4th grade taks strategies
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2014.08.13 02:10 Njdevils11 A Place for Reading Teachers
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2024.05.18 22:51 Careless-Wish-4563 What do you predict my preference will be by the time I am 30?
I am a black woman. I have been 19 for a little over a month now. I was raised in, and live in, an area with a very low black population.
My preference has changed a lot over time, which is something I’ve more recently started to think about.
The first crushes I remember having ever had, like when I was preschool-elementary school aged, were on Michael J Fox (when he was Marty in “Back to the Future,” may be more accurate to suggest that I had a crush on Marty mcfly,) and Michael Jackson (my parents had his music videos on DVD. I’ve never liked the way he looked in the 2000s, but I think when I was little I liked the way he looked in the 70s-90s. However, in sixth grade, I remember remarking that I thought 80s Michael Jackson was more attractive than 70s Michael Jackson when chatting with my former best friend, who had the opposite opinion.)
My parents have also always liked to tease about how I “dated” a white boy when I was three, claiming that I liked how blue his eyes were. What I find interesting now that I am an adult is that me liking blue eyes and blonde hair (the combination that I believe the kid I liked when I was three had, though it was much too long ago and I don’t remember how he looked or really anything about him at all,) is something that I’m not sure has entirely gone away.
I say this only because in 11th grade, I was already fascinated by/somewhat attracted to a boy I sat next to in Statistics because of his blue eyes and blonde hair, even though I hadn’t yet seen him without a mask (and when I did see him without a mask, I still liked his appearance. To me, he was a little above average.) There was also a mixed race (1/2 black 1/2 white) boy who was considered to be conventionally attractive by most of the grade who I was very attracted to in 12th grade (fawning over him in the halls kind of attracted, which is rare for me,) and he had both light skin and colored eyes (I no longer remember his eye color, though I’m certain it was blue or green.)
In 4th grade, I had a crush on a Filipino boy who I was no longer attracted to by high school (he was a nice person, though, which was partly why I’d liked him so much.) In 6th grade, I had a crush on a 1/2 white 1/2 Japanese boy (he didn’t look fully phenotypically Asian, but didn’t look “white” either. I don’t know what I thought he was. By the time we were in high school and I was perhaps more familiar with different phenotypes, I could see how he was mixed with Asian. But off the top of my head, he may have looked more similar to a Mexican/Latino person.) In 7th or 8th grade, I was either attracted to or had a crush on an Asian girl (she was not considered above average, she had apparently been teased about her looks in elementary school - she was at a healthy weight, at the time her look worked for me but at some point in high school I saw her again and she was subjectively unattractive to me.)
In 10th grade during quarantine, I started to crush on an older above average looking black man who had been kind to me in 9th grade (in this case, the attraction may have actually been reciprocated.) I also had a crush on an average looking white girl, was overweight (may have been a little below average, I don’t know. I also liked her in 10th grade. I was very lonely and depressed in 10th grade.)
I had a crush on David Bowie throughout all of middle school. I remember listening to his albums “Hunky Dory” alongside “Ziggy Stardust and the Spiders from Mars.” I loved Jareth from “Labyrinth.” (I was also a big fan of stranger things in middle school, and thought Finn Wolfhard was cute during the second season. I hadn’t really noticed Caleb McLaughlin and found him attractive until I became an adult.)
I will note that I was very attracted to Tim Curry’s Dr Frank N Furter maybe four-five months ago after seeing “rocky horror picture show” for the first time, even though I’m not really attracted to most white men anymore. It was just the energy he exuded.
I had my longest strongest crush on another light skinned mixed race (1/2 black 1/2 white) boy in high school, although he was a bad person. He was slightly above average physically, though he became average by 11th grade and I no longer liked him because he had criticized my appearance behind my back. He had dark brown eyes and I was very into him between 9th-10th grade (crush continued after online schooling had begun,) because I felt he was the only person who noticed my depression, and liked that he wasn’t dismissive of me yet (he later on sort of became dismissive of me after I messed up during a public discussion. I think he’d been curious about me because a friend of his told him I’d been known as smart in middle school.)
In 11th grade, I dated an overweight black boy who I had regarded as average (he was dark skinned. Some may subjectively regard him as a little below average due to the weight and racism, although I remember thinking he had a very common looking face, straight teeth.) I do regret the relationship, he was a bad person. But he was my first sexual experience and this is likely why I know now that if I have another sexual experience, I’d ideally like for it to be with a darker skinned black man (or a Mexican/Latino man, just someone who I suppose has darker skin than the average white man.) It’s strange because before 11th grade I didn’t tend to think sexually about men often, it used to be women but I haven’t felt attraction toward a woman in three years.
I know that I am not attracted to most white men, as someone who lives around a lot of them.
View Poll
submitted by Careless-Wish-4563 to socialscience [link] [comments]
My preference has changed a lot over time, which is something I’ve more recently started to think about.
The first crushes I remember having ever had, like when I was preschool-elementary school aged, were on Michael J Fox (when he was Marty in “Back to the Future,” may be more accurate to suggest that I had a crush on Marty mcfly,) and Michael Jackson (my parents had his music videos on DVD. I’ve never liked the way he looked in the 2000s, but I think when I was little I liked the way he looked in the 70s-90s. However, in sixth grade, I remember remarking that I thought 80s Michael Jackson was more attractive than 70s Michael Jackson when chatting with my former best friend, who had the opposite opinion.)
My parents have also always liked to tease about how I “dated” a white boy when I was three, claiming that I liked how blue his eyes were. What I find interesting now that I am an adult is that me liking blue eyes and blonde hair (the combination that I believe the kid I liked when I was three had, though it was much too long ago and I don’t remember how he looked or really anything about him at all,) is something that I’m not sure has entirely gone away.
I say this only because in 11th grade, I was already fascinated by/somewhat attracted to a boy I sat next to in Statistics because of his blue eyes and blonde hair, even though I hadn’t yet seen him without a mask (and when I did see him without a mask, I still liked his appearance. To me, he was a little above average.) There was also a mixed race (1/2 black 1/2 white) boy who was considered to be conventionally attractive by most of the grade who I was very attracted to in 12th grade (fawning over him in the halls kind of attracted, which is rare for me,) and he had both light skin and colored eyes (I no longer remember his eye color, though I’m certain it was blue or green.)
In 4th grade, I had a crush on a Filipino boy who I was no longer attracted to by high school (he was a nice person, though, which was partly why I’d liked him so much.) In 6th grade, I had a crush on a 1/2 white 1/2 Japanese boy (he didn’t look fully phenotypically Asian, but didn’t look “white” either. I don’t know what I thought he was. By the time we were in high school and I was perhaps more familiar with different phenotypes, I could see how he was mixed with Asian. But off the top of my head, he may have looked more similar to a Mexican/Latino person.) In 7th or 8th grade, I was either attracted to or had a crush on an Asian girl (she was not considered above average, she had apparently been teased about her looks in elementary school - she was at a healthy weight, at the time her look worked for me but at some point in high school I saw her again and she was subjectively unattractive to me.)
In 10th grade during quarantine, I started to crush on an older above average looking black man who had been kind to me in 9th grade (in this case, the attraction may have actually been reciprocated.) I also had a crush on an average looking white girl, was overweight (may have been a little below average, I don’t know. I also liked her in 10th grade. I was very lonely and depressed in 10th grade.)
I had a crush on David Bowie throughout all of middle school. I remember listening to his albums “Hunky Dory” alongside “Ziggy Stardust and the Spiders from Mars.” I loved Jareth from “Labyrinth.” (I was also a big fan of stranger things in middle school, and thought Finn Wolfhard was cute during the second season. I hadn’t really noticed Caleb McLaughlin and found him attractive until I became an adult.)
I will note that I was very attracted to Tim Curry’s Dr Frank N Furter maybe four-five months ago after seeing “rocky horror picture show” for the first time, even though I’m not really attracted to most white men anymore. It was just the energy he exuded.
I had my longest strongest crush on another light skinned mixed race (1/2 black 1/2 white) boy in high school, although he was a bad person. He was slightly above average physically, though he became average by 11th grade and I no longer liked him because he had criticized my appearance behind my back. He had dark brown eyes and I was very into him between 9th-10th grade (crush continued after online schooling had begun,) because I felt he was the only person who noticed my depression, and liked that he wasn’t dismissive of me yet (he later on sort of became dismissive of me after I messed up during a public discussion. I think he’d been curious about me because a friend of his told him I’d been known as smart in middle school.)
In 11th grade, I dated an overweight black boy who I had regarded as average (he was dark skinned. Some may subjectively regard him as a little below average due to the weight and racism, although I remember thinking he had a very common looking face, straight teeth.) I do regret the relationship, he was a bad person. But he was my first sexual experience and this is likely why I know now that if I have another sexual experience, I’d ideally like for it to be with a darker skinned black man (or a Mexican/Latino man, just someone who I suppose has darker skin than the average white man.) It’s strange because before 11th grade I didn’t tend to think sexually about men often, it used to be women but I haven’t felt attraction toward a woman in three years.
I know that I am not attracted to most white men, as someone who lives around a lot of them.
View Poll
2024.05.18 22:50 saltyblueberry25 Tinfoil master thesis on DFV meme-story
This is my in-depth notes while watching the full length dfv meme video compilation by roaring pika this morning.
https://x.com/roaringpika/status/1791834694704591155?s=46
It’s an hour long and way easier to understand all together like this.
These notes come from watching every ppshow this week and taking my favorite bits of tinfoil from the community into one fairly simple look into the story dfv is telling us without getting too deep on possible tinfoil, it’s just laid out plain and simple here.
Tldr; this is a very long post. I think it starts with dfv’s final yolo update (fine I’ll do it myself) and how he’s been feeling for the first 30 minutes of the memes and then in the last half it switches to, fine I’ll do it again and then full of straight confirmation foil that we’ve been right about the bear trap, bbby, Teddy, and baby all along. Then he says we’re all good, be zen and says goodbye for now.
Here goes:
Fine I’ll do it myself, Cat heartbeat, Wolverine mad. (I think this marks his Final yolo update and of course doubled as the hype to start this week off with a bang.)
I think the first half of the movies are all about the first squeeze and how he was both dfv and kitty, how they were talking trash about him, how we found out about the baskets “you move I move” the battle scenes were all about price action up and down, everything was green and red, and the running memes are about the stock running up and sad memes are when the stock goes down.
About 30 minutes in someone asks, “where you been”, he says “waiting”, what about getting caught? “All part of the plan.”
Then there’s usual suspects movie with the goofy meme “I’ll fuckin do it again”.
——
Then Jake texting Keith, is this about our Jake with bbby and the story pp had about the gay bar at the first pulte event? So funny with the guy with 600 memes and basically joking that he became a full blown psycho.
Tell me where the freaks at pump up music. Psyched on us after the meet up?
Guy looks out the window, then the Teddy in a chair (might have just been a response to Cramer being a smartass). Then Hank (Jim Carrey) starts to lose it as the stock price keeps going down, his alter ego comes out.
Truman show, he’s trying to escape, they say “he’ll turn back he’s too afraid”. They hit him with everything they’ve got but he knows it’s all fake. He says, “is that the best you can do??”
Fury is a game where every boss fight feels like the final boss. They taunt you, they demand you get back in your prison cell, they pound you into a pulp and they even make you doubt the righteousness of your own quest towards freedom. But the soundtrack man, it keeps egging you on. To whoop some ass! PP theme music.
The Bullet one talking about time, cause and effect, “don’t try to understand it, just feel it”. “Instinct, got it.”
Morpheus teaching neo it’s all fake. Just before that scene he says, “you think that’s air you’re breathing?” … “Again!”
Alice says “But I don’t want to go among mad people.” The cat replies, “Most everyone’s mad here. You may have noticed I’m not all there myself.” Neo waking up again in the 4th movie.
Alice going down a rabbit hole into wonderland.. psychedelic music and dancing.
Next scene guy running and falls over, music says “I lost myself.”
Shawshank, they find the tunnel he made. In 2021 Kitty escaped prison. All they found of him was some Reddit posts, tweets, and an old live stream. Investing is the study of pressure and time. That’s all it takes really, pressure and time. That and a keen goddamn activist.
A man will do anything to keep his mind busy in prison. Turns out kittys favorite activity was handing out memes, a handful at a time (the dirt for the tunnel). Kitty did as he was told, buffed that financial education to a high mirror shine. (I think he’s been getting ready for something big and these memes are just a countdown.)
Bruce Willis. No, THIS is the Kansas City shuffle. (An advanced form of confidence trick where the mark is aware of being involved in a swindle and believes that he or she can outsmart the swindler; however, this is all part of the trick, and by attempting to retaliate, the mark unwittingly assists the con artist.) Hedge funds are the mark and dfv/rc are playing a con, the bear trap?
Pay attention to what I say, I choose my words carefully and I never repeat myself. The cat looks at the camera.
Michael from the office - It’s Britney bitch. And I am back. Cut to Britney Spears - I must confess I still believe. When I’m not with you I lose my mind. Give me a sign (like how we’re always asking for a sign?? (with the alien g from signs all red like a gme logo giving birth). Hit me BABY one more time!
Goosebumps all the papers fly out of the briefcase right when we get like 200 new dockets clawing back money from 90 days before bbby bk. Bear beware… you’re in for a scare…
Then it’s Abbi from Broad city dancing all over the place and she’s obsessed with bed bath and beyond in the show. There’s also the scene where the other girl is dancing behind a colored blanket with the same logo as HBC and then the next scene she’s tied up. Then they’re dancing again.. and naked then then only in shorts. Naked shorts?
We’ll never survive unless we’re a little crazy. The modern investor unleashes the animal within to take on the big city - that’s gotta be us apes?
What kind of person are you? The kind that sees signs, sees miracles? Or do you believe that people just get lucky? Is it possible that there are no coincidences? The kid holds up a baby monitor. They find a crop circle and it’s two GameStop logos turned in different directions (maybe rc turned GameStop around) and then another one with a long line and a baby gme logo (is gme about to have a baby?!)
Why make something disposable like an investment thesis when you can make something that lasts forever, like a GameStop meme? (It says “Reality” at the bottom of this clip, lol)
Jack Nicholson in the shining (music playing it’s just a matter of time before I lose my mind it’s also a place in ready player one where they have to take the leap not taken, the leap of faith, a kiss). “Make a lot of memes today?” Lol
Can’t stop what’s coming. Kicks some ass.
I got both hands off the wheel, the cops are coming. I listen to the music with no fear, you can hear it too if you’re sincere. Cuz I’m a punk rocker yes I am. (song: punkrocker by the teddybears)
Rock ain’t about doing things prefect! Who can tell me what it’s really about? Sticking it to the man! If you wanna rock, you gotta break the rules.
Two cars racing, one plays chicken with a truck and then cut to bojack horseman talking on stage right before they almost crash (stalking horse? Looks just like he horse from 1, 2 switch that GameStop tweeted the minute the stalking horse deadline was up.)
Now you may only see a pile of boring forms and numbers, but I see a story (us going through the dd and maybe holly etlin talking about there’s a story here but it’s not mine to tell)
Listen to this song, it’ll change your life.
(Song is don’t fear the reaper - so don’t be afraid of death, funny because of the cowbell, maybe cowbell is involved in the tinfoil but at the end of the song lyrics not shown in the clip they say: don't be afraid, Come on, baby (and she had no fear) And she ran to him (then they started to fly) They looked backward and said goodbye)
Big Lebowski dude is investigating and finds the drawing of Jackie tree horn and it’s just a guy with a raging erection with the name cohen at the top of the paper. (I think this means rc is ready to fuck)
Jason borne is telling the run Lola run chick he can’t run with her, he has to be careful because people are after him. He says I gotta figure it out. She says well then figure it out. They drive into a parking garage through the wrong way (where it should say exit it says exit strategy and he enters through the exit, parks and walks away, as in “what’s an exit strategy”)
Then it looks like maybe him and rc just waiting and dealing with some bs.
Then there’s the Backstage roaring cat perhaps. The girl says ima stick beside him.
Not sure about everyone shooting each other but someone said maybe because he wrote it and manifested it?
Then the dress one “this is art, get it?” Was apparently two minutes after hey Ross and some others were talking about that dress on a space call.
I’m a United States gamestop memer. Aren’t those the guys that go crazy and come back with an arsenal of memes and blast everybody? Sometimes. Price action keeps coming and coming… and then it’s GameStop earnings week! (6/5 aftermarket)
Always sunny scene maybe like a peek into how crazy he’s been feeling not being able to talk to anyone for three years?
He can’t speak or he’ll get in trouble.
Alladin scene (alladin name of trading algo. He also says next time I’ll use a nom de plume - pen name) all I gotta do is jump! (The theme of taking a leap of faith again)
Dreyfus billionaire family (no idea but she’s dancing having a great time)
You can’t handle the truth (code red has to do with a worm/virus, maybe they’re about to unleash something that destroys several companies that are short? And it’s pretty funny)
Beavis and butthead sex for dummies (to me it says rc and dfv are ready to fuck but also cex means centralized exchanges which are also for dummies)
Oceans 11, (theme is a heist. We’re all looking at each other like what’s about to happen and then the last guy is just looking at boobs, seems to describe a group like us lol)
Bernard from westworld can’t see the bear thesis (because in the movie he’s programmed not to but irl it’s because there isn’t a thesis!)
“That’s not a thesis,” pulls out huge knife, “that’s a thesis.”
The gme galaxy on the cat collar says deepfuckingvalue so I think he’s saying it’s still deep value and we often made memes about the black hole of gme absorbing the rest of the market into it so maybe that’s it.
