I’m at that age now where I only want to associate myself with grown people and grown situations. People who play mind games, attention seek, guilt trip or other manipulative things need to stay clear away from me. I don’t care about social or financial statuses, or other irrelevant attributes, I seriously couldn’t give a shit, as long as your mentality is grown, we can vibe.
I had a heck of a time capturing this and maybe someone’s already posted a better version, but I thought this was a super interesting bit of dialogue re: asari and gender.
[[transcript since holo-Jien insisted on talking over them: asari: Yes, the gender binary of other races is irrelevant to us. angara: I’ve been using feminine pronouns this entire time. Should I- asari: In my case it’s fine to continue. Thank you for asking, I appreciate it. Some asari prefer male pronouns, while others gravitate toward gender-neutral where language allows. angara: My people have several pronouns to identify themselves with. Perhaps I should prepare a document. asari: Please do.]]
Have a separate notebook for each class. It keeps things organized. Plus, if you keep all of your classes’ notes in the same notebook and you lose that notebook, you’re pretty much SOL.
Write clearly. If you’re going to handwrite your notes, make sure you can read them later. PenMANship. It’s got the word “man” in it, so it’s manly.
Let go of perfectionism
The purpose of note-taking is simple: to help you study better and more quickly. First, what’s new to you? There’s no point in writing down facts you already know. If you already know the Declaration of Independence was written and signed in 1776, there’s no reason to write that down. Anything you know you know you can leave out of your notes.
Second, what’s relevant? What information is most likely to be of use later, whether on a test, in an essay, or in completing a project? Focus on points that directly relate to or illustrate your reading (which means you’ll have to have actually done the reading…). The kinds of information to pay special attention to are:
* Dates of events: Dates allow you to
a) create a chronology, putting things in order according to when they happened, and
b) understand the context of an event. For instance, knowing Isaac Newton was born in 1643 allows you to situate his work in relation to that of other physicists who came before and after him, as well as in relation to other trends of the 17th century.
* Names of people: Being able to associate names with key ideas also helps remember ideas better and, when names come up again, to recognize ties between different ideas whether proposed by the same individuals or by people related in some way.
* Theories: Any statement of a theory should be recorded — theories are the main points of most classes.
* Definitions: Like theories, these are the main points and, unless you are positive you already know the definition of a term, should be written down. Keep in mind that many fields use everyday words in ways that are unfamiliar to us.
* Arguments and debates: Any list of pros and cons, any critique of a key idea, both sides of any debate related in class or your reading should be recorded. This is the stuff that advancement in every discipline emerges from, and will help you understand both how ideas have changed (and why) but also the process of thought and development within the particular discipline you are studying.
* Images and exercises: Whenever an image is used to illustrate a point, or when an in-class exercise is performed, a few words are in order to record the experience. Obviously it’s overkill to describe every tiny detail, but a short description of a painting or a short statement about what the class did should be enough to remind you and help reconstruct the experience.
* Other stuff: Just about anything a professor writes on a board should probably be written down, unless it’s either self-evident or something you already know. Titles of books, movies, TV series, and other media are usually useful, though they may be irrelevant to the topic at hand; I usually put this sort of stuff in the margin to look up later (it’s often useful for research papers, for example). Pay attention to other student’s comments, too — try to capture at least the gist of comments that add to your understanding.
* Your own questions: Make sure to record your own questions about the material as they occur to you. This will help you remember to ask the professor or look something up later, as well as prompt you to think through the gaps in your understanding.
* Note-Taking Techniques: You don’t have to be super-fancy in your note-taking to be effective, but there are a few techniques that seem to work best for most people.
