This portrait shows why staff diversity is more than a numbers goal. Students saw many ways to be an intellectual. A young teacher who found his calling, an Afrocentric scholar with a big public voice, alumni who came back to teach, immigrant educators, even Catholic nuns. Carpenter’s choice to value lived experience and commitment alongside degrees turned the school into both a mirror and a bridge for students.

What I take from this story is the power of design and belief working together. Harlem Prep did not wait for perfect conditions. It offered belonging, serious coursework, close mentoring, and a clear path to college. That combination is rare and it changes people. I wish more public schools used this playbook so students who leave school could return without shame and move quickly toward college. This is not just a tale from the past. It is a reminder that expectations, community, and smart structure can open doors for students who have been told they do not belong.

Reading about Harlem Prep really moved me. As an international student, I know what it feels like to be seen as an outsider and then find a place that calls you a scholar. The image of a diploma ceremony in a hot Harlem gym and a school inside an old supermarket shows how little the building matters when adults truly believe in you. John Bell’s words about turning strain into peace stayed with me. They sound like someone reclaiming a future that others had already written off.

An expensive French wine. An interesting and ominous wordplay Poe uses because it sounds like "The Grave."

Montressor reveals to the reader that he was the one who took down the wall in the first place.

Other than the fact that he was mocked by Fortunato, we don't really know any other reason why Montressor wants to seek revenge on him.

This seems interesting, because it tells the reader something about Montressor. Could it be that the servants loathe Montressor so much that they'd leave the palace vulnerable, even when he explicitly tells them not to leave?

The word cask is a container used to store liquids. It is like a barrel, but Poe must've picked this word for another meaning as well. A Cask is another word for Coffin, which is interesting if we consider the ending of this short story.

Strategies to implement code meshing to students.

Research shows students can do more advanced reading and thinking when they are allowed to use all their languages, not just English. Translanguaging: using multiple languages together naturally when speaking or writing. Monolingually: using only one language.

Code meshing means mixing different languages or dialects together. Some see code meshing as all languages, speaking and writing, while some see it as mixing languages only in writing.

Proof that different languages are able to be used together.

The two students pruposefully mix spanish into their sentences for a more authentic read.

Keeping the original words makes it feel more authentic.

code meshing can keep cultural identity but still have other audiences understand by giving context clues.

Students were allowed and also enjoyed having the freedom of writing what they wanted and hearing it. The students were also taught how to change it when neccessary.

code meshing was intential here as Jacobi knew who his audience was, his mom and teacher.

The teacher was able to support Jacobi, a AAL and DAE speaker.

Teachers are willing to support multilingual students but execution is difficult.

code meshing is mixing languages when writing.

AAL is used in many settings which is different than what sterotypes depict.

The judging of "wrong" languages shows that language is deemed worthy by power and those who have power.

Schools often try to “subtract” or remove students’ home languages instead of supporting the use.

Schools still enforce the use of Standard English, code meshing is rarely utilized. There's a myth that learning multiple languages/dialects confuse student and prevents them from learning Standard English.

The authors explain that Jayda’s grammar is wrong due to the rules but not "wrong". DAE (Dominant American English) is introduced to be more inclusive and to show that "standard" English is socially constructed.

The teacher lets the students personality shine through by writing her words exactly spoken, instead of correcting her and limiting her identity.

One thing that is nice about Storybook is that it collects various testing tools like Chromatic and Vitest and integrates them into one unified testing platform. Another nice thing about Storybook is that it works with, but doesn't replace, Vitest. I'm sure that some developers would be more comfortable with Vitest than Storybook. Storybook streamlines the testing experience by writing code and pinpointing errors. I also thought it was cool that Braga showed how the size of Storybook reduced over time despite increasing its functionality. It teaches me that powerful applications do not need to be big. Finally, it was good to review the three elements of components: interaction, visuals, and accessibility. You can't have one without the others. There's no use having a button that works if it doesn't look right and not everyone can use it.

The tight feedback loop (edit story → run test → see results in Storybook) is excellent for DX. It encourages testing early and often, basically from the same place you develop components.

Given that Storybook 9 is built for this testing paradigm, this seems like a forward-looking model for UI development + testing.

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A Stanford article that gives a summary of modern colonialism. it goes into depths and complexity of colonialism. It talks about how it is a practice of domination, which involves the subjugation of one people to another.

The summary of this website is : Modern colonialism, especially since the 16th century, has enabled European countries to export populations and establish permanent colonies to multiple continents (the Americas, Australia, Africa, and parts of Asia) and exert political, economic, and territorial domination over these regions, thanks to technological advancements in maritime navigation and transoceanic migration. The details in it: The difference between colonialism and imperialism: Imperialism can refer to direct control (governance) or indirect control (through agents or economic dependence) — both can be expansionist and exploitative.

