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A Ta: ENERGY Sucr of dalk-hn sin. ines in a recctangin ak EPCOT seera PuPrsir/EES +p Arre CK. TH- ndef oran a r tmorr aF ema.n ni cace af er N Cra n, Ppoy, evipmenr rar annear@vicnvidco of hrms op e h Eacuchtdn NERD.Nd5 y ehepl pCF GRET-Hcst depr -e -6aFA+DCPr t dg A adONNC send c Bon wcncCA-CL nd i61CF 1o Crtd int t-Y htw orr ng way.sang fasr CEFA CCA NCE ANw FA HG eciw prtm Catbce tsherche kkrsa Jrk -nr Nu rase tr picrariuy.c CridaF ri evar of evng r tces veves- nae Fre chi o y Kenivuhdnt fentfsnsret p dv iited CY apononk bhsher itru inml bokrty rip e , inntd ve Eof ihd kmy fo -% pernel anid c DCAdv uninacr u , ch, d netO hy og n p A kerprarion- Pv Imt hak, cepararon of d wh yr r lodke sCnent uimty hft rnsfer r rthq menidyCmcrt, weuble PAhn Pf ondrte a PreJy:snehan en ema wi, vie rsna roro Ivaresem mwdern when u can have a 1 page cheat sheet A y niP rchre-wr un WE peiahese n vchhtd a -ex u . 4p Dol fergnh ne plnad hert sns. annark rpenhar is seller rate 2neF rart, 1engu penal, fa ntng auhvines bé ane3 evenge PV rhnlonon rasta N omparnk Py ef rtwn w Expard ses fru r a e wort nuthy Piir m he ad paymter rocc FUbbc offen (sen sanno to pvphe Pboyof pd PANnbyale roly rer-i one r prvare affsc btor Kie h $rom r onn b dririhed a prrion y Prederh h. tansfernng cl Her-mnns Tor p ef arare sh ercunvcann ple- r y k ) 解CALKC りーAcnel re tArtun e h ng u uisan eLondyre 2 Altcrnerve nueinnents wl di opaun pen OTC-edir M In StolS+LT nva taon-eirctrent- NADO Auchen mE iK-hai A plugiol lotanor archs bnsssehers Constant aruwh d ensrantore 8-133cF A L/C tes sje ns vean orall K6alane shechiacuhty ALtE y Vr n pu STUE ote aiy yicld to in 61srmert igs hip ncnil m veran aner effer of alrloni on firmswen Opl Aer pruny mai (nM) urha reA y icpid-her -sh vat pay-p aunvdy tv e Fadin pncl PrL-th Ham an loaun repud-h shnoto poy, finc oun ano to solve for E ( atsltd n purpp ud-rjuoheynvid@at-iane tiahopehahng Srit) CEletttp-h UFFADCE-NS-N d pro-inuru-inwecast bperot gytinyothmno inN PV ayhaikt por/v Gle of glus selvay rtvrn on 10A +eniy ccnnd, doit aain- o subTmaC Inwive orrenr Rasc r e e aleof plantprop enmr ser to cakulare yors deie EP CAVES of debt ov lo+ ex i9un of iastial atay NEGATIVC redecn Prdcbr 7 inC trawtbn TPAY prop or e Se of Aaure apalshc hogwartsaheadcanon: college-survivalguide: xiphoidprocess: witch-of-form: draythebaemalfoy: marvilcomicsrock: sonianeverlime: justdoitdaily-fitblr: grilledcheese-samwich: finals im actually speechless I actually did this for math finals For my English essay we were allowed a sheet of notes so I literally spent a week developing THE perfect essay and then summarising each paragraph into one line of shorthand in tiny writing 100%, A* in US Government last year our teacher said we could have one notecard to use as a cheat sheet and gave us a whole packet (meaning like 10 pages) of things that would be on our test. he said, and i quote, “there is no way to fit everything youre going to need on there so you better study” i fit every last piece of info on that card and didnt study at alli got an a moral of the story: dont tell me what i can and cannot do before my midterm in Modern Physics, my teacher told us a story about how one kid kept switching glasses during an exam. he walked over and the kid had red glasses and blue glasses and kept switching between them because he wrote his notecard in red and blue ink. he made a 3d note card. y’all do realize, that with the intense effort it takes to plan and create these sheets, that you’re studying, right? you’re totally studying. love, a TA. The best way to study even if you can’t bring a cheat sheet is to make a cheat sheet and write everything you would write on one if you could have one. It’s an awesome method! ‘but what you’re doing here is studying. its still studying, that exact thing you didnt want to do before…?’ ‘yeah but see this is powered by hubris and spite, so like… it’s better’
A Ta: ENERGY
 Sucr of dalk-hn
 sin.
 ines
 in a recctangin ak
 EPCOT seera
 PuPrsir/EES
 +p
 Arre CK. TH- ndef oran a r
 tmorr aF ema.n ni cace
 af er
 N Cra n, Ppoy, evipmenr
 rar
 annear@vicnvidco of hrms op e h
 Eacuchtdn
 NERD.Nd5
 y
 ehepl pCF GRET-Hcst depr -e -6aFA+DCPr
 t dg A adONNC send c Bon wcncCA-CL
 nd i61CF 1o Crtd int t-Y htw orr ng
 way.sang
 fasr
 CEFA CCA NCE ANw FA HG
 eciw
 prtm
 Catbce tsherche kkrsa Jrk -nr Nu rase
 tr picrariuy.c CridaF ri
 evar of
 evng
 r tces veves-
 nae
 Fre chi o y
 Kenivuhdnt fentfsnsret p dv iited CY apononk
 bhsher itru inml bokrty
 rip e , inntd
 ve
 Eof ihd kmy fo -% pernel anid c DCAdv uninacr
 u
 , ch, d netO
 hy og n p
 A
 kerprarion- Pv Imt hak, cepararon of d
 wh yr r lodke sCnent uimty hft rnsfer r rthq
 menidyCmcrt, weuble PAhn
 Pf ondrte a PreJy:snehan
 en
 ema
 wi, vie
 rsna roro
 Ivaresem
 mwdern
 when u can have a 1 page cheat sheet
 A y niP rchre-wr un WE
 peiahese n vchhtd a -ex
 u . 4p Dol fergnh ne plnad hert sns. annark rpenhar is seller
 rate 2neF rart, 1engu penal, fa ntng auhvines bé ane3 evenge
 PV
 rhnlonon rasta N omparnk
 Py ef rtwn w
 Expard ses fru r a e wort nuthy Piir m he ad paymter rocc FUbbc offen (sen sanno to pvphe
 Pboyof pd PANnbyale roly rer-i one r
 prvare
 affsc btor
 Kie h
 $rom
 r onn b dririhed a
 prrion
 y
 Prederh h.
 tansfernng cl
 Her-mnns Tor
 p ef arare sh
 ercunvcann
 ple- r y k ) 解CALKC りーAcnel re
 tArtun e h ng u uisan
 eLondyre 2 Altcrnerve nueinnents wl di
 opaun pen
 OTC-edir M In StolS+LT
 nva taon-eirctrent- NADO
 Auchen mE iK-hai A plugiol lotanor
 archs bnsssehers
 Constant aruwh d ensrantore
 8-133cF A
 L/C tes sje ns vean orall K6alane shechiacuhty ALtE y Vr n pu STUE ote aiy yicld to in
 61srmert igs hip ncnil m
 veran aner
 effer of alrloni on firmswen
 Opl Aer pruny mai (nM) urha reA y icpid-her -sh vat pay-p aunvdy
 tv
 e
 Fadin pncl PrL-th
 Ham an loaun repud-h shnoto poy, finc oun ano to solve for E (
 atsltd n purpp ud-rjuoheynvid@at-iane tiahopehahng
 Srit)
 CEletttp-h UFFADCE-NS-N d pro-inuru-inwecast bperot
 gytinyothmno
 inN PV
 ayhaikt
 por/v
 Gle of glus selvay rtvrn on 10A +eniy ccnnd, doit aain- o subTmaC
 Inwive orrenr Rasc r e
 e
 aleof plantprop enmr
 ser to cakulare yors deie
 EP CAVES of debt ov lo+ ex i9un of iastial atay NEGATIVC
 redecn Prdcbr
 7
 inC
 trawtbn TPAY prop or e Se of Aaure apalshc
hogwartsaheadcanon:
college-survivalguide:

xiphoidprocess:

witch-of-form:

draythebaemalfoy:

marvilcomicsrock:

sonianeverlime:

justdoitdaily-fitblr:

grilledcheese-samwich:

finals

im actually speechless

I actually did this for math finals

For my English essay we were allowed a sheet of notes so I literally spent a week developing THE perfect essay and then summarising each paragraph into one line of shorthand in tiny writing 100%, A*

in US Government last year our teacher said we could have one notecard to use as a cheat sheet and gave us a whole packet (meaning like 10 pages) of things that would be on our test. he said, and i quote, “there is no way to fit everything youre going to need on there so you better study” i fit every last piece of info on that card and didnt study at alli got an a
moral of the story: dont tell me what i can and cannot do

before my midterm in Modern Physics, my teacher told us a story about how one kid kept switching glasses during an exam. he walked over and the kid had red glasses and blue glasses and kept switching between them because he wrote his notecard in red and blue ink. he made a 3d note card.

y’all do realize, that with the intense effort it takes to plan and create these sheets, that you’re studying, right? you’re totally studying. love, a TA.


The best way to study even if you can’t bring a cheat sheet is to make a cheat sheet and write everything you would write on one if you could have one. It’s an awesome method!


‘but what you’re doing here is studying. its still studying, that exact thing you didnt want to do before…?’
‘yeah but see this is powered by hubris and spite, so like… it’s better’

hogwartsaheadcanon: college-survivalguide: xiphoidprocess: witch-of-form: draythebaemalfoy: marvilcomicsrock: sonianeverlime: justd...