Whats in the box? What’s in the box??? (What’s the plan??? RC not telegraphing his plans)
Guy looks at all the memes - she asks “is it not good?” “It is miraculous.” (That’s us loving every second of this. Thank you dfv.)
And so.. you just RAN. Forest gump runnin’ (gme gonna just keep runnin’)
you go backwards but then you go forwards again… you go backwards… then he walks out of the woods.. (are we out of the woods now? Done going backwards?)
Zen philosophy kid breaks leg, oh that’s bad, oh now it’s good etc - (I think he’s saying to be zen, we’re gonna win, but this message goes deeper. We don’t know what things are good or bad. Breaking your leg isn’t good or bad, those are just judgements in our mind. We don’t know what the future holds. It could be a good thing or a bad thing, we can only accept things the way they are without judgement.)
We’ll see.
Then the boy is saying bye to ET, the music says I’ve really enjoyed my stay, but I must be movin on. (DFV going silent again until this all plays out.)
He’s saying “we fuckin won fellas! Be zen, and we’ll see this all play out soon enough.”
I think the heavy use of good movies and music and video games may also be hinting at gamestops nft marketplace May reopen to sell those 3 things as NFTs by partnering with blockbuster and some musicians.
LFG see you regards on the moon
submitted by saltyblueberry25 to Teddy [link] [comments]
https://x.com/roaringpika/status/1791834694704591155?s=46
It’s an hour long and way easier to understand all together like this.
Fine I’ll do it myself, Cat heartbeat, Wolverine mad. (I think this marks his Final yolo update and of course doubled as the hype to start this week off with a bang.)
I think the first half of the movies are all about the first squeeze and how he was both dfv and kitty, how they were talking trash about him, how we found out about the baskets “you move I move” the battle scenes were all about price action up and down, everything was green and red, and the running memes are about the stock running up and sad memes are when the stock goes down.
About 30 minutes in someone asks, “where you been”, he says “waiting”, what about getting caught? “All part of the plan.”
Then there’s usual suspects movie with the goofy meme “I’ll fuckin do it again”.
——
Then Jake texting Keith, is this about our Jake with bbby and the story pp had about the gay bar at the first pulte event? So funny with the guy with 600 memes and basically joking that he became a full blown psycho.
Tell me where the freaks at pump up music. Psyched on us after the meet up?
Guy looks out the window, then the Teddy in a chair (might have just been a response to Cramer being a smartass). Then Hank (Jim Carrey) starts to lose it as the stock price keeps going down, his alter ego comes out.
Truman show, he’s trying to escape, they say “he’ll turn back he’s too afraid”. They hit him with everything they’ve got but he knows it’s all fake. He says, “is that the best you can do??”
Fury is a game where every boss fight feels like the final boss. They taunt you, they demand you get back in your prison cell, they pound you into a pulp and they even make you doubt the righteousness of your own quest towards freedom. But the soundtrack man, it keeps egging you on. To whoop some ass! PP theme music.
The Bullet one talking about time, cause and effect, “don’t try to understand it, just feel it”. “Instinct, got it.”
Morpheus teaching neo it’s all fake. Just before that scene he says, “you think that’s air you’re breathing?” … “Again!”
Alice says “But I don’t want to go among mad people.” The cat replies, “Most everyone’s mad here. You may have noticed I’m not all there myself.” Neo waking up again in the 4th movie.
Alice going down a rabbit hole into wonderland.. psychedelic music and dancing.
Next scene guy running and falls over, music says “I lost myself.”
Shawshank, they find the tunnel he made. In 2021 Kitty escaped prison. All they found of him was some Reddit posts, tweets, and an old live stream. Investing is the study of pressure and time. That’s all it takes really, pressure and time. That and a keen goddamn activist.
A man will do anything to keep his mind busy in prison. Turns out kittys favorite activity was handing out memes, a handful at a time (the dirt for the tunnel). Kitty did as he was told, buffed that financial education to a high mirror shine. (I think he’s been getting ready for something big and these memes are just a countdown.)
Bruce Willis. No, THIS is the Kansas City shuffle. (An advanced form of confidence trick where the mark is aware of being involved in a swindle and believes that he or she can outsmart the swindler; however, this is all part of the trick, and by attempting to retaliate, the mark unwittingly assists the con artist.) Hedge funds are the mark and dfv/rc are playing a con, the bear trap?
Pay attention to what I say, I choose my words carefully and I never repeat myself. The cat looks at the camera.
Michael from the office - It’s Britney bitch. And I am back. Cut to Britney Spears - I must confess I still believe. When I’m not with you I lose my mind. Give me a sign (like how we’re always asking for a sign?? (with the alien g from signs all red like a gme logo giving birth). Hit me BABY one more time!
Goosebumps all the papers fly out of the briefcase right when we get like 200 new dockets clawing back money from 90 days before bbby bk. Bear beware… you’re in for a scare…
Then it’s Abbi from Broad city dancing all over the place and she’s obsessed with bed bath and beyond in the show. There’s also the scene where the other girl is dancing behind a colored blanket with the same logo as HBC and then the next scene she’s tied up. Then they’re dancing again.. and naked then then only in shorts. Naked shorts?
We’ll never survive unless we’re a little crazy. The modern investor unleashes the animal within to take on the big city - that’s gotta be us apes?
What kind of person are you? The kind that sees signs, sees miracles? Or do you believe that people just get lucky? Is it possible that there are no coincidences? The kid holds up a baby monitor. They find a crop circle and it’s two GameStop logos turned in different directions (maybe rc turned GameStop around) and then another one with a long line and a baby gme logo (is gme about to have a baby?!)
Why make something disposable like an investment thesis when you can make something that lasts forever, like a GameStop meme? (It says “Reality” at the bottom of this clip, lol)
Jack Nicholson in the shining (music playing it’s just a matter of time before I lose my mind it’s also a place in ready player one where they have to take the leap not taken, the leap of faith, a kiss). “Make a lot of memes today?” Lol
Can’t stop what’s coming. Kicks some ass.
I got both hands off the wheel, the cops are coming. I listen to the music with no fear, you can hear it too if you’re sincere. Cuz I’m a punk rocker yes I am. (song: punkrocker by the teddybears)
Rock ain’t about doing things prefect! Who can tell me what it’s really about? Sticking it to the man! If you wanna rock, you gotta break the rules.
Two cars racing, one plays chicken with a truck and then cut to bojack horseman talking on stage right before they almost crash (stalking horse? Looks just like he horse from 1, 2 switch that GameStop tweeted the minute the stalking horse deadline was up.)
Now you may only see a pile of boring forms and numbers, but I see a story (us going through the dd and maybe holly etlin talking about there’s a story here but it’s not mine to tell)
Listen to this song, it’ll change your life.
(Song is don’t fear the reaper - so don’t be afraid of death, funny because of the cowbell, maybe cowbell is involved in the tinfoil but at the end of the song lyrics not shown in the clip they say: don't be afraid, Come on, baby (and she had no fear) And she ran to him (then they started to fly) They looked backward and said goodbye)
Big Lebowski dude is investigating and finds the drawing of Jackie tree horn and it’s just a guy with a raging erection with the name cohen at the top of the paper. (I think this means rc is ready to fuck)
Jason borne is telling the run Lola run chick he can’t run with her, he has to be careful because people are after him. He says I gotta figure it out. She says well then figure it out. They drive into a parking garage through the wrong way (where it should say exit it says exit strategy and he enters through the exit, parks and walks away, as in “what’s an exit strategy”)
Then it looks like maybe him and rc just waiting and dealing with some bs.
Then there’s the Backstage roaring cat perhaps. The girl says ima stick beside him.
Not sure about everyone shooting each other but someone said maybe because he wrote it and manifested it?
Then the dress one “this is art, get it?” Was apparently two minutes after hey Ross and some others were talking about that dress on a space call.
I’m a United States gamestop memer. Aren’t those the guys that go crazy and come back with an arsenal of memes and blast everybody? Sometimes. Price action keeps coming and coming… and then it’s GameStop earnings week! (6/5 aftermarket)
Always sunny scene maybe like a peek into how crazy he’s been feeling not being able to talk to anyone for three years?
He can’t speak or he’ll get in trouble.
Alladin scene (alladin name of trading algo. He also says next time I’ll use a nom de plume - pen name) all I gotta do is jump! (The theme of taking a leap of faith again)
Dreyfus billionaire family (no idea but she’s dancing having a great time)
You can’t handle the truth (code red has to do with a worm/virus, maybe they’re about to unleash something that destroys several companies that are short? And it’s pretty funny)
Beavis and butthead sex for dummies (to me it says rc and dfv are ready to fuck but also cex means centralized exchanges which are also for dummies)
Oceans 11, (theme is a heist. We’re all looking at each other like what’s about to happen and then the last guy is just looking at boobs, seems to describe a group like us lol)
Bernard from westworld can’t see the bear thesis (because in the movie he’s programmed not to but irl it’s because there isn’t a thesis!)
“That’s not a thesis,” pulls out huge knife, “that’s a thesis.”
The gme galaxy on the cat collar says deepfuckingvalue so I think he’s saying it’s still deep value and we often made memes about the black hole of gme absorbing the rest of the market into it so maybe that’s it.
Whats in the box? What’s in the box??? (What’s the plan??? RC not telegraphing his plans)
Guy looks at all the memes - she asks “is it not good?” “It is miraculous.” (That’s us loving every second of this. Thank you dfv.)
And so.. you just RAN. Forest gump runnin’ (gme gonna just keep runnin’)
you go backwards but then you go forwards again… you go backwards… then he walks out of the woods.. (are we out of the woods now? Done going backwards?)
Zen philosophy kid breaks leg, oh that’s bad, oh now it’s good etc - (I think he’s saying to be zen, we’re gonna win, but this message goes deeper. We don’t know what things are good or bad. Breaking your leg isn’t good or bad, those are just judgements in our mind. We don’t know what the future holds. It could be a good thing or a bad thing, we can only accept things the way they are without judgement.)
We’ll see.
Then the boy is saying bye to ET, the music says I’ve really enjoyed my stay, but I must be movin on. (DFV going silent again until this all plays out.)
He’s saying “we fuckin won fellas! Be zen, and we’ll see this all play out soon enough.”
I think the heavy use of good movies and music and video games may also be hinting at gamestops nft marketplace May reopen to sell those 3 things as NFTs by partnering with blockbuster and some musicians.
LFG see you regards on the moon
2024.05.18 22:42 bigwomby Advice on Co-Teaching
I teach Social Studies to grades 7 and 8, and have expressed to my administration that we should look into having me and the ELA teacher co-teach.
What I'd be interested in looking into is creating a schedule that allows for myself and the ELA teacher to co-teach, along with an LTA for support. There are so many skills between the two classes that overlap, and there are so many examples of literature that could be used to promote understanding of historical content, and in so many other ways, I think this could be a strategy that could work for our struggling students, and to provide additional ways for stronger students to make even more gains.
What I don’t know is how it would get set up. Do we actually teach together in the same classroom? Do we do it in a block schedule? Should we plan a curriculum together and co-teach with the Special Education teacher? Aaaah! There’s so many ways it could go. I’m drowning in the what if’s.
Because this idea came from me, I’ve been tasked with figuring out the best way to do it. It sounds like administration really is taking me seriously so I’d like some ideas from anyone who’s done this before. Can anyone help me out?
submitted by bigwomby to Teachers [link] [comments]
What I'd be interested in looking into is creating a schedule that allows for myself and the ELA teacher to co-teach, along with an LTA for support. There are so many skills between the two classes that overlap, and there are so many examples of literature that could be used to promote understanding of historical content, and in so many other ways, I think this could be a strategy that could work for our struggling students, and to provide additional ways for stronger students to make even more gains.
What I don’t know is how it would get set up. Do we actually teach together in the same classroom? Do we do it in a block schedule? Should we plan a curriculum together and co-teach with the Special Education teacher? Aaaah! There’s so many ways it could go. I’m drowning in the what if’s.
Because this idea came from me, I’ve been tasked with figuring out the best way to do it. It sounds like administration really is taking me seriously so I’d like some ideas from anyone who’s done this before. Can anyone help me out?
2024.05.18 22:36 Lirkas77 PoK 6player games, Absol Variant (Pol/Relic) with Arborec/Mentak/SarDakk modifications
Hi there, I'm a huge fan of the game since TI3 and when we meet at my house I usually try to get a couple of "new" stuff into the game to spice the game. Sometimes it's a weird map, or 9 players, or 2-day long game 14 VP, etc. This time, we are bringing up again Absol's Politics and Relics deck (which I used in the past quite a bit, always loved them) AND we decided to boost some races that get (in our humble option) the short end of the stick in a 10 VP game.
The races that were boosted and are being played are: Arborec: they start with Sarween Tools AND their Mechs are considered structures. Sardakk : they start with Dark Energy Tap Mentak: they start with either Psycho Archaelogy or AI Dev (they choose) Yin was also boosted (start with Hyper Metabolism) but did not get drafted. The changes were discussed before the Milty Draft, and were supposed to be kept "simple" (i.e. no new wall of texts or modifications to the faction sheet).
As for the map, here it is:
https://milty.shenanigans.be/d/66435bc746f46#map
I am doing this post because I think it's a good feedback about some variant rules, and I'm honestly interested about discussing our table's feedback with Reddit on how the game changes with this. If I manage, I will keep also a "turn by turn" sum-up on this thread.
On the map: David (me): Arborec, Speaker Simon: Sardakk (2nd in turn order) Jacopo: Hacan (3rd in turn order) Francesco: Saar (4th) Sway: Nomad (5th) Matteo: Mentak (6th)
This is Round 0. We did not choose strategy cards yet since the game will start next Saturday (25th of May 2024). Of course, since I am the speaker, I know which card I am going to choose (Warfare). There is not much option considering my slice, but with Arborec with Sarween Tools starting, it seems a pretty much solid choice anyway, whatever the slice.
I do think that Sardakk will pick Tech and research Grav Drive. Hacan could pick Trade, but could probably make a deal with Nomad to let them pick it and get paid for that instead. No clue what Saar would pick. Knowing the player, I guess Politics or Construction I think Nomad will pick anything left of value, and as for Mentak, I think there will be a "surprise" and they will pick Diplomacy, due to the great slice for it, especially since they can tech Round 1 Cruiser 2, and conquer Mecatol Rex. This could mean (if Diplo and Construction are picked) that Leadership / Politics could be left out, ironically.
As for me, besides expanding and try to get the best out of my first Round, I am thrilled for the game and did not decide where to go from Round 2 onwards. I like to play aggressive in general, and do not plan to Tech Round 1, but focus on plastic. As for Round 2, I might tech AI Dev to get to War Suns quickly, or go Scan Link and try to get Relics (remember, the Relic deck has been boosted significantly and is never a bad choice).
submitted by Lirkas77 to twilightimperium [link] [comments]
The races that were boosted and are being played are: Arborec: they start with Sarween Tools AND their Mechs are considered structures. Sardakk : they start with Dark Energy Tap Mentak: they start with either Psycho Archaelogy or AI Dev (they choose) Yin was also boosted (start with Hyper Metabolism) but did not get drafted. The changes were discussed before the Milty Draft, and were supposed to be kept "simple" (i.e. no new wall of texts or modifications to the faction sheet).
As for the map, here it is:
https://milty.shenanigans.be/d/66435bc746f46#map
I am doing this post because I think it's a good feedback about some variant rules, and I'm honestly interested about discussing our table's feedback with Reddit on how the game changes with this. If I manage, I will keep also a "turn by turn" sum-up on this thread.
On the map: David (me): Arborec, Speaker Simon: Sardakk (2nd in turn order) Jacopo: Hacan (3rd in turn order) Francesco: Saar (4th) Sway: Nomad (5th) Matteo: Mentak (6th)
This is Round 0. We did not choose strategy cards yet since the game will start next Saturday (25th of May 2024). Of course, since I am the speaker, I know which card I am going to choose (Warfare). There is not much option considering my slice, but with Arborec with Sarween Tools starting, it seems a pretty much solid choice anyway, whatever the slice.
I do think that Sardakk will pick Tech and research Grav Drive. Hacan could pick Trade, but could probably make a deal with Nomad to let them pick it and get paid for that instead. No clue what Saar would pick. Knowing the player, I guess Politics or Construction I think Nomad will pick anything left of value, and as for Mentak, I think there will be a "surprise" and they will pick Diplomacy, due to the great slice for it, especially since they can tech Round 1 Cruiser 2, and conquer Mecatol Rex. This could mean (if Diplo and Construction are picked) that Leadership / Politics could be left out, ironically.
As for me, besides expanding and try to get the best out of my first Round, I am thrilled for the game and did not decide where to go from Round 2 onwards. I like to play aggressive in general, and do not plan to Tech Round 1, but focus on plastic. As for Round 2, I might tech AI Dev to get to War Suns quickly, or go Scan Link and try to get Relics (remember, the Relic deck has been boosted significantly and is never a bad choice).
2024.05.18 22:23 Soft-Protection-3303 How do I gain self-confidence when I feel like a failure in every aspect of day-to-day life? It feels like the world is so hostile to me for the simple fact I'm less competent as them.