If social media sites were governed by users instead of shareholders I truly believe that would alter the digital world drastically. As users would curate and change the platform to align with user experience and generate platforms that are grounded in amplifying/regenerating user experience. Compared to shareholders where there only concern is generating revenue.

This is what I have been sharing with my teacher recently. How do we include more student to studnet interaction so they can own their learning and teachers can become facilitators of learning. there is room for both.

This source goes into depths of the defintion of what capatialsm is . Capitailsim is an "economic system characterized by private or corporate ownership of capital goods, by investments that are determined by private decision, and by prices, production, and the distribution of goods that are determined mainly by competition in a free market." Mainly expressing how a capatialst economy drives for a competitive market and work ethic amongst society.

The idea that parents shouldn’t lie about anything is easy to take literally. There are obviously things that shouldn’t be told to children that might cause more harm than good. I personally think that with smaller things such as the example of pretending to take candy from their kids should be stopped. Unfortunately, the world is so complicated and huge that making kids think about it at such a young age would be unfair to them.

This is the definition of capitalism, from the webster dictionary, Capitalism is an economic system whose main characteristics include: Capital goods (such as factories, equipment, land, and other means of production) are owned by private individuals or corporations. Investment decisions are primarily made by private individuals, rather than by the government. The prices, production, and distribution of goods are mainly determined through a competitive free market. One detail is that Capitalism is often compared to economic systems such as communism or socialism.

Due to the incentive for innovation being profit, ultimately it will come eventually at the expense of the quality of the platform. The design of Tik Tok is specifically rigged to maximize the engagement of the user and that maximizes their profit but comes at the expense of that user's experience on the platform. I think that a similar thing has happened to Twitter, Instagram, and really all other social media platforms that make their money from engagement.

The USA is a capitalist economy here. I believe capitalism is a great way of promoting healthy competition and high efficient work ethics amongst specify. It allows for personal freedom and ownership of ones land/job.

I totally agree with it, I am majoring in economic, and nowadays, the market is driven by private or corporate ownership. Many countries are capitalism, and as long as we want economic to grow, it easily became a capitalist country.Capitalism may lead to increasingly wider class distinctions and a growing gap between the rich and the poor. However, it appears to be a major trend at present.

Directive coaching: I can see how this way of coaching can support teachers who need to master a skill. It is nerve racking to do this type of coaching, however i can see possiblities based on what jim knight is sharing. I need to go deeper to understand better.

I find it interesting how social media impacts people mental state but also their ideologies that impact the world. The fact that tech companies are able to control so much of our lives such as how we think about certain issues such as gender equality and homosexuality is strange. There isn’t enough customization in order to truly form your own opinions but also notice other ideologies in order to truly form a complete viewpoint.

This article talks about: In the early stages of the Industrial Revolution, new textile machinery began to be widely used. These machines could be operated by workers with fewer or lower skills, thus replacing or weakening the position of traditional skilled workers. Simultaneously, Britain was experiencing the Napoleonic Wars, and economic hardship exacerbated working-class discontent. In this context, workers believed that factory owners were using new machines to replace skilled labor "in a fraudulent and deceptive manner," suppress wages, and produce inferior goods.

Coaching logs! I found this really helpful as I like linear resources that can support my planning for when I meet with teachers. I think having these specifics questions supports my intentions to be ready and document our work based on students goals.

I think this class has helped me form my own judgement on how social media works. I’m glad that I can further understand how they control my emotions and mental state considering how much time I spend on the platforms. It is helpful in it’s communication and spreading information, but is easily manipulated in order to take over how someone thinks.

This is what I enjoy, as it provides entry points with teachers needs. and I can work with experience teachers through a collaborative and consulting.! We navigate this depending on students goals and the Impact Cycle by Jim Knight.

Although I consider myself a coach, cognitive works has been difficult to align with the teachers we have. I think i get to do this as a coaching teams more than individually.

Providing Access to students learning through scaffolding is part of teachers need to plan for. I have been supporting teachers to plan for scaffolds so our multilingual learners can access grade level content.

What an odd tale. The European, with his knowledge of sciences and potions, provides the powerful Eastern man with an aphrodisiac.

He is perpetuating the idea that eastern people are obsessed with sex.

This is very goofy. I have a hard time believing any of this is true, although perhaps he did witness some court cases and felt inspired to craft a tale. Its interesting that he mentions Arabian Nights because this reads so much like an old tale typical of such works.

The mirrored words here make it almost certain this is a fabrication. This reminds me of passages from the bible where phrases are repeatedly identically.

Apparently Couret is so cool and the Naqib respects him

This a funny conundrum in the subject of Europeans discussing other societies. A lot of people wrote about places they had never been to and the people who actually went to these places were inclined to embellish or even tell outright tall tales.

