth grade 
  • ava meeting an eleventh grader names victor and deciding she’s in love auggie not being about that at all 
  • auggie facebook stalking victor and dewey just being like… no man… stop 
  •  dewey ends up helping auggie stalk him bc victor’s younger brother is… 
  • yo dewey is completely and utterly queer btw 
  • he just sort of was like talking to ava and auggie once and she was like “okay no but have you SEEN lucas’ ass i don’t care that he’s my half-sister’s husband it’s a thing of art” and dewey being like “okay okay… yeah he’s hot but have you seen JASON?” and they all just went w it 
  • he hasn’t labeled it and no one wants to pressure him 
  • ava’s first love, time and heartbreak is victor 
  • dewey comforting her on her fire escape her leaning over and kissing him as a thank you he laughs and she laughs and yeah that’s not happening ever again 
  • the boys come to high school and she is so pumped and protective and is well on her way to ruling the school 
  • she’s the grade ten representative on student council 
  • auggie tries out for the play and gets a p good role 
  • dewey joins the chess club ironically (but ava has seen him play chess, she knows his boy ain’t kidding around) 
  • auggie and ava start dating again and no one’s sure how but one day he held her hand and she smiled
  • auggie and ava stop holding hands one day and that’s okay too
  • auggie ending up w emma weathersbee and ava joking around like i knew your were into that bitch years ago
  • ava graduating and going to nyu and when the boys are at school and she doesn’t have class she’ll usually buy three coffees and meet them afterwards 
  • at their graduation she cried
  • auggie goes to nyu too and avas so proud
  • but dewey
  • he goes to caltech
  • they all cry when he leaves but he comes back as often as possible
  • also dewey’s contact name on ava and auggies phone is doy bc hes never living that down
  • their group chat is called bible study
  • THINK ABOUT AUGGIES CREW OKAY THESE GUYS ARE GREAT

First Nation Student Wins Right to Wear ‘Got Land?’ Hoodie After School Ban “Got Land? Thank an Indian.”

Some people in Saskatchewan, Canada, apparently didn’t want to.
And that, for a few days, got 13-year-old eighth-grade student Tenelle Star, Star Blanket Cree Nation, barred from wearing the sweatshirt at school 56 miles from Regina, Saskatchewan.




Children enrolled in the Just Read! program in South Dakota held a reading parade recently. Native American children are at enormous risk of dropping out of school, and more than 80 percent of Native American eighth grade students in South Dakota read below grade level. Read more about the problem and how ChildFund is trying to address it in U.S. communities in need, in my HuffPost piece

So, Sexism.

At this point I’m so pissed, the only way to get more than my sisters to agree with me is this:

At the middle school I’m finally escaping in the next two weeks, a project is introduced to the eighth grade students (yes, I’m 14, and that’s a very important) at the beginning of the year, highlighting what we want to do with our life or an important issue, any of their choosing. We spend all year, September through May, working on presenting our idea to the teachers, researching the topic, putting it into a professional presentation, and then on a speech to present in front of the class and our parents on a final night. Its required for graduation and is seen as a right of passage to high school.

I chose to present on law, I want to be a lawyer someday, and I have big dreams of going to a university someday. I love to learn, and I think that I can achieve that dream if I work hard enough. 

But I don’t want to be just any lawyer, I want to be a women’s rights advocate, I want to defend battered women against the men that abused their trust, and that was the real point of my presentation. Now, I’ve been reasonably fortunate in my life, to be fair, the only thing that made me choose this life path was the fact that I see horrible things being done, and not nearly enough people working to stop it, but since we live in the place that we do, obviously it couldn’t be aloud for me to tempt fate with a presentation like that and escape middle school unfazed.

My presentation was mocked openly by boys I thought were my friends, my male teacher rolled his eyes when I told him what I wanted to do, and the dad’s in the audience audibly sighed when I introduced my topic on presentation night. People thought I was crazy for feeling the necessity to bring this topic to attention at a very conservative charter school. But I did it anyways, because I thought it was important. I lost friends, I lost the acceptance of my male teachers, at times it was humiliating and infuriating, but I talked about my experiences, I advocated for the experiences of other women, I reminded my school on a stage for all to see that it wasn’t okay, the way that we were being treated.

After that presentation, life isn’t really the same, after speaking up for myself, people I thought were my friends didn’t take me seriously anymore. So when I was sitting in class with a few of these people, with two boys and two girls, and on of the boys took my hand and started to rub it on and around his crotch, the boys laughed and the girls said nothing. I wasn’t going to let that happen, so I screamed, I jumped up and screamed about what was happening, I told the boy off, told him if he ever did anything like that to me or if I heard of him doing it to anyone else ever again I would do everything in my power to get him expelled from our school. Because I’m not as brave as I should be, I didn’t immediately tell an adult.

When I got home that day, though, it was evident that something was wrong. I was humiliated, betrayed, angry, sad, my older sister didn’t have to try very hard to get me to tell her what had happened. After I had told her and she told my mother, my mom called the school and the next day, I had no other option but to go into my male principals office with my dad and explain what happened. As if it wasn’t heinous enough that I had been humiliated in the first place and then forced to talk to two adult men about it, when the boy was suspended, my friends, the teachers, the school, the world acted like it was my fault that he had chosen to do such a shitty thing and was then suspended for said shitty thing. For the three days that he wasn’t aloud to attend school, for the tiny scrawl on his permanent record about me, he suffered no real loss. I turned around and saw that I was without friends, without respect, and with a new lesson learned.

For every girl, because we all of see and have out own stories of body shaming, rape, slut shaming, assault, humiliation, discrimination, any of the forms of punishment we endure when we’re saddled with a uterus, we are so much stronger than we think that we are. We have to have the strength to stand up for ourselves and for other people, because it really sucks when I felt trapped and my best friend stood by and watched it happen. We have to wake up angry, we have to wake up empowered by the force of our own self respect, I didn’t realize before my minor incident that the problem really was every where. We don’t have any choice but to be loud and obnoxious about it now, so please, please if even one thirteen year old girl sees this know that the boys you live around now will be assholes to you, it’s going to happen now, in the future, and you can’t let them walk all over you like I did. I let them tell me I was a slut, that I was stupid, I let them make fun of me for ‘hating men’, but you can be smarter than me. Please be braver than me. Please stand up for your friends.