When I was a kid my speech was so disordered and incomprehensible that I was often mistaken as having more severe special needs. Having that lack of verbal skills was generally equated with lower intelligence by my peers/teachers which made me very unsociable and reclusive. When I was in 8th grade I had written an essay which I was quite proud of, and given English was the only subject I excelled at I finally felt a bit of self-confidence for doing something well for once. However, when I handed it in my English teacher, she straight up asked who wrote it for me right in the middle of class. Verbally I could hardly defend myself, and due to my poor memory every question about the work I had no defence for. I got a detention as a result of not being able to defend myself... Luckily I've had extensive speech therapy and have come along way, but only family/close friends can really understand what I say the majority of the time. I still struggle with new people since my words still come out muddled/not articulated well.
When I worked at my local grocery store, customers seemed to despise me simply because I wasn't as comprehensible as others. My manager assumed I was just a lazy/clumsy person who didn't put any effort into their work or how articulate they were. I hate how people get so pissed off for the simple fact I'm not as competent/capable as them. I'm not dropping bottles because I'm lazy/not paying attention enough, I'm not misinterpreting your instruction out of malice, and I'm not mumbling to you or the customers because I can't be bothered to speak properly. Please stop being so hostile and assuming the worst, it ruins my confidence and I genuinely feel like the stupidest person on the planet as a result. Sometimes I feel like ending it all since arguably speech, memory/and organisational/motor skills are the three biggest needs to get anywhere in life. I feel like a complete loser compared to my peers for not having these.
All the simple things are navigational nightmares for me... what others assume to be common sense I have to logically deduct and put a lot of effort into understanding. It's genuinely impressive to watch someone execute an instruction with no prior experience, retaining all the information and sequentially going through it with such accuracy. I doubt my memory so much that whenever I'm visiting a new environment I usually map out the area on my phone, e.g. when I started college I spent two weeks virtually going through the building/site for my timetable lessons.
Sorry if this post is negative, its just a frustrating experience. To end on a more positive note, I think I have a higher emotional intelligence on average, I'm quite good at writing, and given enough time I can excel in tougher problem-solving that isn't just immediate/short-term based logic. I'm quite good at strategy games in this regard. I wish I could somehow convince others that given enough time I'm actually a very competent person, and that their reflection of me right now isn't a good standard to measure by. I just want to improve my self-confidence, but I feel like society doesn't value me sometimes and it hurts.
submitted by Soft-Protection-3303 to dyspraxia [link] [comments]
When I worked at my local grocery store, customers seemed to despise me simply because I wasn't as comprehensible as others. My manager assumed I was just a lazy/clumsy person who didn't put any effort into their work or how articulate they were. I hate how people get so pissed off for the simple fact I'm not as competent/capable as them. I'm not dropping bottles because I'm lazy/not paying attention enough, I'm not misinterpreting your instruction out of malice, and I'm not mumbling to you or the customers because I can't be bothered to speak properly. Please stop being so hostile and assuming the worst, it ruins my confidence and I genuinely feel like the stupidest person on the planet as a result. Sometimes I feel like ending it all since arguably speech, memory/and organisational/motor skills are the three biggest needs to get anywhere in life. I feel like a complete loser compared to my peers for not having these.
All the simple things are navigational nightmares for me... what others assume to be common sense I have to logically deduct and put a lot of effort into understanding. It's genuinely impressive to watch someone execute an instruction with no prior experience, retaining all the information and sequentially going through it with such accuracy. I doubt my memory so much that whenever I'm visiting a new environment I usually map out the area on my phone, e.g. when I started college I spent two weeks virtually going through the building/site for my timetable lessons.
Sorry if this post is negative, its just a frustrating experience. To end on a more positive note, I think I have a higher emotional intelligence on average, I'm quite good at writing, and given enough time I can excel in tougher problem-solving that isn't just immediate/short-term based logic. I'm quite good at strategy games in this regard. I wish I could somehow convince others that given enough time I'm actually a very competent person, and that their reflection of me right now isn't a good standard to measure by. I just want to improve my self-confidence, but I feel like society doesn't value me sometimes and it hurts.
2024.05.18 22:12 Spiritual-Arm-8724 I feel like a failure
This is just to vent but if someone has actually helpful advice pls leave it too.
For context in my country instead of a bachelor's then mact and med school here after high school (12th) grade u give mcat and go to college for mbbs (5 years of study+1 year of working as house officers in the affiliated hospital and with clinical rotations for the 3,4,5 year )
All government colleges have a set number of merit and self fiance seats. On merit u basically pay half or less of what self fiance pay if u score high enough on mcat and have the necessary grades from 10 and 12 grade board exams. I got in on merit. Now my college has a few big issues and only mine has these ones none of these others.
classes in heat of over 37 to even 40 at times we wouldn't have ACs in lecture halls just those fans mounted on the walls half of which don't work. But thankfully that's fixed now when I'm done with 4th year. although it frequently breaks (just the lecture ones none in teachers or even fiance department etc)
we find out 1-2 week or if we're lucky a month before that are exams are happening the next week or month. Bc our affiliated university is the City university not a medical one. So our exams are upto them and whenever the college asks them too, college gives us a estimate and it's always later than that. This year's estimate was January for 4th year exams, and we are currently having our vivas the theory exams are in June. And we had to go multiple times to them to remind them that we exist and protest to even get them done. All other years were done by March, we asked and we're told soon. No estimate of when, yelled at when we asked for one.(We finally got it after the protest the date was 2 weeks away, got shit from other years bc we ruined their students week while we couldn't even participate 😒)
We also have not been given our elective leaves, which are supposed to be given to 4th and 5th years but, bc our years start late they don't give us the leave or vacation time (summer off etc other years get them) to do the electives in bc "they already made the schedule" and when they did give them last year after months of begging, for the month of December, they held the finals evaluation exams (which counts in final grade) after giving us the ok knowing we wouldn't be able to go.
I've studied by myself, stayed on task for my whole academic life even through 9-12 board years as long as I had a structured system. I managed till 2nd year but in year 3 my brother got and later died, mom was sick after that (bed rest for months) I barely passed that year but understandable. But since the start of 4th year I tired to get back to my studies but idk why (maybe lack of structure or just me being lazy) I couldn't. I did all nighters to basically learn everything (bc I didn't even pay attention in class the whole year) 2 days before each exams. I feel like a failure now, bc I'm wasting not just my parent's hard earned money all the hopes they have of their "brilliant daughter" and my potential. I'm aware I'm wasting time, that I'm no where near ready to graduate in a year and help ppl, but i can't. I make up excuses in my head but there's ppl who have it so much worse and they're doing. Why can't I? Why can't I be like I was?
submitted by Spiritual-Arm-8724 to offmychest [link] [comments]
For context in my country instead of a bachelor's then mact and med school here after high school (12th) grade u give mcat and go to college for mbbs (5 years of study+1 year of working as house officers in the affiliated hospital and with clinical rotations for the 3,4,5 year )
All government colleges have a set number of merit and self fiance seats. On merit u basically pay half or less of what self fiance pay if u score high enough on mcat and have the necessary grades from 10 and 12 grade board exams. I got in on merit. Now my college has a few big issues and only mine has these ones none of these others.
classes in heat of over 37 to even 40 at times we wouldn't have ACs in lecture halls just those fans mounted on the walls half of which don't work. But thankfully that's fixed now when I'm done with 4th year. although it frequently breaks (just the lecture ones none in teachers or even fiance department etc)
we find out 1-2 week or if we're lucky a month before that are exams are happening the next week or month. Bc our affiliated university is the City university not a medical one. So our exams are upto them and whenever the college asks them too, college gives us a estimate and it's always later than that. This year's estimate was January for 4th year exams, and we are currently having our vivas the theory exams are in June. And we had to go multiple times to them to remind them that we exist and protest to even get them done. All other years were done by March, we asked and we're told soon. No estimate of when, yelled at when we asked for one.(We finally got it after the protest the date was 2 weeks away, got shit from other years bc we ruined their students week while we couldn't even participate 😒)
We also have not been given our elective leaves, which are supposed to be given to 4th and 5th years but, bc our years start late they don't give us the leave or vacation time (summer off etc other years get them) to do the electives in bc "they already made the schedule" and when they did give them last year after months of begging, for the month of December, they held the finals evaluation exams (which counts in final grade) after giving us the ok knowing we wouldn't be able to go.
I've studied by myself, stayed on task for my whole academic life even through 9-12 board years as long as I had a structured system. I managed till 2nd year but in year 3 my brother got and later died, mom was sick after that (bed rest for months) I barely passed that year but understandable. But since the start of 4th year I tired to get back to my studies but idk why (maybe lack of structure or just me being lazy) I couldn't. I did all nighters to basically learn everything (bc I didn't even pay attention in class the whole year) 2 days before each exams. I feel like a failure now, bc I'm wasting not just my parent's hard earned money all the hopes they have of their "brilliant daughter" and my potential. I'm aware I'm wasting time, that I'm no where near ready to graduate in a year and help ppl, but i can't. I make up excuses in my head but there's ppl who have it so much worse and they're doing. Why can't I? Why can't I be like I was?
2024.05.18 21:22 BaxGh0st What was this test that I took as a child?
Sorry if this isn't the correct sub.
I've been wondering about this for years. When I was a child (probably 4th or 5th grade) I was pulled out of class one day and sent to the gym with some other kids that I didn't know. They gave me some large Legos, a string, and some other things I can't remember. They told me to build something with it and that was it. I built two towers and then put the string across them like a tightrope.
After that I went back to class and never heard anything about it again. The other kids stayed in the gym.
Any idea what they were testing for? This would have been around 2004 or 2005.
Edit: Now that im thinking about it, they told me to use as few of the building materials as possible.
submitted by BaxGh0st to Teachers [link] [comments]
I've been wondering about this for years. When I was a child (probably 4th or 5th grade) I was pulled out of class one day and sent to the gym with some other kids that I didn't know. They gave me some large Legos, a string, and some other things I can't remember. They told me to build something with it and that was it. I built two towers and then put the string across them like a tightrope.
After that I went back to class and never heard anything about it again. The other kids stayed in the gym.
Any idea what they were testing for? This would have been around 2004 or 2005.
Edit: Now that im thinking about it, they told me to use as few of the building materials as possible.
2024.05.18 21:11 MermazeAblaze Exposé of Principal Dr Misti Tope
Introduction
Dr. Misti Tope, principal of Classen School of Advanced Studies at Northeast High School in Oklahoma City, has been the subject of growing controversy. Allegations of fostering an environment of fear and hostility, coupled with acts of racism, homophobia, transphobia, antisemitism, and misogyny, have surfaced from students, parents, and faculty. This exposé delves into the troubling realities under her administration, providing a detailed account of her impact on the school community and the systemic issues at play.
A Climate of Fear and Hostility
Since Dr. Tope assumed her role, there has been a marked increase in complaints from all corners of the school community. Parents have resorted to organizing private meetups to discuss their grievances, underscoring the pervasive fear and dissatisfaction. Students, feeling unheard and marginalized, have taken to creating petitions such as the "Say Nope to Tope" campaign, highlighting their desire for change.
Aligning with Controversial Views
Dr. Tope's public statements indicate her intent to align the school's educational environment with the views of Ryan Walters, the Oklahoma Secretary of Education known for his conservative and often controversial stance on various social issues. This alignment has raised alarms among many, especially as Walters' views are seen as divisive and not conducive to an inclusive educational setting.
Discrimination and Intimidation
Firing of Teachers
One of the most troubling aspects of Dr. Tope’s tenure is her treatment of teachers of color and LGBTQ+ faculty. She has systematically fired or forced out several teachers of color under dubious circumstances. Notably, Mx. Mustain, a trans teacher nearing tenure, was dismissed without just cause. These actions suggest a deliberate effort to purge the school of diversity and suppress any dissenting voices within the faculty.
Threats Against Female Students
Dr. Tope has also exhibited a disturbing pattern of intimidating female students who report predatory behavior by faculty members. Furthermore, she disbanded an after-school club formed to offer support to students over a broad range of topics, including predatory behavior - threatening to disband any group that seeks to protect itself from predatory teachers. One student reported receiving a threatening call from a private number, during which Dr. Tope did not identify herself but implied severe consequences if the student continued their advocacy. Dr. Tope later admitted to making this call when confronted and it was allegedly condoned by the Oklahoma City Public School District administration per Dr. Tope.
Inappropriate Physical Conduct
Dr. Tope’s misconduct extends to physical interactions with students. She has been accused of groping students during dress code checks, making derogatory comments about their bodies regardless of any actual dress code violations. Her actions have been described as not only invasive but also profoundly inappropriate, contributing to a culture of discomfort and fear among female students.
Racism and Antisemitism
Targeting Black Students
Dr. Tope's administration has been particularly hostile towards black students. She has attempted to disband the Black Student Union (BSU) multiple times and has made openly racist remarks. She has referred to black students as "rats and roaches" and suggested that they are incapable of learning, likening them to goldfish with limited memory. These comments have exacerbated racial tensions and marginalized black students, making them feel unwelcome and undervalued in their own school.
Holocaust Denial
Dr. Tope’s antisemitic views are equally alarming. She is an active Holocaust denier and has disrupted educational programs about the Holocaust. A notable incident involved her removing the son of a Holocaust survivor from the stage during a presentation. By shutting down these important conversations, Dr. Tope undermines educational efforts to teach tolerance and historical accuracy.
Behavior of Dr. Tope’s Son
Dr. Tope’s son, also a student at the school, has contributed to the hostile environment. He is known for carving swastikas and other Nazi imagery around the school and making antisemitic, homophobic, transphobic, and racist remarks. Despite this behavior, Dr. Tope dismisses it, blaming it falsely on influences from anime, and allows her son to skip classes and roam the school freely.
Transphobia and Misogyny Discriminatory Policies
Transgender students have faced severe discrimination under Dr. Tope’s leadership. She has enforced policies that force transgender students to use restrooms corresponding to their biological gender and dress according to their biological gender. Additionally, she has relocated the gender-neutral restroom several times to make it less accessible, further marginalizing these students.
Double Standards
The treatment of male and female students reveals a disturbing double standard. Male students who have exposed themselves to female students have received minimal punishment, such as detention, while female students reporting these incidents are dismissed as "overemotional" and "dramatic." This disparity not only perpetuates a culture of misogyny but also discourages female students from coming forward with legitimate concerns.
Investigation and Student Perception
Before the publication of this exposé, the Oklahoma City Public Schools (OKCPS) conducted a comprehensive investigation into Dr. Tope's leadership at Classen School of Advanced Studies. This investigation included an anonymous parent survey aimed at assessing Dr. Tope's effectiveness and the level of trust she commands within the school community. Despite Dr. Tope's public efforts to cultivate a friendly rapport with black students (mere hours before the survey was made public), her actions were met with skepticism and rejection by the student body.
Statistical Context
To understand the broader implications of Dr. Tope's actions, it is essential to consider national and state statistics on the issues at hand. According to the 2021 Youth Risk Behavior Survey by the CDC, 36.3% of LGBTQ+ students reported being bullied on school property, and 18.4% experienced physical dating violence. The ADL reported a 34% increase in antisemitic incidents in schools across the U.S. from 2018 to 2021. In Oklahoma, these issues are equally pressing, with numerous reports of discriminatory incidents in schools across the state, highlighting the urgent need for inclusive and supportive educational environments.
Impact of Discrimination on Academic Performance and Mental Health
Extensive research underscores the profound impact of discrimination on academic performance and mental health among high school students. Studies published by the American Psychological Association reveal that experiences of homophobia, transphobia, misogyny, racism, and antisemitism significantly impede academic achievement among adolescents in grades 9 through 12. Moreover, these discriminatory experiences are strongly associated with increased levels of stress, anxiety, depression, and suicidal ideation among affected youth.
For instance, a study published in the Journal of Adolescent Health found that LGBTQ+ students who experienced high levels of victimization based on their sexual orientation or gender identity were more likely to report lower grades and higher rates of absenteeism compared to their heterosexual and cisgender peers. Similarly, research conducted by the National Association of School Psychologists indicates that exposure to racial discrimination contributes to elevated levels of psychological distress and impaired academic functioning among students of color.
Inclusivity Across Demographics
It is imperative to acknowledge the intersectionality of discrimination and its differential impacts across various demographic groups. According to data from the U.S. Department of Education's Civil Rights Data Collection, students from marginalized racial and ethnic backgrounds, including Asians, Hispanics, Blacks, and Native Americans, often face disparities in educational opportunities and outcomes due to systemic inequities. Additionally, transgender and LGBTQIA+ students frequently encounter hostile school environments characterized by harassment, bullying, and exclusion, which detrimentally affect their academic engagement and well-being.
Research in the field of developmental psychology emphasizes the importance of creating inclusive and affirming school climates that validate students' diverse identities and lived experiences. Positive school environments that foster a sense of belonging and acceptance have been shown to promote academic success, psychological resilience, and social-emotional well-being among students from marginalized groups. By prioritizing equity, diversity, and inclusion initiatives, educational institutions can cultivate a culture of mutual respect and support that benefits all members of the school community.
Support Resources
In light of the mental health challenges exacerbated by discrimination and prejudice, it is crucial to provide accessible resources and interventions to support students in distress. School-based mental health services, such as counseling, therapy, and peer support groups, play a vital role in addressing the emotional needs of students experiencing discrimination-related stressors. Additionally, community-based organizations and advocacy groups offer valuable resources, helplines, and crisis intervention services tailored to the specific needs of LGBTQ+ youth, racial/ethnic minority students, and other marginalized populations.
Empowering students to advocate for systemic change and social justice within their schools can also promote resilience and collective empowerment. Educational initiatives that promote diversity education, cultural competence, and inclusive curriculum development contribute to creating equitable learning environments that affirm students' identities and promote social equity.