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This was a period of time where England was known as the empire on which the sun never sets. Military might and the Industrial Revolution turned England into a juggernaut of powerhouses in the world theater. Little did the world knew that it was the labor of poor children that made the English Industrial Evolution possible as able bodied men were busy fighting. Orphaned children from cities and parishes were contracted from city officials to factory owners to work until they reach 21 or 24 years old. There were no one who fought for their welfare or rights. The children worked 12 to 16 hours a day with little substantial food, hence "their pale and sunken faces". The children were essentially slaves.

Richard Oastler, a critique of the Victorian factory system wrote: "Poor infants! ye are indeed sacrificed at he shrine of avarice, without even the solace of the negro slave; ye are no more than he is, free agents; yet ye are compelled to work as long as necessity of your needy parents may require, or the cold blooded avarice of your worse than barbarian masters may demand!…ye are doomed to labour from morning to night for one who cares not how soon your weak and tender frames are stretched to breaking!" Indeed, children were often contracted to factories to work until they reach 21 years old for very little money. Even the factory reformers that called for change, for better work hours, conditions and for education, did not ask for the abolition of child labor. Families could not survive without the supplemental wages of the children. Textile factories could not function without the nimble children darting between running machines to reattach broken threads being woven (Nardinelli). The factory owners were like slave owners who invested as little as they can and whip the most work out of the children as they can.

One of the impetus for EBB to write "Cry of the Children" was the fact the the poor working children had no knowledge of God (Bouchard). They were separated from their parents at an early age as all members of the family had to work, sometimes at different locations. The normal, structured life of a nucleus family is absent and no one taught the children religion. Working from 12 to 16 hour days was another deterrent for children to accomplish any learning (Alexandrova). Like EBB says in her poem (lines 67-68), the children would rather sleep if given a meadow than play.

https://blogs.baylor.edu/19crs/2017/06/28/textual-revisions-and-constructed-narratives-in-elizabeth-barretts-the-cry-of-the-children/#:~:text=The%20first%20published%20version%20of%20Elizabeth%20Barrett,of%20signs%20of%20human%20or%20divine%20mercy**

This article has photos of the book, the poem, and images from the survey of children working in mines relating to "Cry of The Children".

https://www.youtube.com/shorts/YdWLxoHYR1E

This video shows how close, cramp, and claustrophobic the mines would be. Also, the ground is sometimes lined with rails, other times consists purely of mud and even imbedded with large rocks. This little clip is an attempt to let the readers see the harsh conditions the children working in mines had to deal with daily.

Elizabeth Browning was friends and frequent correspondent with Richard Hengist Horne. RH Horne was the assistant commissioner to an inquiry that reported the "Physical & Moral Conditions of the Children and Young Persons Employed in Mines and Manufacture." The horrific conditions that Horne related to EBB spurred her to write "Cry of the Children" (Robertson).

How poignantly EBB describes Alice's grave: "…no room for any work in the close clay." It makes one feel as if Work chases the child to the grave, stands there, looks down at the pit, and ponders if there is room for it to join little Alice-as if death is not escape enough. In reality, Victorian children do suffer many injuries and violent deaths in work related accidents. Take chimney sweepers, for example. Usually little boys 5 to 6 years old were employed to clean out narrow, twisted chimneys. They came out scraped and bleeding from the tight confines and suffer long term breathing problems due to soot and creosotes. If the child got stuck, the master chimney sweeper would light a fire in the fire place to encourage the child to get out faster. This little tale of the chimney sweeper speaks of the Victorians' general attitudes toward child labor (Alexandrova).

EBB's use of "my brothers" is strategic. She is not passing judgement, but rather, rallying society. By placing herself along side with her countrymen, she effectively "elbows" her neighbors in saying, "I don't find this acceptable. Do you?" Like the opening quote, EBB corners her readers in a position where they couldn't endorse the current treatment of the children because that would make them look uncaring and unconscionable.

The deliberate refrain of "young" nature and the emphasized double "young, young children" point out the irony and tragedy of how life shouldn't be for these children. While nature frolic and play, the human children are weeping bitterly. In fact, some poems in the Victorian period use this juxtaposition of the free natural world versus the state of the oppressive poor. Thomas Hood's "Song of the Shirt" has these lines: "Oh! but to breathe the breath Of the cowslip and primrose sweet--- With the sky above my head, And the grass beneath my feet". Gerald Massey wrote in "Cry of the Unemployed": "Heaven droppeth down with manna still in many a golden shower, And feeds the leaves with fragrant breath, with silver dew, the flower; There's honeyed fruit for bee and bird, with bloom laughs out the tree". Nature is plentiful, beautiful, and free while humans suffer from hunger and fetters of their working class.