* Outlining: Whether you use Roman numerals or bullet points, outlining is an effective way to capture the hierarchical relationships between ideas and data. In a history class, you might write the name of an important leader, and under it the key events that he or she was involved in. Under each of them, a short description. And so on. Outlining is a great way to take notes from books, because the author has usually organized the material in a fairly effective way, and you can go from start to end of a chapter and simply reproduce that structure in your notes.For lectures, however, outlining has limitations. The relationship between ideas isn’t always hierarchical, and the instructor might jump around a lot. A point later in the lecture might relate better to information earlier in the lecture, leaving you to either
a) flip back and forth to find where the information goes best (and hope there’s still room to write it in)
b) risk losing the relationship between what the professor just said and what she said before.
* Mind-mapping: For lectures, a mind-map might be a more appropriate way of keeping track of the relationships between ideas. Here’s the idea: in the center of a blank sheet of paper, you write the lecture’s main topic. As new sub-topics are introduced (the kind of thing you’d create a new heading for in an outline), you draw a branch outward from the center and write the sub-topic along the branch. Then each point under that heading gets its own, smaller branch off the main one. When another new sub-topic is mentioned, you draw a new main branch from the center. And so on. The thing is, if a point should go under the first heading but you’re on the fourth heading, you can easily just draw it in on the first branch. Likewise, if a point connects to two different ideas, you can connect it to two different branches. If you want to neaten things up later, you can re-draw the map or type it up
* The Cornell System: The Cornell System is a simple but powerful system for increasing your recall and the usefulness of your notes. About a quarter of the way from the bottom of a sheet of paper, draw a line across the width of the page. Draw another line from that line to the top, about 2 inches (5 cm) from the right-hand edge of the sheet. You’ve divided your page into three sections. In the largest section, you take notes normally — you can outline or mind-map or whatever. After the lecture, write a series of “cues” into the skinny column on the right, questions about the material you’ve just taken notes on. This will help you process the information from the lecture or reading, as well as providing a handy study tool when exams come along: simply cover the main section and try to answer the questions. In the bottom section, you write a short, 2-3 line summary in your own words of the material you’ve covered. Again, this helps you process the information by forcing you to use it in a new way; it also provides a useful reference when you’re trying to find something in your notes later.
If your professor’s lecture will be focused on comparing and contrasting two or more ideas, you might consider using the charting method. Create a table in the note-taking program you’re using. Make as many columns as there are categories that you’re comparing and contrasting. Label each column with a category. As you listen to the lecture, record the notes under the appropriate category.
Haha…so…*guiltily posts this months later* I had this in my drafts 70% completed since episode 10 came out, but with episode 11 and 12 the fandom exploded on other issues, and I thought it was kind of irrelevant since the rings have so many layers of meaning already. But in PASH magazine’s March issue, Kubo-sensei actually brings this up.
I ended up cleaning this post and after finding out that @sachiro was going to make a similar post, we decided to have “pair posts” to submit for victuuriweek. You can read their yoi meta here , which discusses and connects specific moments throughout the series to the points I’ll lay out in the second half of this post.
About Yuuri’s charm. Yuuri has a figure skating precedent for buying jewelry to act as a charm - it isn’t a
“lots of good stuff around here…yeah, rings can make good charms, right? idk, but I’m doing it anyway.” Here’s yet another layer.
Charms are a legitimate THING in figure skating.
You won’t read about this in figure skating intros or on Wikipedia, and you won’t hear commentators talk about it either (if it’s brought up, consider it a stroke of luck and immediately save that video/interview forever). Unless you follow skaters to the point of knowing about their personal lives, then this is one meaningful aspect of figure skating that is easy to miss.
Trump’s War on the Courts, the Press, and the States
Republicans in the majority in Congress and unwilling to cross Donald Trump, the job of containing Trump’s
incipient tyranny falls to three centers of independent power: the nation’s courts, its press, and a few state governments.
Which is why Trump is
escalating attacks on all three.
After federal Judge James
Robart – an appointee of George W. Bush – stayed Trump’s travel ban last
Friday, Trump leveled a personal attack on the judge. “The opinion of this
so-called judge, which essentially takes law-enforcement away from our country,
is ridiculous and will be overturned!” Trump tweeted Saturday morning.