By integrating evidence-based practices, trauma-informed approaches, and culturally responsive strategies into school-based interventions, educators and mental health professionals can address the multifaceted needs of students affected by discrimination and promote positive youth development outcomes. Through collaborative efforts and sustained commitment to equity and social justice, educational stakeholders can work together to dismantle systemic barriers and create inclusive communities where all students can thrive academically, emotionally, and socially.
Student and Parent Mobilization
The dissatisfaction with Dr. Tope's administration has reached a critical point. Students recently cornered Dr. Tope in her office, an act indicative of their desperation and frustration. A planned walkout threatened to escalate into violence, with rumors of a possible attack on Dr. Tope’s son. Parents and students are organizing and mobilizing independently, indicating a breakdown of trust in the school’s administration.
Administrative and Legal Failures
The response from school resource officers and local police has been inconsistent and troubling. When contacted, the OKCPD and OKCPS Resource Officers provided conflicting accounts of the incidents, revealing a lack of proper communication and coordination. The mishandling of serious allegations internally by the school administration points to deeper systemic issues and raises questions about accountability and transparency.
Conclusion
Dr. Misti Tope’s leadership has led to a toxic environment at Classen School of Advanced Studies. Her discriminatory practices and intimidation tactics have harmed students and faculty, creating an atmosphere of fear and hostility. As parents and students mobilize for change, it is clear that Dr. Tope’s tenure is untenable. For the future of Classen and the well-being of its community, it is imperative that these issues are addressed and resolved promptly. The school needs a leader who fosters inclusivity, respect, and safety for all its members.
For those who may be struggling with depression or suicidal thoughts as a result of discrimination or other challenges, it's important to seek support. The National Suicide Prevention Lifeline provides free and confidential support 24/7. If you or someone you know is in crisis, please call 1-800-273-TALK (8255) or visit their website for more information and resources.
submitted by MermazeAblaze to InfernalBurner [link] [comments]
Dr. Misti Tope, principal of Classen School of Advanced Studies at Northeast High School in Oklahoma City, has been the subject of growing controversy. Allegations of fostering an environment of fear and hostility, coupled with acts of racism, homophobia, transphobia, antisemitism, and misogyny, have surfaced from students, parents, and faculty. This exposé delves into the troubling realities under her administration, providing a detailed account of her impact on the school community and the systemic issues at play.
A Climate of Fear and Hostility
Since Dr. Tope assumed her role, there has been a marked increase in complaints from all corners of the school community. Parents have resorted to organizing private meetups to discuss their grievances, underscoring the pervasive fear and dissatisfaction. Students, feeling unheard and marginalized, have taken to creating petitions such as the "Say Nope to Tope" campaign, highlighting their desire for change.
Aligning with Controversial Views
Dr. Tope's public statements indicate her intent to align the school's educational environment with the views of Ryan Walters, the Oklahoma Secretary of Education known for his conservative and often controversial stance on various social issues. This alignment has raised alarms among many, especially as Walters' views are seen as divisive and not conducive to an inclusive educational setting.
Discrimination and Intimidation
Firing of Teachers
One of the most troubling aspects of Dr. Tope’s tenure is her treatment of teachers of color and LGBTQ+ faculty. She has systematically fired or forced out several teachers of color under dubious circumstances. Notably, Mx. Mustain, a trans teacher nearing tenure, was dismissed without just cause. These actions suggest a deliberate effort to purge the school of diversity and suppress any dissenting voices within the faculty.
Threats Against Female Students
Dr. Tope has also exhibited a disturbing pattern of intimidating female students who report predatory behavior by faculty members. Furthermore, she disbanded an after-school club formed to offer support to students over a broad range of topics, including predatory behavior - threatening to disband any group that seeks to protect itself from predatory teachers. One student reported receiving a threatening call from a private number, during which Dr. Tope did not identify herself but implied severe consequences if the student continued their advocacy. Dr. Tope later admitted to making this call when confronted and it was allegedly condoned by the Oklahoma City Public School District administration per Dr. Tope.
Inappropriate Physical Conduct
Dr. Tope’s misconduct extends to physical interactions with students. She has been accused of groping students during dress code checks, making derogatory comments about their bodies regardless of any actual dress code violations. Her actions have been described as not only invasive but also profoundly inappropriate, contributing to a culture of discomfort and fear among female students.
Racism and Antisemitism
Targeting Black Students
Dr. Tope's administration has been particularly hostile towards black students. She has attempted to disband the Black Student Union (BSU) multiple times and has made openly racist remarks. She has referred to black students as "rats and roaches" and suggested that they are incapable of learning, likening them to goldfish with limited memory. These comments have exacerbated racial tensions and marginalized black students, making them feel unwelcome and undervalued in their own school.
Holocaust Denial
Dr. Tope’s antisemitic views are equally alarming. She is an active Holocaust denier and has disrupted educational programs about the Holocaust. A notable incident involved her removing the son of a Holocaust survivor from the stage during a presentation. By shutting down these important conversations, Dr. Tope undermines educational efforts to teach tolerance and historical accuracy.
Behavior of Dr. Tope’s Son
Dr. Tope’s son, also a student at the school, has contributed to the hostile environment. He is known for carving swastikas and other Nazi imagery around the school and making antisemitic, homophobic, transphobic, and racist remarks. Despite this behavior, Dr. Tope dismisses it, blaming it falsely on influences from anime, and allows her son to skip classes and roam the school freely.
Transphobia and Misogyny Discriminatory Policies
Transgender students have faced severe discrimination under Dr. Tope’s leadership. She has enforced policies that force transgender students to use restrooms corresponding to their biological gender and dress according to their biological gender. Additionally, she has relocated the gender-neutral restroom several times to make it less accessible, further marginalizing these students.
Double Standards
The treatment of male and female students reveals a disturbing double standard. Male students who have exposed themselves to female students have received minimal punishment, such as detention, while female students reporting these incidents are dismissed as "overemotional" and "dramatic." This disparity not only perpetuates a culture of misogyny but also discourages female students from coming forward with legitimate concerns.
Investigation and Student Perception
Before the publication of this exposé, the Oklahoma City Public Schools (OKCPS) conducted a comprehensive investigation into Dr. Tope's leadership at Classen School of Advanced Studies. This investigation included an anonymous parent survey aimed at assessing Dr. Tope's effectiveness and the level of trust she commands within the school community. Despite Dr. Tope's public efforts to cultivate a friendly rapport with black students (mere hours before the survey was made public), her actions were met with skepticism and rejection by the student body.
Statistical Context
To understand the broader implications of Dr. Tope's actions, it is essential to consider national and state statistics on the issues at hand. According to the 2021 Youth Risk Behavior Survey by the CDC, 36.3% of LGBTQ+ students reported being bullied on school property, and 18.4% experienced physical dating violence. The ADL reported a 34% increase in antisemitic incidents in schools across the U.S. from 2018 to 2021. In Oklahoma, these issues are equally pressing, with numerous reports of discriminatory incidents in schools across the state, highlighting the urgent need for inclusive and supportive educational environments.
Impact of Discrimination on Academic Performance and Mental Health
Extensive research underscores the profound impact of discrimination on academic performance and mental health among high school students. Studies published by the American Psychological Association reveal that experiences of homophobia, transphobia, misogyny, racism, and antisemitism significantly impede academic achievement among adolescents in grades 9 through 12. Moreover, these discriminatory experiences are strongly associated with increased levels of stress, anxiety, depression, and suicidal ideation among affected youth.
For instance, a study published in the Journal of Adolescent Health found that LGBTQ+ students who experienced high levels of victimization based on their sexual orientation or gender identity were more likely to report lower grades and higher rates of absenteeism compared to their heterosexual and cisgender peers. Similarly, research conducted by the National Association of School Psychologists indicates that exposure to racial discrimination contributes to elevated levels of psychological distress and impaired academic functioning among students of color.
Inclusivity Across Demographics
It is imperative to acknowledge the intersectionality of discrimination and its differential impacts across various demographic groups. According to data from the U.S. Department of Education's Civil Rights Data Collection, students from marginalized racial and ethnic backgrounds, including Asians, Hispanics, Blacks, and Native Americans, often face disparities in educational opportunities and outcomes due to systemic inequities. Additionally, transgender and LGBTQIA+ students frequently encounter hostile school environments characterized by harassment, bullying, and exclusion, which detrimentally affect their academic engagement and well-being.
Research in the field of developmental psychology emphasizes the importance of creating inclusive and affirming school climates that validate students' diverse identities and lived experiences. Positive school environments that foster a sense of belonging and acceptance have been shown to promote academic success, psychological resilience, and social-emotional well-being among students from marginalized groups. By prioritizing equity, diversity, and inclusion initiatives, educational institutions can cultivate a culture of mutual respect and support that benefits all members of the school community.
Support Resources
In light of the mental health challenges exacerbated by discrimination and prejudice, it is crucial to provide accessible resources and interventions to support students in distress. School-based mental health services, such as counseling, therapy, and peer support groups, play a vital role in addressing the emotional needs of students experiencing discrimination-related stressors. Additionally, community-based organizations and advocacy groups offer valuable resources, helplines, and crisis intervention services tailored to the specific needs of LGBTQ+ youth, racial/ethnic minority students, and other marginalized populations.
Empowering students to advocate for systemic change and social justice within their schools can also promote resilience and collective empowerment. Educational initiatives that promote diversity education, cultural competence, and inclusive curriculum development contribute to creating equitable learning environments that affirm students' identities and promote social equity.
By integrating evidence-based practices, trauma-informed approaches, and culturally responsive strategies into school-based interventions, educators and mental health professionals can address the multifaceted needs of students affected by discrimination and promote positive youth development outcomes. Through collaborative efforts and sustained commitment to equity and social justice, educational stakeholders can work together to dismantle systemic barriers and create inclusive communities where all students can thrive academically, emotionally, and socially.
Student and Parent Mobilization
The dissatisfaction with Dr. Tope's administration has reached a critical point. Students recently cornered Dr. Tope in her office, an act indicative of their desperation and frustration. A planned walkout threatened to escalate into violence, with rumors of a possible attack on Dr. Tope’s son. Parents and students are organizing and mobilizing independently, indicating a breakdown of trust in the school’s administration.
Administrative and Legal Failures
The response from school resource officers and local police has been inconsistent and troubling. When contacted, the OKCPD and OKCPS Resource Officers provided conflicting accounts of the incidents, revealing a lack of proper communication and coordination. The mishandling of serious allegations internally by the school administration points to deeper systemic issues and raises questions about accountability and transparency.
Conclusion
Dr. Misti Tope’s leadership has led to a toxic environment at Classen School of Advanced Studies. Her discriminatory practices and intimidation tactics have harmed students and faculty, creating an atmosphere of fear and hostility. As parents and students mobilize for change, it is clear that Dr. Tope’s tenure is untenable. For the future of Classen and the well-being of its community, it is imperative that these issues are addressed and resolved promptly. The school needs a leader who fosters inclusivity, respect, and safety for all its members.
For those who may be struggling with depression or suicidal thoughts as a result of discrimination or other challenges, it's important to seek support. The National Suicide Prevention Lifeline provides free and confidential support 24/7. If you or someone you know is in crisis, please call 1-800-273-TALK (8255) or visit their website for more information and resources.
2024.05.18 21:09 xvez1994 Please, help me, maybe some sources to work on CPTSD.
'm feeling very depressed right now. I'm a 29-year-old man and I feel severely behind in life. I'm about to graduate with a degree in mechanical engineering, but my mental health has deteriorated badly over the last eight years. I've become apathetic and needed so much energy just to get by. I've lived like a NEET during these years. I tried hard to study and slowly managed to finish my degree (I'm just working on my final project now), but I feel like I've wasted years of my life. I've always wanted an intimate relationship, but I didn't have anything to offer, so I've always been alone and insecure. I did have a girlfriend in high school, but we only kissed, nothing more, and then nothing else happened.
I don't blame my past self. Recently, I found out the reason for all my mental health struggles: CPTSD. My childhood was horrific. I grew up in Italy, but I'm from Pakistan. My parents used to abuse us in many ways. No mistake was allowed, and the punishment was severe. They pushed their religion on us with violence (Islam) and emotionally manipulated us. In school, I couldn't integrate because I was the immigrant. I smelled bad because of my clothes, and my only defense was to fight back, which destroyed any chance of finding friends. A toxic teacher who yelled at me for not having the materials for school or not studying well only worsened my isolation.
Growing up, I kept saying, "I will do it myself. I will get out of this miserable life and become happy one day by pulling myself up by my bootstraps." It didn't work, not even close. I started mechanical engineering at 19 and did fairly well for the first three years. I completed many papers with good grades, but in 2016, the baggage I kept hiding crushed me. I felt like a failure, like that's all I could amount to, despite my hard work (I've struggled a lot with concentration). I entered a very dark period for seven years, doing exams so slowly while the world moved forward quickly.
In November 2023, I started to feel better. I completed three exams in February 2024, started working out and taking care of my body, and began meeting new people (i've learned to meet new people at 19, and socialize i just didn't want to because of truma) I started learning about mental health because I realized I needed to fix my mind (that's when i've learned a lot about the mind). Then, in April 2024, I had a job interview that was devastating. It crushed me. No one cares about mental health, no one. So here I am, trying to finish my final project and having finally discovered what the problem was.
My environment has destroyed me, and "pulling myself up by the bootstraps" wasn't a good strategy at all. My younger self just survived with the tools they had. I just want to become healthier, find a job, and find a romantic partner. I want to leave behind my toxic environment.
Please, help me with the following:
I fear that my degree is not enough for finding a job. For finding a romantic partner, I fear that I'm not experienced enough. I don't care about success and things like that. I just want to build a life I never had and receive the love I've never received and give the love i've always like to give. I want to do that so badly because if I can't get out of this, I will end my life one day. My psyche is deteriorating.
It's not about sociaty expectations anymore, i've understood to not give a dam about them, it's about earning a living and find emotional support and love, i want that, i deserve that, i'm not a bad person.
submitted by xvez1994 to CPTSD [link] [comments]
I don't blame my past self. Recently, I found out the reason for all my mental health struggles: CPTSD. My childhood was horrific. I grew up in Italy, but I'm from Pakistan. My parents used to abuse us in many ways. No mistake was allowed, and the punishment was severe. They pushed their religion on us with violence (Islam) and emotionally manipulated us. In school, I couldn't integrate because I was the immigrant. I smelled bad because of my clothes, and my only defense was to fight back, which destroyed any chance of finding friends. A toxic teacher who yelled at me for not having the materials for school or not studying well only worsened my isolation.
Growing up, I kept saying, "I will do it myself. I will get out of this miserable life and become happy one day by pulling myself up by my bootstraps." It didn't work, not even close. I started mechanical engineering at 19 and did fairly well for the first three years. I completed many papers with good grades, but in 2016, the baggage I kept hiding crushed me. I felt like a failure, like that's all I could amount to, despite my hard work (I've struggled a lot with concentration). I entered a very dark period for seven years, doing exams so slowly while the world moved forward quickly.
In November 2023, I started to feel better. I completed three exams in February 2024, started working out and taking care of my body, and began meeting new people (i've learned to meet new people at 19, and socialize i just didn't want to because of truma) I started learning about mental health because I realized I needed to fix my mind (that's when i've learned a lot about the mind). Then, in April 2024, I had a job interview that was devastating. It crushed me. No one cares about mental health, no one. So here I am, trying to finish my final project and having finally discovered what the problem was.
My environment has destroyed me, and "pulling myself up by the bootstraps" wasn't a good strategy at all. My younger self just survived with the tools they had. I just want to become healthier, find a job, and find a romantic partner. I want to leave behind my toxic environment.
Please, help me with the following:
- Have you ever seen someone getting better from CPTSD? How so? Do you have any suggestions aside from going to a therapist? Because I can't afford it.
- Have you ever seen someone build a life after not meeting society's expectations by 30?
I fear that my degree is not enough for finding a job. For finding a romantic partner, I fear that I'm not experienced enough. I don't care about success and things like that. I just want to build a life I never had and receive the love I've never received and give the love i've always like to give. I want to do that so badly because if I can't get out of this, I will end my life one day. My psyche is deteriorating.
It's not about sociaty expectations anymore, i've understood to not give a dam about them, it's about earning a living and find emotional support and love, i want that, i deserve that, i'm not a bad person.
2024.05.18 20:53 WorldofJedi727 I would do this sometimes 💀
 | submitted by WorldofJedi727 to BikiniBottomTwitter [link] [comments] |
2024.05.18 20:07 MisterYouAreSoDumb Study: Acteoside Improves Muscle Atrophy and Motor Function by Inducing New Myokine Secretion in Chronic Spinal Cord Injury
I found a study on acteoside (verbascoside) from Cistanche that is really interesting!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6599386/
I'll copy the abstract below, and some highlights I found particularly cool.
submitted by MisterYouAreSoDumb to Supplements [link] [comments]
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6599386/
I'll copy the abstract below, and some highlights I found particularly cool.
Chronic spinal cord injury (SCI) is difficult to cure, even by several approaches effective at the acute or subacute phase. We focused on skeletal muscle atrophy as a detrimental factor in chronic SCI and explored drugs that protect against muscle atrophy and activate secretion of axonal growth factors from skeletal muscle. We found that acteoside induced the secretion of axonal growth factors from skeletal muscle cells and proliferation of these cells. Intramuscular injection of acteoside in mice with chronic SCI recovered skeletal muscle weight reduction and motor function impairment. We also identified pyruvate kinase isoform M2 (PKM2) as a secreted factor from skeletal muscle cells, stimulated by acteoside. Extracellular PKM2 enhanced proliferation of skeletal muscle cells and axonal growth in cultured neurons. Further, we showed that PKM2 might cross the blood–brain barrier. These results indicate that effects of acteoside on chronic SCI might be mediated by PKM2 secretion from skeletal muscles. This study proposes that the candidate drug acteoside and a new myokine, PKM2, could be used for the treatment of chronic SCI.