Although the working class had very little of worldly goods, its family unit was quite close. One main reason was they had to share a small space as living quarters. Another reason was children often working alongside their parents. All the children were viewed as a potential source of income so the family strived together as a unit to make ends meet. The close knit working class family was a sharp contrast to the wealthy Victorians. Usually their children were left in care of nannies or governesses. The higher echelon of society had little time to spare for their kids yet had high expectations of them. Even Winston Churchill said he could recall every hug he ever had from his mother.

The difference between the classes here is not immediately discernible for modern readers with just the line describing children leaning on their mothers. In Victorian England, the rich and middle-class did not handle their own children.

Check out https://victorianchildren.org/victorian-child-labor/ for more interesting facts.

The phantom that the speaker explicitly states she doesn’t trust is imagination. This ghost that haunts the speaker pushes her to the edges of society where she would feel the effects of loneliness that connect can only be soothed by hope that is birthed from death, as Steven Vine states in his essay about how the ghostly bliss “betrays the self’s desire” and is “born from the death that it is supposed to overcome” (107).

Although I agree with this quote, I wonder about coaching or mentoring teachers whose presence is a struggle for them to move foward on their teaching. This has been one area that has become difficult to coach as I am noticing that they will default on doing the same errors even after coaching. I can see how this can tight to growing students and up to now I have not given up, yet it is a struggle either I need to find the way to coach teachers who struggle with presence or it is just difficult to coach this.

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This paragraph gives insight into how even if an action is legal, it might still conflict with ethical principles. Therefore, ethical reasoning is important to guide behaviour when the law is silent, insufficient, or morally questionable.

This frames the story early on around prominence and timeliness. The story puts an emphasis on the historic nature of his election to the papacy, while immediately contrasting him with the late Pope Francis. The word "wildcard" here suggests unpredictability. Nobody expect him, an American pope, to be selected for this huge role.

The emphasis on "first US leader" puts an emphasis on the unusualness of the matter and proximity for American readers.

The personal testimony here appeals to the news value of human interest. It portrays Prevost as approachable and resilient. It gives him a sense of warmth and stability...something very easing to the Catholic population.

The simplicity of “Peace be with you” resonates with audiences and sets a tone for his gentle leadership narrative.

Prominence mentioned...links the papacy to global politics. Including President Trump's reaction paints more of a political narrative, showing how the papal leadership can intersect with secular power of foreign leaders like Trump.

Deeper Learning: It is important to elevate the need of teachers to bring practices, instruction that can replicate real life situation that will benefit the students. We need to figure out how to support students thinking, by brining prior knowledge, building background knowledge. Also another support is scaffolds that support students thinking and language. We also need to be monitoring along the the way to see how students are progressing. I do want to acknowledge that it is not easy and it requires lots of preparation and practice.

Dementia= umbrella term for memory loss alzheimer's = no dev by aging, abnormal buildup of proteins around brain cells - the actual disease

This just prompt me to think about our new IM curriculum, that I know asking level 3 or 4 DOK questions is essential for students, yet if we do not model how to respond or provide students with time to grapple with learning, then students will not have the ability to think and being able to engage in the conversation of the class, the metacognitive skills are essential part of students leanring.

• A 30-year study found that childhood friendships have a bigger impact on adult attachment styles than relationships with parents.
• Attachment theory originally emphasized parental influence, but this study shows mothers influence general attachment style only slightly (2-3% variance).
• Early friendships significantly influence adult romantic and friendship attachment anxiety and avoidance (4-11% variance).
• Quality childhood friendships teach give-and-take dynamics that shape how adults form and maintain relationships.
• The study followed 705 participants from childhood through age 26-31, analyzing parent-child and peer relationships.
• Positive early friendships correlate with more secure adult romantic and platonic relationships.
• The research highlights the importance of peer relationships in social and emotional development over family interactions.
• Choosing positive and supportive friends during childhood contributes to healthier adult attachments.

Needs citation

Test comment

• Myopia (nearsightedness) is increasingly common, with serious risks for high myopia such as legal blindness, retinal detachment, and cataracts.
• It results primarily from the eyeball growing too long, causing light to focus in front of the retina, leading to poor distance vision.
• Environmental influences, especially increased indoor time and near work with screens, have driven the rapid rise of myopia in recent decades.
• Digital screens stress the eyes by forcing continuous near focus and lack of depth cues, causing accommodative spasms and vision strain.
• Preventative actions include spending at least 2 hours outdoors daily, regularly focusing on distant objects, and practicing the 20-20-20 rule during screen time.
• Corrective solutions such as glasses, contacts, and LASIK improve vision but do not address underlying eye structure changes or risks associated with high myopia.
• Claims of myopia reversal exist but lack widespread scientific validation.
• The prevalence of myopia and reliance on corrective lenses is projected to grow drastically, making vision protection urgent in the digital age.
• Ongoing research and awareness about vision health and behavioral changes are crucial to mitigate the myopia epidemic.

