A love of learning, a love of life

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im really pissed that palindrome isnt palindrome backwards

Ah, yes but emordnilap is a word!

An emordnilap is any word that, when spelled backwards, produces another word. Examples of emordnilap pairs include:

  • desserts & stressed
  • drawer & reward
  • gateman & nametag
  • time & emit
  • laced & decal
  • regal & lager

And therefore “emordnilap palindrome” is an emordnilap palindrome.

Which I, for one, think is really frickin’ cool.



(via insideateachersmind)

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I have always loved the gaps, the spaces between things, as much as the things. I love staring, pondering, mulling, puttering. I love the times when someone or something is late—there’s that rich possibility of noticing more, in the meantime … Poetry calls us to pause. There is so much we overlook, while the abundance around us continues to shimmer, on its own.
Naomi Shihab Nye, from Contemporary Authors  (via apoetreflects)

(Source: violentwavesofemotion, via tangerine-lovin)

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This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals—sounds that say listen to this, it is important.
Gary Provost

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Time and time again, at the bookstore and at children’s book festivals, I have observed white children picking up books with kids of color on the cover, and heard adults express surprise at the choice. “Are you sure you want that one?” they’ll ask. Or, “Wouldn’t you like this book instead?” It’s not the kids who are the problem. Kids really, really, really only care about a great story. In twenty years of connecting children with books they love, I have only seen one child—ONE!—balk at a book cover because the main character was a different race from her own. It’s the adults who underestimate a child’s ability or desire to see beyond race.
Bookseller Elizabeth Bluemle, "True or False? Multicultural Books Don’t Sell: We Are the Problem, We Are the Solution" (Lee and Low blog)

(Source: diversityinya, via realkidsgoodbooks)

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A part of success is knowing how to calibrate yourself. Sometimes a situation requires you to dial up the critical thinking and logical knowing and dial down the emotional/affectual knowing and sometimes a situation requires you to shut off the doubt and turn up the passion. Spend time learning how and when to calibrate yourself.
Fieldofadventure.tumblr (via fieldofadventure)

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Social skills for autonomous people: What it means when kids aren't allowed to know about bad things



There are a lot of things kids are often considered too young to know about. For instance:

  • Rape
  • Violence
  • Racism
  • Sexism

The problem is, almost every bad thing kids are considered too young to know about happens to some kids.

The rule that kids should be shielded from these things has some really negative effects on the kids who are most vulnerable.

It hurts kids who have been abused, because they’re considered dangerous to other kids if they ever talk about it. Their peers aren’t supposed to know about it, so they’re supposed to just never talk about it ever. That creates a lot of shame, and living with that kind of shame hurts people.

It also hurts kids who are currently being abused. They get the overwhelming message from everyone that kids are not allowed to talk about these things. That makes it hard to tell adults what’s going on, especially if they don’t quite know the right words. If they try to tell indirectly, they might even be hushed and told that they’re too young to be thinking about that kind of thing.

It hurts kids of color, because they’re often required to put up with racist things rather than have the white kids find out about racism. Because they’re old enough to have to deal with racism, but their white peers aren’t considered old enough to be told about it.

There’s also parents who don’t want their kids to play with disabled kids, because they think their kids are too young to know about disability or serious illness or injury. Or even, to the point that a kids’ show hosted by an amputee actor got a lot of complaints that her missing arm was upsetting to children. This kind of attitude is all over the place.

Preventing kids from thinking about bad things hurts all kinds of kids, all kinds of particularly vulnerable kids. And I don’t see how it does much to protect the safer kids, either.

I’m not sure what the solution is. But I think it is a problem.

jazzythephoenix said

The solution is to find ways to talk to young children in the classroom using words they can understand. Children can’t understand something as complex as rape, but they can understand respecting personal boundaries and personal spaces. They can understand that we don’t touch other bodies without explicit permission be it in a rough way or in a perceived gentle way. I have had to stop what we’re doing in the classroom when i hear someone saying but it was just a hug. No it isn’t. Forcing yourself on another person no matter how is unacceptable and having this understanding when young is important. Teaching them that it’s okay to say no is also a great way.

Racism can be addressed when you discuss differences and diversity. There are a ton of books that can address this. It helps to have accurate representation of cultures in the classroom. Make sure you get rid of stereotyped views. When teaching about a new culture make sure you’re treating it as a real thing, not just something to be learned about in a book. Making the associations with real living human beings stops children from being different races as others.

Sexism can be addressed when you hear a child tell another child “ew, that’s for girls!” In my classroom, they know that nothing is for girls or boys. Colors belong to everyone. Clothes and toys belong to everyone. If it makes you happy, you can like it or share it. When I hear children saying that ugh, that’s girly i talk to them why something being girly is bad? And then I give examples of great women. I provide role models and examples.

Violence is a big topic constantly. Guns are not permitted in the classroom. They understand that pretending to use weapons is not allowed in my class. They understand why. We discuss that weapons hurt people. Not just one person but many people. Violence destroys families. Hurting is never okay no matter in what way.

In these examples, the oldest children are 5. And they get it. It’s not hard to talk to kids, it takes effort on the adult’s part. As kids age and mature these topics can continue to be talked about in more abstract ways, but making sure they get the basics is important. Children are so much smarter than most people give them credit for. The solution is to stop treating kids like idiots. They are constantly soaking up everything in their lives, why not  let them soak up some good?

I’m ending my rant now. I just have a lot of feelings.

realsocialskills said:

I agree with most of this, but I wouldn’t put pretend weapons in that category. I think there’s a fundamental difference between pretend weapons that everyone agrees are pretend, and actual sexism, actual racism, and actual boundary violations.

I think it’s really important to be clear on the difference. People can agree to play laser tag with pretend guns, have lots of fun, and not hurt anyone. People who decide to ignore no and touch people without permission always end up hurting people. They’re not at all the same.

Even aside from that, I don’t think it’s a good idea to teach kids that weapons are always bad and that it’s never ok to hurt people. Because it’s not true - we live in a violent world, and sometimes protecting people involves hurting people who want to hurt them. Sometimes you can’t protect people without hurting anyone.

Hopefully your students aren’t in a position where they have to hurt people in order to protect themselves or others (although some of them might be), but all of them are old enough to know that the world works that way sometimes and old enough to need to start thinking about it.

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Literature lets you see leaders and others from the inside. You share the sense of what they’re thinking and feeling. In real life, you’re usually at some distance and things are prepared, polished. With literature, you can see the whole messy collection of things that happen inside our heads.

Why one Harvard professor assigns works of literature to his business school students. (via millionsmillions)

It’s such a comfort to know that other people’s brains are messy, too.

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it's simple like a mountain is simple: Basic Media Literacy Questions


1. Who created the media in question?

2. Who was the intended audience?

3. What message are they attempting to create to that audience?

4. Does the message intended, or the tropes included (intended or not) fall into a larger pattern in that society?  How far back does it go?  How broadly does it reach? (across genre, across media types, etc.)

5. Does the messages and tropes consistently differ based on whether the characters or people portrayed are of certain race, gender, class, sexual orientation, etc. etc.?  Are certain expectations of made of some but not others?  Are some activities considered bad for some good for others?

6. How do audiences respond to the various characters/people portrayed? Are certain expectations of made of some but not others?  Are some activities considered bad for some good for others?

You don’t have to be a scholar - just pay attention to media.  This can work for fictional media as much as news coverage.