Two major issues in chronic SCI are the untreatable axonal disruption and the severe atrophy of skeletal muscle; our study showed that both may be improved by acteoside, via PKM2 secretion. In this study, we found that acteoside injection into skeletal muscle at the chronic phase of SCI recovers locomotor dysfunction and skeletal muscle atrophy in mice, despite the fact that our contusion model was quite severe; less than grade 2 at 30 days post-injury. A series of similar experiments by our group have shown that acteoside injection, starting at 43 days post-injury, also significantly improves hindlimb motor function (data not shown). Further, acteoside injection enhanced axonal growth in 5-HT–positive cells and synaptogenesis at the caudal side of the lesion center.
Importantly, we showed that acteoside stimulates the secretion of PKM2 from skeletal muscle and that PKM2 promotes proliferation of skeletal muscle cells and axonal growth. Our results indicate that PKM2 is a new myokine that activates skeletal muscle and neurons and that its secretion is enhanced by acteoside stimulation.
Further, we found that PKM2 might cross the BBB and BSCB despite its large molecular weight. After exercise, transcription of several myokines is increased in the brain. However, there is no clear evidence on whether myokines transfer to the brain. PKM2 may be a new type of myokine that reaches the brain and potentially the spinal cord. The advantages and significance of PKM2 penetration in the central nervous system should be clarified in future. The mechanism by which PMK2 crosses the BBB and BSCB might be similar to that in the case of IGF-1 (MW: 8.5 kDa), which crosses the BBB by transcytosis.
acteoside-mediated neuroprotection against amyloid β-induced cell death in PC12 cells is mediated by ERK and PI3K/Akt pathways. In cancer cells, acteoside directly binds to and inhibits protein kinase C. Moreover, binding to and inhibition of caspase-3 of acteoside were found in neurons. In inflammatory cells stimulated with lipopolysaccharide, acteoside promotes nuclear factor κB inhibition. Inhibition of calcium influx by acteoside has also been reported.
In conclusion, we found that acteoside improves skeletal muscle atrophy and locomotor dysfunction caused by chronic SCI, suggesting that it might be a promising therapeutic drug candidate for SCI. We also demonstrated that acteoside promotes the secretion of PKM2 from skeletal muscle cells, and that extracellular PKM2 induces axonal growth in cortical neurons and increases proliferation of skeletal muscle cells. A strategy involving skeletal muscle-mediated therapy is a novel approach for chronic SCI, which might be effective in combination with other treatments.A lot to unpack here, but I will keep it short. This is showing that acteoside (verbascoside) from Cistanche can help improve chronic spinal cord injury, by protecting against muscle atrophy and secreting axonal growth factors. In addition, they found a new myokine called PKM2, or pyruvate kinase isoform M2, which promotes proliferation of skeletal muscle cells and the growth of axons in the brain. It crosses the blood-brain-barrier, potentially in a similar way to IGF-1, or insulin-like growth factor 1. The acteoside from Cistanche stimulates the release of PKM2. This is a really cool new mechanism for Cistanche that I was unaware of. After working on a bunch of different extraction methods, we found that supercritical CO2 was the best way to concentrate the highest amount of acteoside. The more we learn about Cistanche, the cooler of a supplement it becomes!
2024.05.18 20:06 ReportsStack Chloroprene Rubber Market Size, Growth & Statistics Report from 2024 to 2030
The global chloroprene rubber market is projected to experience a notable Compound Annual Growth Rate (CAGR) of over 4% during the forecast period, with a market value reaching approximately USD 1 billion in 2020. The burgeoning automotive and construction sectors worldwide are key drivers propelling market expansion. Additionally, the rising demand for chloroprene rubber in the construction industry, particularly in reinforced concrete structures, is poised to further stimulate market growth. Furthermore, the product's advantageous properties, including lightweightness, temperature resistance, and dielectric capability, are expected to fuel demand within the electric and electronics sector, thereby contributing to overall market growth.
To know more about this study, request a free sample report @ https://www.researchcorridor.com/request-sample/?id=226
Market Trends:
Growing Demand from Automotive Sector: The automotive industry is a significant consumer of chloroprene rubber, particularly for the manufacturing of automotive hoses, belts, and seals. With the increasing production of vehicles globally and the growing demand for lightweight, durable, and fuel-efficient materials, there is a rising demand for chloroprene rubber in the automotive sector.
Expansion in Construction Industry: The construction industry is another major end-user of chloroprene rubber, where it is used in various applications such as roofing membranes, adhesives, and sealants. As construction activities continue to increase globally, driven by urbanization, infrastructure development, and housing projects, the demand for chloroprene rubber in this sector is expected to rise.
Shift towards Sustainable and Eco-Friendly Solutions: There is a growing emphasis on sustainability and environmental consciousness across industries, including the rubber sector. Manufacturers are increasingly focusing on developing eco-friendly chloroprene rubber products, such as those with reduced carbon footprint, recyclable materials, and fewer harmful emissions during production processes, in response to changing consumer preferences and regulatory requirements.
Technological Advancements: Continuous research and development efforts in the field of rubber chemistry and polymer engineering are leading to advancements in chloroprene rubber formulations. These advancements result in improved product performance, enhanced durability, and expanded application possibilities, driving market growth and innovation.
Rising Demand in Electrical and Electronics Industry: Chloroprene rubber's unique properties, including excellent resistance to temperature, weathering, and electrical insulation, make it suitable for various applications in the electrical and electronics industry. As the demand for consumer electronics, electrical appliances, and telecommunications equipment continues to grow, so does the demand for chloroprene rubber in this sector.
Market Opportunities:
The chloroprene rubber market presents several opportunities for growth and development. With the increasing demand from key sectors such as automotive, construction, and electrical/electronics industries, there is a growing need for innovative chloroprene rubber products that meet stringent performance requirements. Manufacturers have the opportunity to capitalize on this demand by investing in research and development to develop advanced formulations with enhanced properties such as improved durability, weather resistance, and eco-friendliness. Additionally, the shift towards sustainable and eco-friendly solutions presents opportunities for the development of bio-based chloroprene rubber alternatives that reduce environmental impact. Furthermore, the expansion of construction activities, especially in emerging economies, offers opportunities for market expansion by supplying chloroprene rubber for various construction applications such as roofing membranes and adhesives.
According to the recent report published by RC Market Analytics, the Global Chloroprene Rubber Market is expected to provide sustainable growth opportunities during the forecast period from 2024 to 2030. This latest industry research study analyzes the chloroprene rubber market by various product segments, applications, regions and countries while assessing regional performances of numerous leading market participants. The report offers a holistic view of the chloroprene rubber industry encompassing numerous stakeholders including raw material suppliers, providers, distributors, consumers and government agencies, among others. Furthermore, the report includes detailed quantitative and qualitative analysis of the global market considering market history, product development, regional dynamics, competitive landscape, and key success factors (KSFs) in the industry.
Browse the Full Report Discretion @ https://www.researchcorridor.com/chloroprene-rubber-market/
Geographically, the chloroprene rubber market report comprises dedicated sections centering on the regional market revenue and trends. The chloroprene rubber market has been segmented on the basis of geographic regions into North America, Europe, Asia Pacific, Latin America, and the Middle East & Africa. Chloroprene rubber market estimates have also been provided for the historical years 2020 to 2023 along with forecast for the period from 2024 - 2030.The report includes a deep-dive analysis of key countries including the U.S., Canada, the U.K., Germany, France, Italy, China, Japan, India, Australia, Mexico, Brazil and South Africa, among others. Thereby, the report identifies unique growth opportunities across the world based on trends occurring in various developed and developing economies.
The Chloroprene Rubber Market Segmentation:
By Grade:
To know more about this study, request a free sample report @ https://www.researchcorridor.com/request-sample/?id=226
Key Questions Answered by Chloroprene Rubber Market Report:
Media Contact:
Company Name: RC Market Analytics Pvt. Ltd. Contact Person: Vijendra Singh Email: sales@researchcorridor.com Visit us: https://www.researchcorridor.com/
submitted by ReportsStack to u/ReportsStack [link] [comments]
To know more about this study, request a free sample report @ https://www.researchcorridor.com/request-sample/?id=226
Market Trends:
Growing Demand from Automotive Sector: The automotive industry is a significant consumer of chloroprene rubber, particularly for the manufacturing of automotive hoses, belts, and seals. With the increasing production of vehicles globally and the growing demand for lightweight, durable, and fuel-efficient materials, there is a rising demand for chloroprene rubber in the automotive sector.
Expansion in Construction Industry: The construction industry is another major end-user of chloroprene rubber, where it is used in various applications such as roofing membranes, adhesives, and sealants. As construction activities continue to increase globally, driven by urbanization, infrastructure development, and housing projects, the demand for chloroprene rubber in this sector is expected to rise.
Shift towards Sustainable and Eco-Friendly Solutions: There is a growing emphasis on sustainability and environmental consciousness across industries, including the rubber sector. Manufacturers are increasingly focusing on developing eco-friendly chloroprene rubber products, such as those with reduced carbon footprint, recyclable materials, and fewer harmful emissions during production processes, in response to changing consumer preferences and regulatory requirements.
Technological Advancements: Continuous research and development efforts in the field of rubber chemistry and polymer engineering are leading to advancements in chloroprene rubber formulations. These advancements result in improved product performance, enhanced durability, and expanded application possibilities, driving market growth and innovation.
Rising Demand in Electrical and Electronics Industry: Chloroprene rubber's unique properties, including excellent resistance to temperature, weathering, and electrical insulation, make it suitable for various applications in the electrical and electronics industry. As the demand for consumer electronics, electrical appliances, and telecommunications equipment continues to grow, so does the demand for chloroprene rubber in this sector.
Market Opportunities:
The chloroprene rubber market presents several opportunities for growth and development. With the increasing demand from key sectors such as automotive, construction, and electrical/electronics industries, there is a growing need for innovative chloroprene rubber products that meet stringent performance requirements. Manufacturers have the opportunity to capitalize on this demand by investing in research and development to develop advanced formulations with enhanced properties such as improved durability, weather resistance, and eco-friendliness. Additionally, the shift towards sustainable and eco-friendly solutions presents opportunities for the development of bio-based chloroprene rubber alternatives that reduce environmental impact. Furthermore, the expansion of construction activities, especially in emerging economies, offers opportunities for market expansion by supplying chloroprene rubber for various construction applications such as roofing membranes and adhesives.
According to the recent report published by RC Market Analytics, the Global Chloroprene Rubber Market is expected to provide sustainable growth opportunities during the forecast period from 2024 to 2030. This latest industry research study analyzes the chloroprene rubber market by various product segments, applications, regions and countries while assessing regional performances of numerous leading market participants. The report offers a holistic view of the chloroprene rubber industry encompassing numerous stakeholders including raw material suppliers, providers, distributors, consumers and government agencies, among others. Furthermore, the report includes detailed quantitative and qualitative analysis of the global market considering market history, product development, regional dynamics, competitive landscape, and key success factors (KSFs) in the industry.
Browse the Full Report Discretion @ https://www.researchcorridor.com/chloroprene-rubber-market/
Geographically, the chloroprene rubber market report comprises dedicated sections centering on the regional market revenue and trends. The chloroprene rubber market has been segmented on the basis of geographic regions into North America, Europe, Asia Pacific, Latin America, and the Middle East & Africa. Chloroprene rubber market estimates have also been provided for the historical years 2020 to 2023 along with forecast for the period from 2024 - 2030.The report includes a deep-dive analysis of key countries including the U.S., Canada, the U.K., Germany, France, Italy, China, Japan, India, Australia, Mexico, Brazil and South Africa, among others. Thereby, the report identifies unique growth opportunities across the world based on trends occurring in various developed and developing economies.
The Chloroprene Rubber Market Segmentation:
By Grade:
- Linear
- Crystallizing Resistance
- Sulfur Modified
- Others
- Coatings & Adhesives
- Wires & Cables
- Hoses & Tubes
- Others
- Automotive
- Electrical & Electronics
- Construction
- Textile
- Others
- North America
- Europe
- Asia Pacific
- Latin America
- Middle East & Africa
To know more about this study, request a free sample report @ https://www.researchcorridor.com/request-sample/?id=226
Key Questions Answered by Chloroprene Rubber Market Report:
- Product popularity and adoption based on various country-level dynamics
- Regional presence and product development for leading market participants
- Market forecasts and trend analysis based on ongoing investments and economic growth in key countries
- Competitive landscape based on revenue, product offerings, years of presence, number of employees and market concentration, among others
- Various industry models such as SWOT analysis, Pestle Analysis, Porter’s Five Force model, Value Chain Analysis pertaining to Chloroprene Rubber market
- Analysis of the key factors driving and restraining the growth of the global, regional and country-level markets from 2020-2030
Media Contact:
Company Name: RC Market Analytics Pvt. Ltd. Contact Person: Vijendra Singh Email: sales@researchcorridor.com Visit us: https://www.researchcorridor.com/
2024.05.18 19:57 MisterYouAreSoDumb Study: Acteoside Improves Muscle Atrophy and Motor Function by Inducing New Myokine Secretion in Chronic Spinal Cord Injury
We found a study on acteoside (verbascoside) from Cistanche that is really interesting!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6599386/
I'll copy the abstract below, and some highlights I found particularly cool.
A lot to unpack here, but I will keep it short. This is showing that acteoside (verbascoside) from Cistanche can help improve chronic spinal cord injury, by protecting against muscle atrophy and secreting axonal growth factors. In addition, they found a new myokine called PKM2, or pyruvate kinase isoform M2, which promotes proliferation of skeletal muscle cells and the growth of axons in the brain. It crosses the blood-brain-barrier, potentially in a similar way to IGF-1, or insulin-like growth factor 1. The acteoside from Cistanche stimulates the release of PKM2. This is a really cool new mechanism for Cistanche that we were unaware of. When we worked on our supercritical CO2 Cistanche, we found that extraction type was concentrating acteoside to the highest amount. This mechanism points to the idea that stacking our supercritical CO2 Cistanche with some other products that increase nerve growth factor, like Erinamax and Tiger Milk, could be a super effective stack!
submitted by MisterYouAreSoDumb to NootropicsDepot [link] [comments]
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6599386/
I'll copy the abstract below, and some highlights I found particularly cool.
Chronic spinal cord injury (SCI) is difficult to cure, even by several approaches effective at the acute or subacute phase. We focused on skeletal muscle atrophy as a detrimental factor in chronic SCI and explored drugs that protect against muscle atrophy and activate secretion of axonal growth factors from skeletal muscle. We found that acteoside induced the secretion of axonal growth factors from skeletal muscle cells and proliferation of these cells. Intramuscular injection of acteoside in mice with chronic SCI recovered skeletal muscle weight reduction and motor function impairment. We also identified pyruvate kinase isoform M2 (PKM2) as a secreted factor from skeletal muscle cells, stimulated by acteoside. Extracellular PKM2 enhanced proliferation of skeletal muscle cells and axonal growth in cultured neurons. Further, we showed that PKM2 might cross the blood–brain barrier. These results indicate that effects of acteoside on chronic SCI might be mediated by PKM2 secretion from skeletal muscles. This study proposes that the candidate drug acteoside and a new myokine, PKM2, could be used for the treatment of chronic SCI.
Two major issues in chronic SCI are the untreatable axonal disruption and the severe atrophy of skeletal muscle; our study showed that both may be improved by acteoside, via PKM2 secretion. In this study, we found that acteoside injection into skeletal muscle at the chronic phase of SCI recovers locomotor dysfunction and skeletal muscle atrophy in mice, despite the fact that our contusion model was quite severe; less than grade 2 at 30 days post-injury. A series of similar experiments by our group have shown that acteoside injection, starting at 43 days post-injury, also significantly improves hindlimb motor function (data not shown). Further, acteoside injection enhanced axonal growth in 5-HT–positive cells and synaptogenesis at the caudal side of the lesion center.
Importantly, we showed that acteoside stimulates the secretion of PKM2 from skeletal muscle and that PKM2 promotes proliferation of skeletal muscle cells and axonal growth. Our results indicate that PKM2 is a new myokine that activates skeletal muscle and neurons and that its secretion is enhanced by acteoside stimulation.
Further, we found that PKM2 might cross the BBB and BSCB despite its large molecular weight. After exercise, transcription of several myokines is increased in the brain.17,34 However, there is no clear evidence on whether myokines transfer to the brain. PKM2 may be a new type of myokine that reaches the brain and potentially the spinal cord. The advantages and significance of PKM2 penetration in the central nervous system should be clarified in future. The mechanism by which PMK2 crosses the BBB and BSCB might be similar to that in the case of IGF-1 (MW: 8.5 kDa), which crosses the BBB by transcytosis.
acteoside-mediated neuroprotection against amyloid β-induced cell death in PC12 cells is mediated by ERK and PI3K/Akt pathways.23 In cancer cells, acteoside directly binds to and inhibits protein kinase C.38 Moreover, binding to and inhibition of caspase-3 of acteoside were found in neurons.39 In inflammatory cells stimulated with lipopolysaccharide, acteoside promotes nuclear factor κB inhibition.21 Inhibition of calcium influx by acteoside has also been reported.
