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wading in the sinking ships

My sleeping patterns are facked at the mo

Like whaaaat is going on

This Woman's Response To Her Street Harasser Is Absolutely Genius

l1berum:

i basically assume that people don’t like me unless they explicitly tell me they like me and then periodically remind me

yup sounds about right for me too!

(via guernica322)

emilianadarling:

scoutfinches:

lazylunatic:

a-spoon-is-born:

trapbuddha:

adumbrant:

nirvanatrill:

Albert Einstein teaching a physics class at Lincoln university (HCBU in Pennsylvania) in 1946

Sure as hell never mention that about him.

HOMIE

His anti-racism views and work are often totally ignored by historians.

EVEN OUR HISTORIANS ARE RACIST

did… did you think historians weren’t racist?

Friend, if you did not realize that historians are racist then I have some bad news for you. 

He also said the thing about "Any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves.” Guy was an all-round dude.

emilianadarling:

scoutfinches:

lazylunatic:

a-spoon-is-born:

trapbuddha:

adumbrant:

nirvanatrill:

Albert Einstein teaching a physics class at Lincoln university (HCBU in Pennsylvania) in 1946

Sure as hell never mention that about him.

HOMIE

His anti-racism views and work are often totally ignored by historians.

EVEN OUR HISTORIANS ARE RACIST

did… did you think historians weren’t racist?

Friend, if you did not realize that historians are racist then I have some bad news for you. 

He also said the thing about "Any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves.” Guy was an all-round dude.

(via gamegrrl)

"Research supports the idea that many men do not believe it when women say no to sex. In one study, men read a scenario in which a woman dressed and behaved “modestly” on a date; when her date made a sexual advance, she said no three times and tried to move away. In spite of this, men’s mean ratings of how much she wanted sex were almost at the middle of the scale. After the men were told to assume that the woman really did not want to have sex, their ratings of various aspects of the scenario (e.g., how justified the man was in forcing the woman to have sex) changed significantly, providing additional evidence that the men had not initially believed the woman’s protests."
- Charlene L. Muehlenhard, Do Women Sometimes Say No When They Mean Yes? The Prevalence and Correlates of Women’s Resistance to Sex  (via feministfeels)

(via guernica322)

Caitlin Liveblogs Fifty Shades Freed: Chapter 13

guernica322:

image

[disclaimer: I don’t own any of the gifs used in this post. If you see a gif that you created and would either like credit for it or would like it taken down, please let me know.]

I’m actively avoiding blogging about this book now. I know what happens, and I know how frustrated I will be each time I read a chapter, and it’s the worst. BUT I KEEP ON TRUCKING. Because I have a guilt complex the…

View On WordPress

I love 50 Shades liveblogs. SO MUCH BETTER THAN THE ACTUAL BOOKS :D

"Whenever I hear the "Women are paid $.78 for the man’s $1" I flip it around.

Men make $1.22 for every woman’s $1.

It interests me that even the most common simple measure of gender inequality is firmly based on male-as-normative …"
-

bisexual activist and queer theory blogger Patrick RichardsFink 

this is an interesting point, although mathematically inaccurate: assuming the women:men, 0.78:1 ratio is correct, men make $1.28 for every woman’s $1

A white man makes $1.34 for every dollar that a black man makes

A white man makes $1.52 for every dollar that a latino man makes

A white man makes $1.24 for every dollar that a white woman makes

A white man makes $1.44 for every dollar that a black woman makes

A white man makes $1.67 for every dollar that a latina woman makes

That’s some bullshit right there.

Let’s take it a step further. For every hour a white man works, a black woman has to work 86 minutes to earn as much money. 57.6 hours a week compared to the white man’s 40.

Take it another step further. Assuming a Monday through Friday, 9 to 5 job, from Thursday 12:45pm through Friday end of business, a white man gets paid for his work, a black woman is, by comparison, working for free.

(via quentintortellini)

(Source: fliponymous, via guernica322)

stfueverything:

dbvictoria:

With all the heat Anita Sarkeesian gets for her Tropes series, you’d think it was a new topic, but Gene Siskel & Roger Ebert had a discussion on a similar theme when they were talking about the influx of slasher movies on their show in 1980.