The Duke's final words being about another artpiece he has demonstrates how little he cared for the Duchess. The need to brag about more art being made for him not only shows his ability to display power, but it also shows a reflection of his true intentions. The bronze cast is of Neptune (a god) taming a seahorse--this reflects how the Duke views himself: a god taming a lesser creature; as he sees himself as a god, he will inevitably treat the new duchess similarly. There was never going to be a dual-respect and understanding between him and the Duchess as she was as useful as a seahorse to him. His calculated shift from a painting of his "beloved" wife, to a bronze cast displaying a feat of dominance demonstrates the Duke's ability for social politics and directs attention away from the gruesome end of the Duchess.

While looking up the Duchess, Lucrezia de' Medici, came a poem called "My Next Duchess" by a priest named Lawrence Jones in which a member of the envoy warns of the Duke as a means to save the next duchess from his grasp. While the poem does not follow all the same writing conventions as Browning's poem such as form and tone, it is effective in the way that provides a secondary perspective on the story within this poem. The break of such conventions lends a sort of response that is more human that the facade that the Duke puts on.

The poem aims to explore how the envoy reacted to the Duke's monologue, and the horror at which is deemed worthy enough to become a cautionary tale to future noblewomen about the Duke of Ferrara.

To build off the previous annotation, the Duke's mask slips for a second as he admits that he would, in fact, "stoop"--but in doing so, it shows he does not have as much control as he fronts to his envoy. However, the Duke regains said control (and re-masks) through the use of others' fear of what he is capable of by stating that he chose "never to stoop" to the Duchess's level of behavior or intellect.

This point is mentioned by Garratt regarding Browning's writing strategy using "masks" in his poetry, "The envoy is meant to be impressed by this graciousness, this taste, manners, and above all, command of life; the Duke hopes desperately that the envoy will carry that impression back to the count, and to the new duchess” (117). Garratt's point shows that the Duke's intentions in telling this story is so that the next Duchess will not behave the same way as the previous one, and she'll have no excuse as she'd already been warned; he is molding his new duchess through fear.

The Duke's glee at showing off the painting is an example of the facade of dominance he establishes throughout the poem. Robert F. Garratt's article reinforces this stating, “In fact, there is a safety about the duchess' looks now that they are frozen on canvas, and the Duke can truly enjoy them because he controls the strings to the curtain” (117). By being able to show when she is allowed to "smile" at anyone using drawstrings illustrates that above else, the Duke's need to dominate and impress are more important than the life of another person, regardless of how close they are to him. His insistence that Fra Pandolf has created such a masterpiece "by [his] design" alludes to the notion that the portrait does not actually capture the essence of the Duchess, but rather a version he demanded be created, displaying his need for control.

This class was quite different from what I initially imagined. We not only discussed the basics of Python, but also many ethics-related topics, such as moral schools of thought, cyber ethics, and colonialism. It connected history with modern life. This was also the first time I'd looked at programming languages ​​from an ethical perspective.

I really understand of colonialism, since during the world war II, some cities in China had been colonized by other countries. For example, like Hong Kong was colonized by Britain, and Macau was colonized by Portugal. Colonization is more likely to occur when a country is weaker than others, but once they become powerful, the colonized territories may be returned.

https://www.reddit.com/r/pencils/comments/p8w070/wooden_pencils_with_red_lead/

Some people probably want to leave a city to raise kids, but for many it's the only option.

Exactly

I did not find this out until I was an adult

to

move the pull quote to the bottom so it kinda resembles the whole of her dreams

digital public infrastructure

Google the results of efficacy. It's disproportionately priveleging kids who are already speaking the dominant language. Many immigrant kids do not participate.

Look up the definition between "Positive Right" and "Negative Right." Maybe they should decree a "moral commitment" instead.

Ummmm and what about resources for Urdu, Pashto, and Tagalog? Can these lazy teachers be given infinite resources so we can heal the world at last?? Literally get it together, teachers.

And what is the policy if there are 12 mother tongues in the classroom?

Also, a simple google search will find a trove of evidence that this program is struggling.

Are they taking this seriously though? Will they halt an entire classroom for one somali refugee? What percent of support do they get - prorated or One Hundred percent? This article speaks in Nobility but fails to address the logical conclusion of opening Pandora's Box.

I sure hope it's important, the EU is spending One BILLION / $1,000,000,000 / $1,000,000 x1,000 per year on translations alone.

important

take any peergos Custom App create a new folder with some appropriately chosen Utf8Icon as the name of the folder - in this case 📝 for pad

from the CID of the asset folder

Rely on the fact that IPFS deduplicates

ou can have arbitrarily large and complex folder structures

accessed from any other folder with any name!