In conclusion, we found that acteoside improves skeletal muscle atrophy and locomotor dysfunction caused by chronic SCI, suggesting that it might be a promising therapeutic drug candidate for SCI. We also demonstrated that acteoside promotes the secretion of PKM2 from skeletal muscle cells, and that extracellular PKM2 induces axonal growth in cortical neurons and increases proliferation of skeletal muscle cells (Fig. 10). A strategy involving skeletal muscle-mediated therapy is a novel approach for chronic SCI, which might be effective in combination with other treatments.
A lot to unpack here, but I will keep it short. This is showing that acteoside (verbascoside) from Cistanche can help improve chronic spinal cord injury, by protecting against muscle atrophy and secreting axonal growth factors. In addition, they found a new myokine called PKM2, or pyruvate kinase isoform M2, which promotes proliferation of skeletal muscle cells and the growth of axons in the brain. It crosses the blood-brain-barrier, potentially in a similar way to IGF-1, or insulin-like growth factor 1. The acteoside from Cistanche stimulates the release of PKM2. This is a really cool new mechanism for Cistanche that we were unaware of. When we worked on our supercritical CO2 Cistanche, we found that extraction type was concentrating acteoside to the highest amount. This mechanism points to the idea that stacking our supercritical CO2 Cistanche with some other products that increase nerve growth factor, like Erinamax and Tiger Milk, could be a super effective stack!
2024.05.18 19:39 dkapur17 Rollercoaster Prep - 170Q 164V Unofficial Score
Hey folks!
Finally done with my GRE! Since this subreddit was such great help for me during prep, I wanted to pay it forward by sharing my experience too and hopefully helping some of the folks currently preparing for the GRE.
I am currently a full time employee and so I can't really dedicate the entire day to studying for the GRE. On the plus side though, I didn't really have a hard deadline for when I needed to take the GRE by. As such, I decided to go with GregMat's 1 Month Study Plan and pace it to best suit my schedule.
I began my GRE preparation in early January 2024, initially completing one day of the Study Plan every two days. For Quant, I preferred Prepswift over GregMat's longer videos. Since I have a STEM background, I used these videos to familiarize myself with GRE topics rather than actually building a foundation from scratch. However, I did find some new information and watched the Prepswift videos at 2x speed. For Verbal I stuck with the videos in the plan and watched them at 2x speed.
For Vocab, not sure why, but I decided to go with the Magoosh Flashcards app over GregMat's vocab mountain. I was initially quite regular with my vocab practice and got the first 2 decks (100 words) in the first week, but this soon fell off (more on this later).
At the end of the First Week, the plan says to take a Diagnostic Test to see where you are at. So by this point the plan had covered the fundamentals of Arithmetic, and so I felt like the diagnostic test would be biased and show me that I did well on the Arithmetic questions and not as well on the others. With this "self-diagnosis", I decided against giving the diagnostic test in the first week and decided to give the test after I had done my first full round of prep. After that I could identify my weak spots and work on those again.
And from here, everything went down, in terms of regularity. I would go days without opening GregMat, or even the Magoosh Flashcards app. Some days I would feel extremely guilt ridden and so sit and grind a few days worth of study in a single sitting, and then again get out of touch for about a week or so. I had fallen into this rut, wherein I didn't study regularly for the GRE, but if I started working on any kind of hobby/side project I would be ridden with guilt that I should be studying instead.
This went on for a few months until by mid April I decided enough was enough and the only way for me to get this over with would be to decide on a test date. So I decided on a "soft" deadline, sometime during mid to end of May. Mid April I started prepping regularly again, trying my best to stick to the one-month plan. I also did 2 more decks from the Magoosh app (now a total of 200 words), but this is where things slowed down again on the vocabulary front.
I started to feel quite confident with my prep - I knew I had strong fundamentals in Quant as I did well on all the mixed practice sets and topic wise sets too, barring a few silly errors (and by silly I mean as silly as they can possibly get). For Verbal, GregMat's strategies were a gold mine. With this confidence, on 4th of May (I said May the Force Be With Me and) I booked the test for the 16th of May - just 12 days away.
I finished all of the available official material (Main Book, Verbal Guide and Quant Guide), except for the official practice tests by the 10th of May. At this point, I had still only memorized the 200 words from the Magoosh Flash Cards, and I had not given any practice test yet. I decided to give my first practice test on 11th, the PP1. I woke up early in the morning and gave the test with a fresh mind and got a 328 (168Q 160V). My goal was to score a 330+ (170Q and 160+V) in the real exam and this came pretty close, so I was somewhat happy. Analysis of my mistakes showed that I had made (yet again) a single silly mistake in the Quant Section that made me lose 2 points there, and missing a negation before a blank in one of the text completions that ended up changing my answer. Other than that, most of the mistakes were simply because I didn't understand what the words meant. That 200 word inventory was not nearly enough.
From this test I took away that my Quant was solid, but I needed to focus extra hard on not making silly mistakes, but my Vocab was in the gutter. I decided to focus the remaining few days on learning vocabulary and improving my reading strategies, since I was still struggling a bit in that area. I took to the vocab mountain and I made an excel sheet in which I only wrote down the words from the first 11 vocab groups that I didn't know. I was pleasantly surprised that for most groups, I only didn't know about half the words to begin with - this was quite the motivator. I also completed the remaining 2 Common Words decks from Magoosh bringing my word count from there to 300. I had also made another list of words that I had seen show up in the official material that I didn't find in words I had covered so far. As the test day drew nearer, I felt a little regretful not starting to memorize vocabulary sooner, but it was too late for that now. I just rinsed and repeated the words I had learnt so far. By my estimate, on test day I had about 500-600 words down (from the new ones I learnt and the ones I already knew).
On the 13th, I gave the Practice Test 1 on the GregMat website. While I found the quant to be slightly harder than the one in PP1, I managed to get a 334 (I don't remember the exact breakdown, but I remember making yet another silly mistake in the quant and missing the 170Q because of that, probably a 168Q 166V or 169Q 165V). Was quite happy with this but the silly mistake in the quant was quite frustrating again.
On the 14th, I grinded all the Quant sections from the practice tests in the official book (four 40 minute sections), consistently making a single silly mistake in each one. At this point I was super annoyed with myself for making such trivial mistakes. There was not a single problem I didn't know how to solve, but some step in the solution, or while reporting the final answer, I would end up blundering. I decided to concede and called it a day.
The day before the test 15th: I had read everywhere just to relax, not learn anything new, and if you really want, just do a light revision of what you already know. But by no means should you take a practice test at this point - nothing good can come out of it. If you identify some gaps you have no time to fill them, and if you do poorly it would be a massive hit to your confidence. Yet, despite my better judgement I decided to give the PP2. I guess I thought it would be stupid to waste an official test and I was quite confident in my prep - if I get a good score it will only raise my confidence. Seems like a good plan, right?
So I sit down first thing in the morning to give the test. I breeze past the first verbal and quant sections. I felt pretty good on the second verbal section too. In the second quant section, I had a small issue with time management and had to rush solving a few questions, but I felt satisfied with the way I handled the section. Time's up - I wait for the results to show up, feeling confident. A 324 - 165Q 159V. My heart sinks. What on earth happened?!
Almost with my heart in my throat, I go through the analysis and see that I had made a lot of mistakes in the sentence equivalence questions in the first verbal section - because I fell in love with one answer and then forced a pair, rather than pairing first and trying to solve the question after. A few more errors in reading. And my second quant section had 3 mistakes, each of which were very easily avoidable, but I didn't have a chance to do well because of poor time management. Boom! In a single swoop all the confidence I had gained over the weeks in my prep just shattered into pieces.
I kept thinking I should not have taken the test like everyone said. I hopped onto this subreddit to find some solace and see if anyone had posted something about a situation similar to mine. I found a few posts and fortunately most of them had an optimistic ending. Feeling better, I took a deeper look at what went wrong and wrote down the exact mistakes I had made. I came to realize that most of the mistakes I had made were not knowledge based errors, but rather strategical errors. I wrote these errors down clearly and made a very strong mental note about avoiding these in the actual test. This helped me calm down a lot and I started to gain a little bit of my confidence again. I called it an early night and hit the sack.
The next day I woke up feeling fresh and confident, telling myself that yesterday's test result was caused by negligence and not under-preparedness. Just don't pull yesterday's shenanigans today. I was ready! Went in and gave the test. I kept an extremely strong focus on good time management and not getting hung up on questions, making sure I finished the first pass over the quant sections with about 8-10 minutes to spare to go back and do the questions I missed and recheck my work. The quant seemed slightly harder than what I had done in the practice tests, although not by a huge margin (it could just be the nerves that made me think even easy questions have some kind of trap behind them). I was super careful not to make a single error, since I was targeting a perfect quant score. The verbal was about the same as all the prep that I had done before, so that didn't throw me off at all. I took a 1 minute break before the start of each section where I closed my eyes and just focused on my breathing. Overall the entire test went smoothly, and when I got my final score of 334 (170Q 164V), I felt a huge weight lift off my shoulders.
Takeaway - Should've just been regular with the prep and more serious with the vocabular memorization. Perhaps booking the test date sooner would've helped me be more organized in my prep.
TL;DR:
submitted by dkapur17 to GRE [link] [comments]
Finally done with my GRE! Since this subreddit was such great help for me during prep, I wanted to pay it forward by sharing my experience too and hopefully helping some of the folks currently preparing for the GRE.
I am currently a full time employee and so I can't really dedicate the entire day to studying for the GRE. On the plus side though, I didn't really have a hard deadline for when I needed to take the GRE by. As such, I decided to go with GregMat's 1 Month Study Plan and pace it to best suit my schedule.
I began my GRE preparation in early January 2024, initially completing one day of the Study Plan every two days. For Quant, I preferred Prepswift over GregMat's longer videos. Since I have a STEM background, I used these videos to familiarize myself with GRE topics rather than actually building a foundation from scratch. However, I did find some new information and watched the Prepswift videos at 2x speed. For Verbal I stuck with the videos in the plan and watched them at 2x speed.
For Vocab, not sure why, but I decided to go with the Magoosh Flashcards app over GregMat's vocab mountain. I was initially quite regular with my vocab practice and got the first 2 decks (100 words) in the first week, but this soon fell off (more on this later).
At the end of the First Week, the plan says to take a Diagnostic Test to see where you are at. So by this point the plan had covered the fundamentals of Arithmetic, and so I felt like the diagnostic test would be biased and show me that I did well on the Arithmetic questions and not as well on the others. With this "self-diagnosis", I decided against giving the diagnostic test in the first week and decided to give the test after I had done my first full round of prep. After that I could identify my weak spots and work on those again.
And from here, everything went down, in terms of regularity. I would go days without opening GregMat, or even the Magoosh Flashcards app. Some days I would feel extremely guilt ridden and so sit and grind a few days worth of study in a single sitting, and then again get out of touch for about a week or so. I had fallen into this rut, wherein I didn't study regularly for the GRE, but if I started working on any kind of hobby/side project I would be ridden with guilt that I should be studying instead.
This went on for a few months until by mid April I decided enough was enough and the only way for me to get this over with would be to decide on a test date. So I decided on a "soft" deadline, sometime during mid to end of May. Mid April I started prepping regularly again, trying my best to stick to the one-month plan. I also did 2 more decks from the Magoosh app (now a total of 200 words), but this is where things slowed down again on the vocabulary front.
I started to feel quite confident with my prep - I knew I had strong fundamentals in Quant as I did well on all the mixed practice sets and topic wise sets too, barring a few silly errors (and by silly I mean as silly as they can possibly get). For Verbal, GregMat's strategies were a gold mine. With this confidence, on 4th of May (I said May the Force Be With Me and) I booked the test for the 16th of May - just 12 days away.
I finished all of the available official material (Main Book, Verbal Guide and Quant Guide), except for the official practice tests by the 10th of May. At this point, I had still only memorized the 200 words from the Magoosh Flash Cards, and I had not given any practice test yet. I decided to give my first practice test on 11th, the PP1. I woke up early in the morning and gave the test with a fresh mind and got a 328 (168Q 160V). My goal was to score a 330+ (170Q and 160+V) in the real exam and this came pretty close, so I was somewhat happy. Analysis of my mistakes showed that I had made (yet again) a single silly mistake in the Quant Section that made me lose 2 points there, and missing a negation before a blank in one of the text completions that ended up changing my answer. Other than that, most of the mistakes were simply because I didn't understand what the words meant. That 200 word inventory was not nearly enough.
From this test I took away that my Quant was solid, but I needed to focus extra hard on not making silly mistakes, but my Vocab was in the gutter. I decided to focus the remaining few days on learning vocabulary and improving my reading strategies, since I was still struggling a bit in that area. I took to the vocab mountain and I made an excel sheet in which I only wrote down the words from the first 11 vocab groups that I didn't know. I was pleasantly surprised that for most groups, I only didn't know about half the words to begin with - this was quite the motivator. I also completed the remaining 2 Common Words decks from Magoosh bringing my word count from there to 300. I had also made another list of words that I had seen show up in the official material that I didn't find in words I had covered so far. As the test day drew nearer, I felt a little regretful not starting to memorize vocabulary sooner, but it was too late for that now. I just rinsed and repeated the words I had learnt so far. By my estimate, on test day I had about 500-600 words down (from the new ones I learnt and the ones I already knew).
On the 13th, I gave the Practice Test 1 on the GregMat website. While I found the quant to be slightly harder than the one in PP1, I managed to get a 334 (I don't remember the exact breakdown, but I remember making yet another silly mistake in the quant and missing the 170Q because of that, probably a 168Q 166V or 169Q 165V). Was quite happy with this but the silly mistake in the quant was quite frustrating again.
On the 14th, I grinded all the Quant sections from the practice tests in the official book (four 40 minute sections), consistently making a single silly mistake in each one. At this point I was super annoyed with myself for making such trivial mistakes. There was not a single problem I didn't know how to solve, but some step in the solution, or while reporting the final answer, I would end up blundering. I decided to concede and called it a day.
The day before the test 15th: I had read everywhere just to relax, not learn anything new, and if you really want, just do a light revision of what you already know. But by no means should you take a practice test at this point - nothing good can come out of it. If you identify some gaps you have no time to fill them, and if you do poorly it would be a massive hit to your confidence. Yet, despite my better judgement I decided to give the PP2. I guess I thought it would be stupid to waste an official test and I was quite confident in my prep - if I get a good score it will only raise my confidence. Seems like a good plan, right?
So I sit down first thing in the morning to give the test. I breeze past the first verbal and quant sections. I felt pretty good on the second verbal section too. In the second quant section, I had a small issue with time management and had to rush solving a few questions, but I felt satisfied with the way I handled the section. Time's up - I wait for the results to show up, feeling confident. A 324 - 165Q 159V. My heart sinks. What on earth happened?!
Almost with my heart in my throat, I go through the analysis and see that I had made a lot of mistakes in the sentence equivalence questions in the first verbal section - because I fell in love with one answer and then forced a pair, rather than pairing first and trying to solve the question after. A few more errors in reading. And my second quant section had 3 mistakes, each of which were very easily avoidable, but I didn't have a chance to do well because of poor time management. Boom! In a single swoop all the confidence I had gained over the weeks in my prep just shattered into pieces.
I kept thinking I should not have taken the test like everyone said. I hopped onto this subreddit to find some solace and see if anyone had posted something about a situation similar to mine. I found a few posts and fortunately most of them had an optimistic ending. Feeling better, I took a deeper look at what went wrong and wrote down the exact mistakes I had made. I came to realize that most of the mistakes I had made were not knowledge based errors, but rather strategical errors. I wrote these errors down clearly and made a very strong mental note about avoiding these in the actual test. This helped me calm down a lot and I started to gain a little bit of my confidence again. I called it an early night and hit the sack.
The next day I woke up feeling fresh and confident, telling myself that yesterday's test result was caused by negligence and not under-preparedness. Just don't pull yesterday's shenanigans today. I was ready! Went in and gave the test. I kept an extremely strong focus on good time management and not getting hung up on questions, making sure I finished the first pass over the quant sections with about 8-10 minutes to spare to go back and do the questions I missed and recheck my work. The quant seemed slightly harder than what I had done in the practice tests, although not by a huge margin (it could just be the nerves that made me think even easy questions have some kind of trap behind them). I was super careful not to make a single error, since I was targeting a perfect quant score. The verbal was about the same as all the prep that I had done before, so that didn't throw me off at all. I took a 1 minute break before the start of each section where I closed my eyes and just focused on my breathing. Overall the entire test went smoothly, and when I got my final score of 334 (170Q 164V), I felt a huge weight lift off my shoulders.
Takeaway - Should've just been regular with the prep and more serious with the vocabular memorization. Perhaps booking the test date sooner would've helped me be more organized in my prep.
- Targeting a 330+ (170Q 160+V)
- Spread GregMat's 1 Month Study Plan over 4 months in an extremely sporadic fashion (don't do this).
- Didn't focus nearly enough on Vocab building - 200 words learnt (also don't do this).
- Gave first diagnostic test PP1 5 days before exam - 328 (168Q 160V) - realize I make silly mistakes in quant and don't have nearly enough vocab knowledge
- Spend next 3 days grinding vocab (200 -> 600 words) and improving reading strategy.
- Gave GregMat Practice Test 1 3 days before exam - 334 (168Q 166V) - still making silly mistakes in quant, vocab is definitely improving.
- Make big dum-dum move and give PP2 1 day before exam - 324 (165Q 159V) - confidence absolutely shattered (if there is one thing you take away from this post, 100% DO NOT do this).