(x)

34 years later and this is STILL relevant

(via oirae)

thinkmexican:

Paloma Noyola: The Face of Mexico’s Unleashed Potential
When a report emerged in September 2012 that a girl from one of Matamoros’ poorest neighborhoods had attained the highest math score in Mexico, some doubted its veracity. It must be fake, they said.
But it wasn’t fake. Her name is Paloma Noyola, and what most reports failed to mention is that almost all of her classmates also scored very high on the national math test. 10 scored in the 99.99% percentile.
Paloma and her classmates also scored in the top percentile in language. Something special was happening at José Urbina López primary school in Matamoros, and Wired went to take a look.
The high test scores turned out to be the work of a young teacher who also came from humble beginnings. Sergio Juárez Correa was tired of the monotony of teaching out of a book and wanted to try something new to help engage his students when he came across the work of Sugata Mitra, a UK university professor who had innovated a new pedagogy he called SOLE, or self organized learning environments. The new approach paid off.
Although SOLE usually relies on unfettered Internet access for research, Juárez and his students had very limited access. Somehow, he still found a way to apply Mitra’s teachings and unleash their potential.
From the beginning, Paloma’s exceptional abilities were evident:

One day Juárez Correa went to his whiteboard and wrote “1 = 1.00.” Normally, at this point, he would start explaining the concept of fractions and decimals. Instead he just wrote “½ = ?” and “¼ = ?”
“Think about that for a second,” he said, and walked out of the room.
While the kids murmured, Juárez went to the school cafeteria, where children could buy breakfast and lunch for small change. He borrowed about 10 pesos in coins, worth about 75 cents, and walked back to his classroom, where he distributed a peso’s worth of coins to each table. He noticed that Paloma had already written .50 and .25 on a piece of paper.

As Mr. Juárez implemented more of Mitra’s teachings in his classroom, Paloma continued to stand out as an exceptionally gifted student:

Juárez Correa was impressed. But he was even more intrigued by Paloma. During these experiments, he noticed that she almost always came up with the answer immediately. Sometimes she explained things to her tablemates, other times she kept the answer to herself. Nobody had told him that she had an unusual gift. Yet even when he gave the class difficult questions, she quickly jotted down the answers. To test her limits, he challenged the class with a problem he was sure would stump her. He told the story of Carl Friedrich Gauss, the famous German mathematician, who was born in 1777.
When Gauss was a schoolboy, one of his teachers asked the class to add up every number between 1 and 100. It was supposed to take an hour, but Gauss had the answer almost instantly.
“Does anyone know how he did this?” Juárez Correa asked.
A few students started trying to add up the numbers and soon realized it would take a long time. Paloma, working with her group, carefully wrote out a few sequences and looked at them for a moment. Then she raised her hand.
“The answer is 5,050,” she said. “There are 50 pairs of 101.”
Juárez Correa felt a chill. He’d never encountered a student with so much innate ability. He squatted next to her and asked why she hadn’t expressed much interest in math in the past, since she was clearly good at it.
“Because no one made it this interesting,” she said.

Although this Wired piece focuses mostly on Sugata Mitra, it does once again highlight the story of Paloma Noyola. Unfortunately, after a brief spurt of media attention, little on Paloma was ever mentioned and, as was pointed out by Wired, nothing was ever said of Mr. Juárez.
As with most stories in the Mexican press — and those popular with the middle-class — things suddenly become very important once it’s featured in a gringo publication. Which is a very sad commentary. We hope, however, that this story pushes those in the press, state and federal government to look not to the United States for validation but to Mexicans like Sergio Juárez doing good work in places like Matamoros.
The clear message in this story is that there are thousands of Paloma Noyolas going to school in Mexico who, just like her at one time, are not being challenged and therefore aren’t very interested in school. This story can, if we want it to, raise enough awareness to shift the discussion from poverty to opportunity.
Paloma truly personifies both Mexico’s challenges and unleashed potential.
Read the entire Wired story here: How a Radical New Teaching Method Could Unleash a Generation of Geniuses
Editor’s note: As an addendum, Wired provided information on helping support Sugata Mitra and his School in the Clouds project, and although they donated school supplies and equipment to José Urbina López School, we’re interested in seeing if we can help set up a similar fund for Sergio Juárez, the teacher featured in this story.
Also, $9,300 was raised to help fund Paloma’s education last year. We’re going to follow up with the economist who led the fundraising campaign to see how she’s doing. Stay tuned for the updates.
Stay Connected: Twitter | Facebook

thinkmexican:

Paloma Noyola: The Face of Mexico’s Unleashed Potential

When a report emerged in September 2012 that a girl from one of Matamoros’ poorest neighborhoods had attained the highest math score in Mexico, some doubted its veracity. It must be fake, they said.

But it wasn’t fake. Her name is Paloma Noyola, and what most reports failed to mention is that almost all of her classmates also scored very high on the national math test. 10 scored in the 99.99% percentile.

Paloma and her classmates also scored in the top percentile in language. Something special was happening at José Urbina López primary school in Matamoros, and Wired went to take a look.