A Ta: ElleGato @ellle_enm The Holocaust is not "fading from memory" The United States is unwilling to teach history responsibly. The Holocaust is being erased The New York Times@nytimes 41% percent of Americans cannot say what Auschwitz was, a survey found nyti.ms/ 2JF9EEn 4/12/18, 1:21 PM musingsdeme: So I’m a historian who works particularly on the relationship between trauma, national memory, and childhood.  The focus of my research is not the Holocaust, but it’s a subject upon which I’ve taught, mused, written, and examined.  A few years ago, I was a TA in a class on the Holocaust (cross listed in the History Department and the Department of Judaic Studies) at a US University (a pretty prestigious one). Most of the course focused on the realities of the Holocaust:  what happened?  how?  why? Now because of my areas of expertise/interest, I was invited to give a lecture to the entire class as opposed to teaching my particular subset of students each week.  The subject of the lecture?  The Holocaust in US education and children’s/YA literature.  The thing that I found most distressing about this lecture?  The fact that only about nine state in the US require that students learn about the Holocaust in classrooms.  Among those only a few require it as a part of history or social studies classes, the rest require it as part of language arts.  And, the way that students actually learn about this subject is determined at the discretion of the school district, which means that, as long as students meet the general requirements of standardized tests, they don’t have to learn particular details.  So, let that sink in.  Even more distressing?  The states that “require” students to learn about the Holocaust, have only done so since (at the earliest) the 1980s, and far more likely the 1990s and 2000s.  This means that there is an entire generation whose knowledge of the Holocaust comes from popular media and triumphant narratives about US involvement in WWII:  these narratives are hugely false, and what I call the “Punching Hitler” story after the iconic image of Captain America socking Hitler in the jaw.  In the US the general shared narrative about WWII is that the US went over the Europe, lost a lot of boys, but killed Hitler, won the war, and saved the Jews.  o__O  That’s…not what happened.   In a class of 200 students, only about 10 percent knew anything about how the Holocaust happened.  They didn’t know about the groups that were targeted, the way that anti-semitism and opportunistic nationalist politics helped make it happen, they didn’t know about complicity or bystandardism.  They knew nothing.  They didn’t know that US officials were aware of what was happening and refused to get involved in the war.  They didn’t understand that there was concurrent anti-semitism and racism in the US.  They were taught none of these things.  And that is actually terrifying, not only because it means that these kids have no idea about the past, but because they can’t see the giant flashing warning signs in our current socio-political world.  
A Ta: ElleGato
 @ellle_enm
 The Holocaust is not "fading from
 memory"
 The United States is unwilling to teach
 history responsibly. The Holocaust is
 being erased
 The New York Times@nytimes
 41% percent of Americans cannot say what
 Auschwitz was, a survey found nyti.ms/
 2JF9EEn
 4/12/18, 1:21 PM
musingsdeme:

So I’m a historian who works particularly on the relationship between trauma, national memory, and childhood.  The focus of my research is not the Holocaust, but it’s a subject upon which I’ve taught, mused, written, and examined.  A few years ago, I was a TA in a class on the Holocaust (cross listed in the History Department and the Department of Judaic Studies) at a US University (a pretty prestigious one). Most of the course focused on the realities of the Holocaust:  what happened?  how?  why? Now because of my areas of expertise/interest, I was invited to give a lecture to the entire class as opposed to teaching my particular subset of students each week.  The subject of the lecture?  The Holocaust in US education and children’s/YA literature. 
The thing that I found most distressing about this lecture?  The fact that only about nine state in the US require that students learn about the Holocaust in classrooms.  Among those only a few require it as a part of history or social studies classes, the rest require it as part of language arts.  And, the way that students actually learn about this subject is determined at the discretion of the school district, which means that, as long as students meet the general requirements of standardized tests, they don’t have to learn particular details.  So, let that sink in.  Even more distressing?  The states that “require” students to learn about the Holocaust, have only done so since (at the earliest) the 1980s, and far more likely the 1990s and 2000s.  This means that there is an entire generation whose knowledge of the Holocaust comes from popular media and triumphant narratives about US involvement in WWII:  these narratives are hugely false, and what I call the “Punching Hitler” story after the iconic image of Captain America socking Hitler in the jaw.  In the US the general shared narrative about WWII is that the US went over the Europe, lost a lot of boys, but killed Hitler, won the war, and saved the Jews.  o__O  That’s…not what happened.  
In a class of 200 students, only about 10 percent knew anything about how the Holocaust happened.  They didn’t know about the groups that were targeted, the way that anti-semitism and opportunistic nationalist politics helped make it happen, they didn’t know about complicity or bystandardism.  They knew nothing.  They didn’t know that US officials were aware of what was happening and refused to get involved in the war.  They didn’t understand that there was concurrent anti-semitism and racism in the US.  They were taught none of these things.  And that is actually terrifying, not only because it means that these kids have no idea about the past, but because they can’t see the giant flashing warning signs in our current socio-political world.  

musingsdeme: So I’m a historian who works particularly on the relationship between trauma, national memory, and childhood.  The focus of...