- Analysing mistakes helped identify flaws in test taking strategy that caused this poor score. Made a mental note to avoid these at all cost during the test.
- Test day, super smooth experience with good time management. Final score 334 (170Q 164V).
2024.05.18 19:27 harrythepuppy Stopping ADHD meds pre-op??
My surgeons office called me yesterday and said that I have to stop taking my adhd med 3 whole weeks before surgery. I am going to be miserable, I’ve been taking these since 4th grade! Did you also have this experience? Everything else I’m seeing says you can take it up to three days before surgery. What gives?
submitted by harrythepuppy to Reduction [link] [comments]
2024.05.18 19:23 Jax-El Card Shop Owners - Why Am I Not Getting Offers?
TLDR: I have bulk vintage baseball cards that I have offered at (what I think are) fair prices. The businesses I have approached have not given me any feedback other than, "No". What do I not understand about these business models? And what can I do to have more success in bulk sales?
Questions:
I have 8,300 vintage baseball cards, most of which range within 1970 to 1979, with some as far back as 1960. They are all sleeved (or toploaded) and organized by yeanumber. I have a full inventory list, but it is so large that it can overwhelm. None are graded.
I priced by looking at Becket value ranges and then adjusting down for various conditions. (I took this tactic instead of Ebay or COMC because I found that vintage prices are more stabilized between all of these methods, unlike modern cards or current players.)
Additionally, I reduced the price down by 10%-20% to "show prices" so I could sell singles at some local card shows. That wasn't selling quickly enough, so I switched to a bulk sale strategy by contacting businesses.
Therefore, I also reduced the price down another 10%-20% because I know businesses who sell at shows need to make profit margins (and deal with overhead, sorting, inventorying, etc.).
I mentioned that I am happy to entertain counteroffers and I am not offended by offers of any size, but that I would do what I can to accommodate the business needs, including organizing them into whatever way that prefer.
I ensured them that I did not PC all the high-value cards and am trying to offload the rest. If anything, I am incentivized to sell as many expensive cards as possible because I am trying to get a return on my investment. I only PC-ed some cards of players that held personal significance to myself or family members, but these rarely corelated with expensive cards.
Overall, I think I am being reasonable and understanding of business needs. The total % that I am looking for is something like 50%-70% of each card's "value" as I see it. Which seems to leave plenty of room for profits, even when selling at card shows.
Responses:
Side Note 1: If the issue is just that I haven't found the right buyer, does anyone know of sections of the industry which DO purchase bulk vintage? If this part of the post is against any sub rules, I can remove it. I am not asking for people to send me offers. I am only asking in general about industry structure. If someone within that sector happens to also send me advice on this thread, I don't think that's a conflict of interest. I can go through other means to negotiate with them to follow other rules. I just want people to get things they want.
Side Note 2: Some numbers for context. The last recorded price for everything was around $4,500. I am re-evaluating that from my side, but that's what I had late in 2023. Approximate Card counts per era: 1958-1964 = 200. 1965-1969 = 200. 1970-1975 = 3,500. 1976-1979 = 4,400. Total 1958-1979 = 8,300.
submitted by Jax-El to baseballcards [link] [comments]
Questions:
- Is there anything in the "Context" section below that I could improve or a rookie mistake I am making? Or anything you would find more appealing or useful as a business owner?
- What minimum % value do businesses typically offer to ensure they have profit margin?
- Could this offer increase if I accommodate in other ways, such as sending an inventory, sleeving, or organizing the cards how the business prefers?
I have 8,300 vintage baseball cards, most of which range within 1970 to 1979, with some as far back as 1960. They are all sleeved (or toploaded) and organized by yeanumber. I have a full inventory list, but it is so large that it can overwhelm. None are graded.
I priced by looking at Becket value ranges and then adjusting down for various conditions. (I took this tactic instead of Ebay or COMC because I found that vintage prices are more stabilized between all of these methods, unlike modern cards or current players.)
Additionally, I reduced the price down by 10%-20% to "show prices" so I could sell singles at some local card shows. That wasn't selling quickly enough, so I switched to a bulk sale strategy by contacting businesses.
Therefore, I also reduced the price down another 10%-20% because I know businesses who sell at shows need to make profit margins (and deal with overhead, sorting, inventorying, etc.).
I mentioned that I am happy to entertain counteroffers and I am not offended by offers of any size, but that I would do what I can to accommodate the business needs, including organizing them into whatever way that prefer.
I ensured them that I did not PC all the high-value cards and am trying to offload the rest. If anything, I am incentivized to sell as many expensive cards as possible because I am trying to get a return on my investment. I only PC-ed some cards of players that held personal significance to myself or family members, but these rarely corelated with expensive cards.
Overall, I think I am being reasonable and understanding of business needs. The total % that I am looking for is something like 50%-70% of each card's "value" as I see it. Which seems to leave plenty of room for profits, even when selling at card shows.
Responses:
- Silence
- "We don't have the money for something like that right now."
- "We aren't interested in bulk vintage, but you could try place X."
- "We would take the high value singles, but not bulk. Someone probably picked through it."
- Some version of shiftiness or hiding information from me, like profit margins or greediness. Rather than playing an economic game within equilibrium, which in my mind would seem like the quickest way for a business to gain profit.
Side Note 1: If the issue is just that I haven't found the right buyer, does anyone know of sections of the industry which DO purchase bulk vintage? If this part of the post is against any sub rules, I can remove it. I am not asking for people to send me offers. I am only asking in general about industry structure. If someone within that sector happens to also send me advice on this thread, I don't think that's a conflict of interest. I can go through other means to negotiate with them to follow other rules. I just want people to get things they want.
Side Note 2: Some numbers for context. The last recorded price for everything was around $4,500. I am re-evaluating that from my side, but that's what I had late in 2023. Approximate Card counts per era: 1958-1964 = 200. 1965-1969 = 200. 1970-1975 = 3,500. 1976-1979 = 4,400. Total 1958-1979 = 8,300.
2024.05.18 19:03 Rigelatinous How to Make Friends At WWU
DISCLAIMER: after reading some comments, I should make it clear that I’m posting this for people who are either newcomers to WWU, or who haven’t yet decided that the ASB collectively sucks and aren’t worth their time. I’ve seen a lot of posts about the cold nature of the WWU campus, and nope, you’re not imagining things. It freezes harder than Seattle up there in Red Square. Here are some strategies that worked for me: 1.) Don’t depend on your seminars to produce friends. If you do meet people you like, that’s awesome—I met my bestie because we had 2 classes together, but that was after a year of being at WWU. It’s really luck of the draw with who you get placed in classes with. 2.) Join a club. If you want to meet like-minded people who share your interests, there are lots of extracurriculars around campus. I’m a huge nerd, so I joined anime club with my seminar friend. They wound up being really fun people to spend time with, and I ended up meeting people with the same major as me. 3.) Be nice to your roommates. Even if you’re strangers, it’s worth being kind to the people you live with. 4.) Make actual plans. “We should hang out sometime” is WWU code for “I don’t want to hang out.” If you want to spend time with people, invite them to specific events on specific dates. “Want to get lunch after class today?” Is a sign you’re willing to make time for someone. The library cafe is a good place to meet, but there are also cheap, good places to eat in town. 5.) Explore Bellingham, either on your own or with a buddy. Best recs for under 21 fun: Go to State St. and eat pel meni (Russian dumplings) before browsing Buffalo Exchange. There’s also a bowling alley down there. Get coffee at Avellino on Railroad Ave. and go window shopping. Check out The Portal Container Village down by the waterfront (bonus: dog and bike friendly!) If you want to splurge, go to the Pickford Cinema and see an art flick (it’s cheaper than Regal) or go to Spark Museum on a Sunday and get Dr. Electron to show you around. 6.) Make and join study groups. It’ll boost your grades and your morale, and you’ll all bond over Underground coffee during Dead Week while you study for that scary final. 7.) Make the stupid small talk. Do it everywhere. Ask people how their day is going, and actively listen. It might be tedious, but it’s the only way people will remember your face to say hello to you again.
Godspeed, Vikings! Go forth, and find your people!
submitted by Rigelatinous to WWU [link] [comments]
Godspeed, Vikings! Go forth, and find your people!
2024.05.18 18:48 Main_Rough4832 Anyone a middle school Bilingual ELA teacher and mind providing info on their day to day duties?
I was hired for this position and start in September. I’ve only taught 5th & 4th grade throughout my 5 years of teaching and primarily to Hispanic students. I’m excited for the role but unsure if this is a main teacher position or if I’m supporting the main teacher. Any insight is appreciated! Thanks.
submitted by Main_Rough4832 to NYCTeachers [link] [comments]
2024.05.18 17:44 Groundbreaking_Mess3 Using M3 year + dedicated to effectively prepare for Step 2 CK (277)
I benefitted a lot from the advice on this subreddit and used a lot of it to guide my approach to M3 year; now that I've had the chance to sit the exam, I wanted to create an exam write-up in the hopes that it will be useful to others. This write-up is lengthy, as I wanted to include advice for any new M3 students about how to maximize 3rd year, as well as some Step 2-specific strategies and advice.
A little about me: I am a non-traditional student (in my 30s) at a mid-tier US MD school. Pre-clinical grades were good (honored 2nd year, 0.5% away from honoring 1st year). Honored every rotation in 3rd year. I am a peer tutor at my medical school and was actively involved in tutoring 1st and 2nd year students throughout my M3 year and dedicated.
I am a big believer in students teaching students and the idea that if we all work together, we all become better students and clinicians. In that spirit, I welcome you to ask me any questions that you have below.
I am a big believer that the most effective study strategy involves four big components:
A lot of people I know use AMBOSS and like it. Some people want an additional bank of questions to study from. I didn't personally use AMBOSS at all during 3rd year, and only used it for Ethics and QI during dedicated (and honestly, it was only marginally useful - may have gotten me 1 or 2 extra points on the real step 2 exam, but not more than that).
I think the smartest way to approach Q-banks is to make sure you have enough time to complete and thoroughly review at least one. For me, UWorld was more than enough to prepare well for each shelf exam and step 2 (honored every rotation). I think that a lot of people who try to use both AMBOSS and UWorld never finish either Q-bank in its entirety, or don't really review the Q-bank adequately. I decided it was a better use of my time and money to review only one but really know it well.
A note on Anki
Anki is a powerful tool that can really help with your long term retention, but it is dangerous if used incorrectly. I suspect that many people who don't find Anki helpful simply don't use it effectively.
The purpose of Anki is spaced repetition. In order for this to work, you have to keep up with reviews and you can't pause cards. I also caution students I tutor to be cautious of relying solely on a premade Anki deck; I used the AnKing deck, as well as this deck and a home-brew deck at my medical school.
During M3 year, I would start each rotation with UWorld from day 1, and as I came across each concept in UWorld, I would do a search through my Anki cards and unpause all the cards that related to that topic (so, for instance, when I got a question about diverculitis, I would then unpause all the diverticulitis cards). I found that doing this ensured that the new Anki cards I was adding were reviews of concepts I had just studied (via UWorld), so I was able to both reinforce the new content via Anki and also ensure that the new Anki cards I was adding were concepts that I was actually familiar with. I recommended this approach over the one that I saw many classmates using (just unpausing all the cards tagged for a clerkship at the start of the clerkship and "raw dogging" them, as my friend put it). It's also a good way to keep your daily new cards (and thus, your reviews) at a manageable number. On a typical day in 3rd year, I added between 50-100 new cards and averaged 250-350 reviews daily. I was nearly always able to complete my reviews while I was at the hospital each day, leaving my home study time free for UWorld.
More on how to effectively use Anki
A note on staying sane and prioritizing high-yield content
As others have said, I think that the best way to do extremely well on Step 2 CK is to approach M3 as a yearlong dedicated period. Doing well on Step 2 is not just about your preparation for the Step 2 exam, but also your learning during each rotation and your preparation for your shelf exams. Even if you're not at all interested in a particular specialty, there is a lot to learn from each rotation that will be valuable to you as a future physician. Additionally, each specialty has its own way of approaching medical decision-making, and paying attention to these patterns of thought can help you to reason through questions on exams, as well as be a better communicator with physicians in each specialty when you become a resident and attending.
As you progress through 3rd year, there are also a few things that I think it's wise to keep in mind:
For all rotations, my strategy was generally:
I did my rotations in the order listed below and I really liked this order. I know many people advocate for finishing on Internal Medicine, but I was very glad I started with it, because I think it laid a strong foundation for everything else. As long as you have a solid strategy for reviewing the IM content continuously throughout the year, I think it's a smart choice for the first rotation, especially because basically every other shelf exam will have 5-10 IM questions on it.
Medicine
Resources: UWorld (IM shelf bank + 1/2 of Ambulatory), Case Files Internal Medicine (did ~50% of it), USPSTF A & B guidelines, NBME practice shelf exams ("CMS forms"), Emma Holliday review
Advice: If you have free time 1-2 weeks before starting IM, get through as much of Case Files as you can. It lays a good base and helps you get into the mindset of IM. Once you start the rotation, crank through UWorld. I'd suggest trying to finish the UWorld Q's with 1-2 weeks to spare at the end of the clerkship in which you can review incorrects and/or shore up any weak areas.
Raw Score: 85
Neurology
Resources: UWorld, Case Files: Neurology, NBME practice shelf exams ("CMS forms")
Advice: Case Files Neuro is a little in the weeds, but it will help a lot with some of the more off-the-wall pathologies that aren't really seen in the UWorld bank.
Raw Score: 90
Psychiatry
Resources: UWorld, Case Files: Psych, NBME practice shelf exams ("CMS forms"). A lot of people swear by First Aid for the Psychiatry Clerkship; I didn't use it (but I think Case Files accomplished much the same purpose)
Advice: Pay attention to timelines + enjoy the psychation! This is the lightest rotation for most people. Take it in the summer if at all possible and enjoy the nice weather and free time. If you can, get it somewhere in the middle of 3rd year so you can have a little break.
Raw Score: 94
Family Medicine
Resources: UWorld (FM bank + 1/2 of ambulatory bank), Case Files: Family Med, NBME practice shelf exams ("CMS forms"), USPSTF A & B guidelines, CDC vaccination schedules
Advice: Try to take FM after IM, if at all possible. DO NOT underestimate the family medicine shelf exam. It is the broadest shelf exam, and it's heavily weighted towards prevention, so plan your studying accordingly. Know the USPSTF guidelines and vaccine schedules like the back of your hand (this is at least 25-30% of the shelf exam).
Raw Score: 85
Surgery
Resources: UWorld (Surgery bank + EM bank), de Virgilio's Surgery, NBME practice shelf exams ("CMS forms") for EM and Surgery, American College of Surgeons TEAM (Trauma Evaluation and Management) course book, Emma Holliday review
Advice: The surgery shelf exam focuses heavily on the pre- and post-surgical management of surgical patients, trauma assessment (hence the EM questions/CMS forms above), and knowing the indications for surgery. You will not be asked how to do a surgery on the shelf exam, but you will be expected to know when a surgery is indicated vs when medical management should be used instead (and also what that medical management is). De Virgilio's is a great and under-utilized resource that has a fantastic question bank at the end of each chapter. I would recommend reading at least the GI, vascular, breast, endocrine, and trauma sections (and honestly, as much of it as you have time for).
Raw Score: 85
Obstetrics and Gynecology
Resources: UWorld, Case Files: OBGYN, NBME practice shelf exams ("CMS forms"), ACOG guidelines, UWise questions
Advice: OBGYN is all about timelines (at least, the OB part is). Pay attention to gestational age requirements for diagnosis of various conditions. Know the various labs that are used to diagnose Pre-eclampsia with severe features, and really pay attention to risk factors for the various obstetric complications. As one nurse midwife I worked with put it, "The biggest risk factor anything in L & D is usually a history of the same complication". I didn't really find the UWise Q-bank that useful, but if you have extra time, it's a nice source of extra practice questions, or a good way to reinforce any trouble spots.
Raw Score: 87
Pediatrics
Resources: UWorld, Case Files: Pediatrics, NBME practice shelf exams ("CMS forms"), CDC vaccination schedule, Emma Holliday review
Advice: Know the general trends of pediatric vital signs (what's normal for an adult is abnormal for most pediatric patients and vice versa), pay attention to rashes and dermatology, and review these as often as possible. It's well worth your time to do a good review of all the glycogen storage diseases, inborn errors of metabolism, lysosomal storage diseases, etc that you forgot after Step 1. For this reason, if you can do Peds as your last rotation before Step 2 it's kind of nice...then you only have to re-learn all this stuff once. This stuff is fair game for Step 2 (and I did personally get questions on it on my exam).
Raw Score: 91
My main resources during dedicated were NBME practice exams (I did 8-14 timed), UWSAs, and the Free 120. I also listened to some Divine Intervention episodes on my runs and reviewed the Emma Holliday shelf exam reviews (I had previously listened to these during my M3 rotations). Of the podcasts, I found the Divine Intervention Free 120 review the most helpful, and would strongly recommend listening to those episodes after you take the Free 120. It did a lot to help me with some test taking strategies that I used on exam day.
General advice for dedicated:
CCSE: 254 (my school requires this, and it was given a few days after the final shelf exam, right at the start of my dedicated period)
NBME 9 (30 days out) 269
NBME 10 (21 days out) 268
NBME 11 (18 days out) 262
NBME 12 (15 days out) 251
NBME 13 (7 days out) 264
NBME 14 (2 days out) 264
UWSA 1 (25 days out) 254
UWSA 2 (9 days out) 268
UWSA 3 (5 days out) 266
New Free 120 (3 days out) 85%
Predicted score: 265
Of course, I ended up tossing and turning most of the night and slept very poorly. When I woke up, I considered trying to postpone my test, but ultimately I decided I just wanted it over and done with and I wasn't willing to wait any longer. My point here is that even if you have anxiety and/or a single bad night of sleep before the exam, you can still do very well if you've done the work. As we say in the marathon world, trust your training.