This was followed by
another, late Sunday night: “Just cannot believe a judge would put our country
in such peril. If something happens blame him and court system.”
For a President to personally attack a federal judge who disagrees with him is a dangerous
overstepping of presidential power.
As Alexander Hamilton
famously wrote in the Federalist No. 78, the
judiciary is the “least dangerous” branch of government because it has “no
influence over either the sword or the purse.” It depends for its power and legitimacy on congress
and the president.
Mike Pence tried to defend
Trump, saying “the president of the United States has every
right to criticize the other two branches of government. And we have a long
tradition of that in this country.”
Wrong. While other
presidents have publicly disagreed with court decisions, none before Trump has gone after
individual judges with personal invective. None has tried to intimidate individual judges. None has questioned the legitimacy of the courts.
Trump is on the warpath against Robart because he defied Trump.
Speaking to the U.S.
Central Command on Monday, Trump veered off his prepared remarks to make a
remarkable claim: The media was intentionally covering up reports of terrorist
“You’ve seen what happened
in Paris, and Nice,” Trump told the assembled military officers. “It’s
gotten to a point where it’s not even being reported. And in many cases the
very, very dishonest press doesn’t want to report it. They have their reasons,
and you understand that.”
Trump thereby elevated his
advisor Kellyanne Conway’s “Bowling Green massacre” justification for his travel ban – a massacre that she claimed the press had failed to cover, but which in fact never occurred
– to a higher and vaster level of conspiracy.
What could be the press’s
reason for covering up terrorist attacks, in Trump’s mind? What is it that Trump assumed the
military officers “understood?”
The only possible
inference is Trump believes that the press – like Judge Robart – seeks to imperil our nation, because it doesn’t cow tow to Donald Trump.
State governments pose a third line of defense against Trump. Several state attorneys general have taken Trump’s travel ban to court, and one particularly large Democratic state – California – has defied him on immigration and the environment. So Trump is directed his
ire against these states as well.
In a televised interview
Sunday, Trump threatened to take federal dollars away from California. “We give
tremendous amounts of money to California … California in many ways is out
of control …. We may have to [defund California]. Certainly that would be a
weapon,” he told Fox News’s Bill O’Reilly,
A weapon for what? What could Trump have been
talking about? The federal government doesn’t give tremendous amounts of money
to California, at least not net dollars. In fact, Californians send more tax
dollars to the federal government each year than the state gets back from the
Fiscally, California isn’t
“out of control.” Since 2013, the state has operated with a budget surplus.
That’s more than can be said for the federal government. Or for Trump’s own
business, for that matter.
Trump’s real beef is
California is independent of him. It has defied Trump with its high environmental standards and “sanctuary” cities. Even worse, from his standpoint, its citizens voted against him in the 2016 election by 2 to 1, for a total of over
4 million votes. He can’t seem to get this out of his mind.
Trump has repeatedly
suggested that millions of those votes were fraudulent. Last week, Trump spokesman Sean Spicer identified California as
one of the “bigger states” that merit a federal probe into election fraud,
adding, “That’s where I think we’re gonna look.”
But Trump has no evidence of
voter fraud in California, or any other state for that matter.
For Trump, evidence is irrelevant. California needs to be taught a lesson – just as do
Judge Robart and other members of the federal judiciary who defy him, just as
do journalists and media outlets that criticize him. And what is that lesson? That
they dare not cross Trump.
The judiciary, the press,
and California are major centers of resistance to Trump, because they are independent of him. So he’s escalating his attacks on them.
Trump doesn’t want any resistance. He wants total control.
we always talk about how young 16 and 18 were for how deeply harry and louis fell for each other (moving in together !!!) but like, 23 and 25 isn’t much older really, it’s still incredibly young in the grand scheme of things and yet they’ve only managed to cultivate a love and a relationship even stronger than most grown-ass middle-aged adults ever have and that’s so wild. 23 and 25 is still so young, so new and yet harry and louis love each other in a beautiful way that actually makes age and time irrelevant