Next Steps:

• add the ability to download the changes one makes to the document when opened by the edit link
• that can be shared again via IPFS
• when 1 uses the editor, a unique pseudo identity is created for the individual/browser combination without any possibility of personal identification or tracking and those changed versions of the documents could be shared back to the author of the document

downloaded thehtml file uploaded to IPFS

and now it is available via dweb.link

and editable!

📝next/0.0.2/index16.html

The beauty of it all is that the document is shared ready to be edited

and reshared attributed to the editor eventually

thes IndyWeb becaones the

The Permanent yet Editable Web

explain how the financial institutions DIRECTLY HELP to these farmers. Like the literal way how they do it.

is there any link that refers to the program?

who is she then?

cite where did you get the data

repeating

Although I am against this action on practical levels, there is something we can all agree on: Teachers MUST work more. They don't do enough, and it's time to start treating them like the accountability slaves they dreamed of becoming. MUST.

This just popped into my head: If a classroom is discussing the concept of "souls," dont some (unnamed) cultures strictly believe women don't have souls? How do we justify changing what is the linguistic standard without also logically opening up the interpretation for everyone? And do we REALLY want to validate a movement that preaches women should have no autonomy or mention of a soul?

I mean, I would LOVE it. But some might not.

This is a reach of an argument, but whatever.

Creaticvty is great! I have several creative outlets. Maybe CREATE a system that renders the one you don't like obsolete! That's the only way this would work. Agrarian society rendered Hunter-Gathering obsolete, Industrial Revolution did the same to the Agrarian lifestyle, and Democracy did the same to Monarchy.

Yes. Decentralized, individually chosen, as it should be. Not scaled.

This is a great argument for translanguaging. I am all for tailoring around input to produce optimal output.

However, all four advantages assume the classroom has only two majority languages (Welsh/English). They fall apart when you have five or ten home languages.

The authors themselves say the field is split. Red flag! If even the experts can't agree on what translanguaging actually is, how, precisely, is a school district supposed to turn it into policy?

This sentence made something click in my brain: We cannot solve this debate until we differentiate between Rights vs Responsibilities. RIGHTS are also called "negative rights" which means you have autonomy to make your own decisions without infringing on the autonomy of others. Technically, if your 'right' requires someone else to do something, it is not called a right, because if they do not consent, you can only extract their labor through force. Freedom of Speech, assembly, religion do not require input from other people. They require others to leave you alone to make your own decisions.

This debate should be framed as a "Moral Responsibility." It is the moral thing to do to lift up those who are disenfranchised, but it seems like some are pushing for insitutional codification, which is putting a "moral responsibility" into the category of "rights" and it is just too complex to properly administer.

Calm down, Shakespeare.

This means one language, and the ideology is that linguistic entities should be preserved by treating them as different entities without overlap.

I like this 'input/output' framing. It captures what I believe should be the main debate, which is how to produce the best output with any input (wherever the student may be in their journey.) But now we are questioning whether the output is a colonialist construct that should be morally disassembled.

It MIGHT be, but it is, like all things, many many things in one. And it is not just defined by potentially the worst framing of it.

A modern connection: This is Taylor Swift's song “Mad Woman”, which debuted as the twelfth track on her seventh studio album, Folklore, released on August 18, 2020. Written during the COVID-19 pandemic, the song addresses the criticism and societal backlash that women often face when expressing anger. I include this song as an annotation because it resonates strongly with Xantippe. Centuries of being villainized, described as “shrewd” or “crazy,” mirror the way society punished women for emotions that were deemed inappropriate. Swift’s lyrics capture this societal double standard: "And there's nothin' like a mad woman What a shame she went mad No one likes a mad woman You made her like that" These lines directly reflect the way Xantippe’s anger is treated, not as a natural or justified response, but as evidence of moral or personal failing. Swift continues: "And you'll poke that bear 'til her claws come out And you find something to wrap your noose around" This imagery parallels the way Xantippe is provoked and restricted by the expectations of her husband and society, until she finally lashes out, a physical and emotional release mirrored in Levy’s poem. Later lines, such as: "The master of spin has a couple of well-placed friends They'll tell you you're insane" highlight how women’s reputations and emotions are manipulated and controlled by societal judgment, reinforcing the same marginalization that Levy talks about. By including “Mad Woman”, we can see a direct line from Xantippe’s historical and literary treatment to modern discussions about women, anger, and the consequences of breaking imposed emotional boundaries.[]https://youtu.be/6DP4q_1EgQQ?si=e7ol3EKrAAWfHwSR