The high test scores turned out to be the work of a young teacher who also came from humble beginnings. Sergio Juárez Correa was tired of the monotony of teaching out of a book and wanted to try something new to help engage his students when he came across the work of Sugata Mitra, a UK university professor who had innovated a new pedagogy he called SOLE, or self organized learning environments. The new approach paid off.

Although SOLE usually relies on unfettered Internet access for research, Juárez and his students had very limited access. Somehow, he still found a way to apply Mitra’s teachings and unleash their potential.

From the beginning, Paloma’s exceptional abilities were evident:

One day Juárez Correa went to his whiteboard and wrote “1 = 1.00.” Normally, at this point, he would start explaining the concept of fractions and decimals. Instead he just wrote “½ = ?” and “¼ = ?”

“Think about that for a second,” he said, and walked out of the room.

While the kids murmured, Juárez went to the school cafeteria, where children could buy breakfast and lunch for small change. He borrowed about 10 pesos in coins, worth about 75 cents, and walked back to his classroom, where he distributed a peso’s worth of coins to each table. He noticed that Paloma had already written .50 and .25 on a piece of paper.

As Mr. Juárez implemented more of Mitra’s teachings in his classroom, Paloma continued to stand out as an exceptionally gifted student:

Juárez Correa was impressed. But he was even more intrigued by Paloma. During these experiments, he noticed that she almost always came up with the answer immediately. Sometimes she explained things to her tablemates, other times she kept the answer to herself. Nobody had told him that she had an unusual gift. Yet even when he gave the class difficult questions, she quickly jotted down the answers. To test her limits, he challenged the class with a problem he was sure would stump her. He told the story of Carl Friedrich Gauss, the famous German mathematician, who was born in 1777.

When Gauss was a schoolboy, one of his teachers asked the class to add up every number between 1 and 100. It was supposed to take an hour, but Gauss had the answer almost instantly.

“Does anyone know how he did this?” Juárez Correa asked.

A few students started trying to add up the numbers and soon realized it would take a long time. Paloma, working with her group, carefully wrote out a few sequences and looked at them for a moment. Then she raised her hand.

“The answer is 5,050,” she said. “There are 50 pairs of 101.”

Juárez Correa felt a chill. He’d never encountered a student with so much innate ability. He squatted next to her and asked why she hadn’t expressed much interest in math in the past, since she was clearly good at it.

“Because no one made it this interesting,” she said.

Although this Wired piece focuses mostly on Sugata Mitra, it does once again highlight the story of Paloma Noyola. Unfortunately, after a brief spurt of media attention, little on Paloma was ever mentioned and, as was pointed out by Wired, nothing was ever said of Mr. Juárez.

As with most stories in the Mexican press — and those popular with the middle-class — things suddenly become very important once it’s featured in a gringo publication. Which is a very sad commentary. We hope, however, that this story pushes those in the press, state and federal government to look not to the United States for validation but to Mexicans like Sergio Juárez doing good work in places like Matamoros.

The clear message in this story is that there are thousands of Paloma Noyolas going to school in Mexico who, just like her at one time, are not being challenged and therefore aren’t very interested in school. This story can, if we want it to, raise enough awareness to shift the discussion from poverty to opportunity.

Paloma truly personifies both Mexico’s challenges and unleashed potential.

Read the entire Wired story here: How a Radical New Teaching Method Could Unleash a Generation of Geniuses

Editor’s note: As an addendum, Wired provided information on helping support Sugata Mitra and his School in the Clouds project, and although they donated school supplies and equipment to José Urbina López School, we’re interested in seeing if we can help set up a similar fund for Sergio Juárez, the teacher featured in this story.

Also, $9,300 was raised to help fund Paloma’s education last year. We’re going to follow up with the economist who led the fundraising campaign to see how she’s doing. Stay tuned for the updates.

Stay Connected: Twitter | Facebook

(via guernica322)

imgoddamnpluckyremember:

theafrocentrics:

shartichoke:

learn baby learn

Sword holder

I AM A FUCKING SHARK

Reblogging partly for the vagifacts, partly for the date on the pubic hair calendar being today’s date and mostly for the above comment.

(Source: iraffiruse, via sociallivesareoverratedanyway)


Lena Headey for Because I am a Girl Campaign - Face Up to violence against girls [x]

Lena Headey for Because I am a Girl Campaign - Face Up to violence against girls [x]

(Source: kingslyers, via tumblrofthrones)

Pretty much every busking sesh I get people taking pictures or videos of me

streetmusicoxford:

sinkships:

And then I have no idea where these go.

…bwahhh…

they should all come to my street music blog, of course :)

seriously though, there are a few groups on flickr that you could check.

Great idea! I’ll have a comb through your posts then check around on flickr :)

Pretty much every busking sesh I get people taking pictures or videos of me

And then I have no idea where these go.

…bwahhh…