At this point in the poem, Xantippe has lost the mask she worked so hard to hold on to. Socrates has angered her, and in a sudden fit of rage, her body responds with a faster heartbeat as she flings the wine onto the floor. Xantippe seems to rarely allow herself to feel or express anger; she might often feel slighted or sad, but these emotions are usually restrained, like a quietly glowing ember. Here, however, a “sudden flame” erupts: the heat rises, and she finally releases it. The description of the red wine spilling onto the white marble serves as a powerful metaphor for the loss of innocence or purity. What was once clean and controlled is now marked and transformed. Xantippe crosses the threshold changed, “hair unbound, white garment stained to redness," no longer the restrained, composed figure she once was. Levy’s depiction of this moment reflects her interest in women’s emotional and intellectual repression. Just as Xantippe’s fury has been contained by societal expectations in ancient Athens, Victorian women like Levy faced pressures to restrain their feelings and intellect. By giving Xantippe a dramatic, physical release of her anger, Levy depicts the costs of suppression and illuminates the intense, hidden emotional lives of women. The poem becomes not only a historical reflection on Xantippe’s experience but also a nuanced critique of the constraints placed on women in Levy’s world by showing how powerful and transformative the acknowledgment of one’s own emotions can be.

Through Socrates’ choice of words in this passage, he comes across as arrogantly dismissive. Using sarcasm, he comments, what on the surface sounds like a compliment: “I thank thee for the wisdom which thy lips / Have thus let fall among us,” as actually belittling. The phrase “have thus let fall among us” portrays her input as something not freely given or valued; it was blurted out and unsolicited. His snide questions: “From what high source, from what philosophies / Didst cull the sapient notion of thy words?” imply that even if her words were worthy, they could not possibly have come from her own mind. Socrates shows no genuine respect for Xantippe, acknowledging her only in the limited capacity allowed to women in domestic spaces. Amy Levy’s choice of including this passage reflects her broader interest in exposing the ways women’s intelligence and emotional lives were devalued. By featuring Socrates’ dismissive tone, Levy demonstrates the societal conditions of Victorian women like herself, who were often denied intellectual recognition and confined to narrowly defined roles. Just as Xantippe is belittled despite her perception, Victorian women faced systemic obstacles to being taken seriously. This makes Levy’s dramatic monologue a commentary on the ongoing marginalization of women’s minds.

While looks and beauty were very important in the ancient Grecian times, Socrates broke the mold when it came to the beauty standards of his day. As noted to his appearance in the Stanford Encyclopedia of Philosophy, Socrates "had wide-set, bulging eyes that darted sideways and enabled him, like a crab, to see not only what was straight ahead, but what was beside him as well; a flat, upturned nose with flaring nostrils; and large fleshy lips like an ass." Despite the hair trends of his area, he grew his hair out and refused to stay clean or change his clothes. Amy Levy includes these details to accentuate the contrast between societal expectations and individual worth. Men like Socrates could be physically unconventional or even “ugly” and still admired for their intellect, yet there was no equivalent space for women to be recognized for their minds. A woman’s value was tied to her beauty and social conformity. By presenting Socrates’ unconventionality alongside the phrase “half with awe,” Levy highlights the tension between superficial judgment and true merit, a tension mirrored in "Xantippe: A Fragment", where women’s intellectual and emotional lives were historically ignored or dismissed.

When Xantippe describes her soul as one that “yearned for knowledge,” she describes a desire that classical society discouraged in women. This yearning reflects Amy Levy’s own intellectual ambitions and her struggle to access education in a world that restricted women’s academic opportunities. Levy pushed against these limitations of her time. She became the second Jewish woman ever admitted to Cambridge University and the first Jewish woman to enroll at Newnham College, one of the women’s colleges founded to expand access to higher learning. Levy’s personal experiences with gender barriers enhance her portrayal of Xantippe’s longing. By giving a classical woman, the same thirst for intellectual life that Levy felt as a Victorian woman, the poem creates a bridge between eras. Xantippe’s desire becomes not merely personal but representative of a long history of women whose intellectual aspirations were dismissed or deemed inappropriate. Through this moment of self-revelation, Levy highlights the emotional cost of systemic exclusion and places knowledge-seeking as both a private desire and an act of resistance.

This passage reflects experiences that are both historically and personally grounded by connecting the lives of women in Ancient Greece and Victorian England. As a Victorian woman, Levy would have understood the deep emotional pressures created by a society that limited women’s education, rights, and opportunities simply because of their gender. Many women writers of the time, including Charlotte Brontë (writing as Currer Bell) and Mary Ann Evans (writing as George Eliot), adopted male pen names just to have their work published. This is just one example of the systemic barriers women faced. The line “and I was sinning in those very thoughts—” adds an intense sense of shame and internalized guilt, drawing attention to how natural curiosity and intellectual exploration could be framed as morally wrong for a woman. By illuminating this tension, Levy exposes the emotional cost of societal restrictions, showing how both historical and contemporary pressures could make women feel as though their own minds were prohibited.

Boeing is a company that uses tech to directly further colonialism in Palestine today and historically on campus. One example is the GBU-39/B precision strike system that Boeing sells to the IDF who uses it to colonize Palestine. And back in 1939, here on UW campus, the Kirsten Wind Tunnel tested the B-29. This is the plane that would go on to drop the atomic bombs on Hiroshima and Nagasaki. Modern tech companies like Microsoft and Amazon sell their cloud, AI, web, and other services to oppressive governments around the world that use their tech to do harm

This is just one more reason why many people are confused about copyright. Not only do the laws vary from country to country, but they can also be different based on regions within a country. How is anyone (who is not a copyright lawyer) supposed to keep track of this?

This change has definitely affected a wide audience. The stark jumps that companies make are seen all over the place, mainly with major criticism. An example I can think of is companies changing logos which the public usually hates so they are forced to live with the negativity or change it back such as the Cracker Barrel logo. I’ve noticed these subtle changes with the Youtube UI where they change the font or symbols for different buttons. I usually dislike it for about a day and am forced to live with it until they inevitably change it again.

I would say that there is absolutely a breaking point as far as someones privileges to be amongst the public but to call it a point of no return is somewhat cruel. I believe that justice or reconciliation should be based on rehabilitation. There should always be a return offered if the problem is solved truly. This is only in the legal sense, in a personal sense no one owes you a second chance in that way accept maybe your parents.

I have an observation experience where one of the students interrupted the learning of others. He kept calling out and making the other students laugh.

I think that things like this could be really beneficial especially in a choral classroom or lesson. This could be helpful in a lot of ways including seeing how a teacher that is around the student more often than a music teacher would get the student to learn the best.

How might these types of grouping for self-contained classrooms affect the students learning?

I have come to learn that this statement is true. My original thought is that inclusion classrooms are better because it allows students with differences and dissabilities to interact with their peers. However I observed a music class in a self contained classroom and now I realize how self-contained classrooms are needed and how it could get in the way of learning for students without differences or dissabilities. And on the other side I've observed classrooms where some students who are in inclusion classrooms can disrupt thier classmates from learning. I think that if they were in a self-contained classroom that would be better for both parties.

I agree with music educators collaborating with special education faculty to better reach students with differences and disabilities. I see this a lot in my current placement the special education faculty work with the teachers on how to help these students specifically. I feel like doing this is beneficial for everyone in the class.

Jimmy Kimmel on his show did a Halloween prank that resulted in the prank going viral and a lot of parents replicating the prank on their own children at home. Some people argue that the effects are really negative and traumatizing to the child but the author notes calling this type of prank a trauma betrays the true definition of a psychological trauma because there is no correcting of the wrong that the parent has done in the actual thing and in this prank the whole idea is you reveal to them at the end that all their candy is actually still there.

This is a parenting source that discusses how shame is a helpful resource in teaching your child the difference between "right" and "wrong" however this tool is only effective if you consul the child for what they did and notify them that the action is wrong not them as a person. Then shame turns into guilt which makes it even more helpful in teaching right and wrong.

Many people can't even notice the downside of a thing while they're laughing and enjoying. As this prank is an example, the audience who laugh at it can't notice what's wrong with this show, and probably won't exploit the potential negative influence it brought to the kids. In this case, we need someone to rethink this show from another perspective, even though they would be criticized, since they were standing on the opposite side of most of the audience.

While reading this article, I thought of those moments when people said "just kidding", but for children, it was not just a joke. Adults might find pranks amusing, but the fear and humiliation children feel at that moment are one hundred percent real. Especially when they are recorded by cameras, posted online, and shown to strangers as a joke, that sense of powerlessness may linger in their hearts for a long time. Children cannot understand that "this is entertainment", they only think that if even their parents can laugh at them, then who else can they trust? This made me realize that laughter and hurt are sometimes separated by only a very thin line, and we often cross it when children are at their most vulnerable.

Relating back to what comes after being canceled, I agree it ranges from different things. I had a close friend of mine getting cancelled online which then transferred to in person. The bullying turned so bad that she was forced to quit her job, move schools, and create a new identity. She was 17 at the time. So through that I saw there were so many "consequences" that came from getting canceled.

I think the most important factors in making an instance of public shaming bad is shaming that person's other characteristics. For example, if the individual is being publicly shamed for saying something inappropriate and then making fun of the way they talk or look or dress, then that can really affect the person in a harmful way.

This sentence reminds me of when I was a child and was scolded by adults. If I only heard, "How could you be so undisciplined!" that kind of hurt would linger in my heart for a long time. But if someone added a sentence after being angry, "I still love you very much, but you can't do this thing," the feeling would be completely different. It makes the child know that mistakes can be corrected, but they are not unlovable just because they made a mistake. Such comfort is actually teaching the child a safe self-perception: I can make mistakes, but I can also become better.

Amazing that MCP is not funtamental.