During the exam, I took a break of at least 5 min after every block. Personally, I found the mental break was extremely helpful. On the whole, I found the exam to be quite reasonable.
Step 2 CK: 277
My last piece of advice will be that I think doing well throughout third year is the best thing you can do. If you've had a break after 3rd year or you are an IMG or someone coming from a non-traditional program, doing a thorough content review with the CMS forms before starting Step 2 specific practice exams is a good idea.
Ultimately, I think the most important things are:
1.) Choosing a FEW, QUALITY resources to review
2.) Continuing your ACTIVE, CONTINUOUS review strategy
3.) Keeping a consistent schedule with time for sleep, healthy eating, exercise, and something you find fun (ideally something other than TV).
4.) Staying off Reddit. Really, I mean it. Especially during dedicated, it's just a black hole of anxiety and angst and you should avoid it at all costs. Come back after you get your amazing scores and pay it forward to others.
submitted by Groundbreaking_Mess3 to Step2 [link] [comments]
A little about me: I am a non-traditional student (in my 30s) at a mid-tier US MD school. Pre-clinical grades were good (honored 2nd year, 0.5% away from honoring 1st year). Honored every rotation in 3rd year. I am a peer tutor at my medical school and was actively involved in tutoring 1st and 2nd year students throughout my M3 year and dedicated.
I am a big believer in students teaching students and the idea that if we all work together, we all become better students and clinicians. In that spirit, I welcome you to ask me any questions that you have below.
Overview
In general, my advice boils down to:- Don't try to use EVERY resource. Choose a few high-quality resources and really know them well.
- Doing well on Step 2 (and shelf exams, tbh) requires active learning strategies and continually trying to think about what the next step would be. Practice questions are a great way to do this, but challenge yourself to go beyond what each individual question to build a broader knowledge base. That way, you won't only know the answer to that specific question, but also to a whole host of related questions.
I am a big believer that the most effective study strategy involves four big components:
- A question bank (UWorld) - gives you primary exposure to the material and helps to identify where your gaps are.
- A system for continuously reviewing content - I used Anki (I discuss this more below). You can also use other strategies (note-taking, old school flash cards), but the important thing is that your review strategy needs to be ACTIVE (i.e., not just re-reading your old notes, but actively quizzing yourself and covering up the answers) and it needs to be CONTINUOUS. I did not pause any Anki cards during 3rd year, so by the time I got to dedicated, I had been actively, continuously reviewing content for months.
- Resource(s) for primary sources - this is where you go when you need to refresh on pathophysiology, look up treatment/diagnostic testing for a disease, or understand the symptoms. I prefer UpToDate for this broadly, and used some additional resources on specific clerkships that I will discuss below.
- Practice exams - NBME practice shelf exams ("CMS forms") and NBME Step 2 practice exams; do them timed to practice pacing.
A lot of people I know use AMBOSS and like it. Some people want an additional bank of questions to study from. I didn't personally use AMBOSS at all during 3rd year, and only used it for Ethics and QI during dedicated (and honestly, it was only marginally useful - may have gotten me 1 or 2 extra points on the real step 2 exam, but not more than that).
I think the smartest way to approach Q-banks is to make sure you have enough time to complete and thoroughly review at least one. For me, UWorld was more than enough to prepare well for each shelf exam and step 2 (honored every rotation). I think that a lot of people who try to use both AMBOSS and UWorld never finish either Q-bank in its entirety, or don't really review the Q-bank adequately. I decided it was a better use of my time and money to review only one but really know it well.
A note on Anki
Anki is a powerful tool that can really help with your long term retention, but it is dangerous if used incorrectly. I suspect that many people who don't find Anki helpful simply don't use it effectively.
The purpose of Anki is spaced repetition. In order for this to work, you have to keep up with reviews and you can't pause cards. I also caution students I tutor to be cautious of relying solely on a premade Anki deck; I used the AnKing deck, as well as this deck and a home-brew deck at my medical school.
During M3 year, I would start each rotation with UWorld from day 1, and as I came across each concept in UWorld, I would do a search through my Anki cards and unpause all the cards that related to that topic (so, for instance, when I got a question about diverculitis, I would then unpause all the diverticulitis cards). I found that doing this ensured that the new Anki cards I was adding were reviews of concepts I had just studied (via UWorld), so I was able to both reinforce the new content via Anki and also ensure that the new Anki cards I was adding were concepts that I was actually familiar with. I recommended this approach over the one that I saw many classmates using (just unpausing all the cards tagged for a clerkship at the start of the clerkship and "raw dogging" them, as my friend put it). It's also a good way to keep your daily new cards (and thus, your reviews) at a manageable number. On a typical day in 3rd year, I added between 50-100 new cards and averaged 250-350 reviews daily. I was nearly always able to complete my reviews while I was at the hospital each day, leaving my home study time free for UWorld.
More on how to effectively use Anki
A note on staying sane and prioritizing high-yield content
As others have said, I think that the best way to do extremely well on Step 2 CK is to approach M3 as a yearlong dedicated period. Doing well on Step 2 is not just about your preparation for the Step 2 exam, but also your learning during each rotation and your preparation for your shelf exams. Even if you're not at all interested in a particular specialty, there is a lot to learn from each rotation that will be valuable to you as a future physician. Additionally, each specialty has its own way of approaching medical decision-making, and paying attention to these patterns of thought can help you to reason through questions on exams, as well as be a better communicator with physicians in each specialty when you become a resident and attending.
As you progress through 3rd year, there are also a few things that I think it's wise to keep in mind:
- Remember that you are a person first and a medical student/doctor second. I put this first because it's the most important. It's hard to learn when your basic needs aren't being met or you're so anxious, stressed, or depressed you can't remember anything. Find something that keeps you grounded and whole and sane and make that a priority. For me, it's distance running. I ran nearly every day of 3rd year and dedicated (often at 3 AM, before rounds). I finished 3 marathons during M3 and dedicated, including running the Boston Marathon 2 weeks before I took step 2. Running relieves anxiety, gives me an excuse to step away from studying, and evens out my mood. In total, I ran over 2500 miles during my M3 year. I don't think I would have done anywhere near as well in M3 without it.
- Get really, really good at preventive care. The US Preventive Services Task Force guidelines are highly tested on all shelf exams and on Step 2, and there really aren't that many of them. Before my family med rotation, I made an Anki deck of the A and B recommendations based on the most recent updates and kept those in rotation through Step 2 (about 150 cards total). If you're at the beginning of M3 year, (or really any point in M3) I would suggest doing this right now. Every time you see a patient in clinic, think about "what screening exams should this patient have". If you get in the habit of always doing this, by the time you get to the exam, those screening questions will be free points (and there are usually a bunch of them).
- Try to approach every patient encounter as though you are the sole physician responsible for that patient's care. Formulate your own plan independently of residents or attendings. Ask questions about all these things in your patient interview, and present the answers to your attending. You will learn more if you push yourself to try to think about management from the beginning of 3rd year rather than relying on plans from your residents.
- Pay attention to sensitivity and specificity of tests. This is becoming a bigger and bigger deal on NBMEs and Step 2. Knowing sensitivity and specificity can help you determine whether a given finding in a question stem is significant or not.
- Look up every imaging test and diagnostic procedure you come across, whether in clinic or on a practice exam. A good rule of thumb for whether you understand a test is "Do I know when this test is appropriate, when it is inappropriate, and could I explain it to a patient?". I had a surgery fellow pimp me on when to order an ERCP vs MRCP; this stuff is important because it prevents unnecessary testing and allows you to get the most "bang for your buck", both in terms of diagnostic accuracy and scoring points on the "next step" questions on exams.
- Pay attention to thresholds for follow-up observation vs treatment. If a patient has a AAA that's 3 cm, you do serial ultrasounds and watch it clinically; if it's 7 cm, you operate. Many, many conditions have similar thresholds, and you should look for the differences in how you manage a condition based on the thresholds. Sometimes this stuff is buried in the UWorld explanations, so when you see it, make a flash card or add it to your review.
- Know the USPSTF screening guidelines like the back of your hand. There aren't that many of them, and it's basically free points on every single shelf exam + step 2. Make a flash card deck with the most updated versions on day 1 and review it throughout 3rd year. Especially high yield on FM + IM, but they appear on every shelf.
- Think about what things a specialty "cares about" when you're rotating on that specialty.
- OBGYN: gestational age, STI history/screening, social/fam Hx of risk factors for gyn cancers (breast, cervical, ovarian, endometrial).
- Surgery: is the patient safe to take to surgery (comorbidities, heart failure, coagulopathies, meds, etc)? When is surgery indicated (i.e., do they have to go now, or can they wait)? Antibiotic prophylaxis (who needs it, and what antibiotics)? Post-op complications (the "5 W's", leaks, nearby structures that can be injured)? Normal post-op care/patient safety (DVT prophylaxis, catheter removal, infections, etc).
- Peds: developmental milestones/normal development/growth curves, rashes (pediatricians love rashes), upper respiratory infections, stuff that gets treated differently in kids (ex. febrile UTI), neonatal hyperbilirubinemia (basically guaranteed to get at least one question on this on any peds exam)
- IM: Preventive care/screening, vaccines, hypertension, diabetes, heart failure, ACS, liver failure/cirrhosis.
- FM: IM + Peds + OBGYN, with a heavy focus on preventive screenings
- Psych: Pay attention to timelines; think of every psych disease as a continuum (i.e., <1 mo = brief psychotic disorder, 1-6 mo = schizophreniform, 6+ = schizophrenia, schizophrenia + mood symptoms = schizophreniform). Find something that makes sense to you for the personality disorders (I personally mapped them all onto Harry Potter characters and now I will never have to re-learn them).
- Neuro: Differentiating causes of stroke, multiple sclerosis, when to get an MRI (answer: always get an MRI in neuro), different types of dementia
Subject Review
This section is intended for those who are starting or still in the midst of M3 year. If you're already in dedicated, this section may be less useful.For all rotations, my strategy was generally:
- Complete the UWorld Shelf exam Q-bank with 1-2 weeks to spare
- Make/unpause Anki cards as I worked through UWorld
- Take timed NBME practice shelf exams regularly throughout the rotation(I sat down at the start of each rotation and planned these out every 1-2 weeks so they were evenly spaced throughout the rotation). Get through every practice exam by the end of the rotation. Doing them timed is important because it helps you to practice pacing. One 50-question exam at 90 seconds/ question = 75 minutes total. I also wrote down the diagnosis for each question so that when I reviewed the exam, I could see whether any wrong answers were a problem with making the wrong diagnosis vs knowing the next step. Doing the NBME shelf exams also gives you a good sense of what the "pet concepts" that tend to occur over and over are (for instance, SCFE vs Legg-Calve-Perthes comes up shockingly often)
I did my rotations in the order listed below and I really liked this order. I know many people advocate for finishing on Internal Medicine, but I was very glad I started with it, because I think it laid a strong foundation for everything else. As long as you have a solid strategy for reviewing the IM content continuously throughout the year, I think it's a smart choice for the first rotation, especially because basically every other shelf exam will have 5-10 IM questions on it.
Medicine
Resources: UWorld (IM shelf bank + 1/2 of Ambulatory), Case Files Internal Medicine (did ~50% of it), USPSTF A & B guidelines, NBME practice shelf exams ("CMS forms"), Emma Holliday review
Advice: If you have free time 1-2 weeks before starting IM, get through as much of Case Files as you can. It lays a good base and helps you get into the mindset of IM. Once you start the rotation, crank through UWorld. I'd suggest trying to finish the UWorld Q's with 1-2 weeks to spare at the end of the clerkship in which you can review incorrects and/or shore up any weak areas.
Raw Score: 85
Neurology
Resources: UWorld, Case Files: Neurology, NBME practice shelf exams ("CMS forms")
Advice: Case Files Neuro is a little in the weeds, but it will help a lot with some of the more off-the-wall pathologies that aren't really seen in the UWorld bank.
Raw Score: 90
Psychiatry
Resources: UWorld, Case Files: Psych, NBME practice shelf exams ("CMS forms"). A lot of people swear by First Aid for the Psychiatry Clerkship; I didn't use it (but I think Case Files accomplished much the same purpose)
Advice: Pay attention to timelines + enjoy the psychation! This is the lightest rotation for most people. Take it in the summer if at all possible and enjoy the nice weather and free time. If you can, get it somewhere in the middle of 3rd year so you can have a little break.
Raw Score: 94
Family Medicine
Resources: UWorld (FM bank + 1/2 of ambulatory bank), Case Files: Family Med, NBME practice shelf exams ("CMS forms"), USPSTF A & B guidelines, CDC vaccination schedules
Advice: Try to take FM after IM, if at all possible. DO NOT underestimate the family medicine shelf exam. It is the broadest shelf exam, and it's heavily weighted towards prevention, so plan your studying accordingly. Know the USPSTF guidelines and vaccine schedules like the back of your hand (this is at least 25-30% of the shelf exam).
Raw Score: 85
Surgery
Resources: UWorld (Surgery bank + EM bank), de Virgilio's Surgery, NBME practice shelf exams ("CMS forms") for EM and Surgery, American College of Surgeons TEAM (Trauma Evaluation and Management) course book, Emma Holliday review
Advice: The surgery shelf exam focuses heavily on the pre- and post-surgical management of surgical patients, trauma assessment (hence the EM questions/CMS forms above), and knowing the indications for surgery. You will not be asked how to do a surgery on the shelf exam, but you will be expected to know when a surgery is indicated vs when medical management should be used instead (and also what that medical management is). De Virgilio's is a great and under-utilized resource that has a fantastic question bank at the end of each chapter. I would recommend reading at least the GI, vascular, breast, endocrine, and trauma sections (and honestly, as much of it as you have time for).
Raw Score: 85
Obstetrics and Gynecology
Resources: UWorld, Case Files: OBGYN, NBME practice shelf exams ("CMS forms"), ACOG guidelines, UWise questions
Advice: OBGYN is all about timelines (at least, the OB part is). Pay attention to gestational age requirements for diagnosis of various conditions. Know the various labs that are used to diagnose Pre-eclampsia with severe features, and really pay attention to risk factors for the various obstetric complications. As one nurse midwife I worked with put it, "The biggest risk factor anything in L & D is usually a history of the same complication". I didn't really find the UWise Q-bank that useful, but if you have extra time, it's a nice source of extra practice questions, or a good way to reinforce any trouble spots.
Raw Score: 87
Pediatrics
Resources: UWorld, Case Files: Pediatrics, NBME practice shelf exams ("CMS forms"), CDC vaccination schedule, Emma Holliday review
Advice: Know the general trends of pediatric vital signs (what's normal for an adult is abnormal for most pediatric patients and vice versa), pay attention to rashes and dermatology, and review these as often as possible. It's well worth your time to do a good review of all the glycogen storage diseases, inborn errors of metabolism, lysosomal storage diseases, etc that you forgot after Step 1. For this reason, if you can do Peds as your last rotation before Step 2 it's kind of nice...then you only have to re-learn all this stuff once. This stuff is fair game for Step 2 (and I did personally get questions on it on my exam).
Raw Score: 91
Dedicated Study
I completed my first pass of UWorld during my M3 core rotations with an average of 74%. I did reset UWorld and begin a 2nd pass during dedicated, but I found that the questions repeated a lot of content that I knew well, and ultimately decided it wasn't a good use of my time. I only completed about 20% of my 2nd pass of UWorld with an average of 92%.My main resources during dedicated were NBME practice exams (I did 8-14 timed), UWSAs, and the Free 120. I also listened to some Divine Intervention episodes on my runs and reviewed the Emma Holliday shelf exam reviews (I had previously listened to these during my M3 rotations). Of the podcasts, I found the Divine Intervention Free 120 review the most helpful, and would strongly recommend listening to those episodes after you take the Free 120. It did a lot to help me with some test taking strategies that I used on exam day.
General advice for dedicated:
- Keep on a regular sleep schedule, even on your days off. I went to bed at 10 and got up at 6 every day, because I wanted my schedule to be close to what I would need to do on test day.
- Take days off. I took at least 1/2 a day off every week. I also ran a major marathon 2 weeks before my test day, so that was a very light weekend in terms of studying.
- Keep exercising and doing things you enjoy. For me, this meant running a marathon (something I do regularly). You don't have to go as crazy as I did, but do something to get outside and stay active. It will help you keep the anxiety under control and see the sunlight every so often.
- Take practice exams regularly and spend plenty of time reviewing them. I made a google doc to keep track of incorrects and assigned each one to a category of "why I got it wrong" (i.e., "overthinking", "knowledge gap", "guessed wrong of 2", etc). This helps to identify trends. I found that I have a tendency to overthink questions, so identifying this helped me to address this weakness and gave me confidence to go with my gut instinct on the exam.
- Don't be afraid to adjust your study plan during dedicated. I started a 2nd pass of UWorld, but after about 2 weeks of dedicated, I felt like I wasn't really getting anything additional out of it and I was remembering too many of the questions from my 1st pass, so I just stopped using it. I spent that time on other resources instead (more practice exams). Take the time to really analyze which activities are actually helping your learning. Don't just do something because that's what everyone else is doing during their dedicated.
- Keep up with your review strategy. For me, this was Anki. I spent 2-4 hours every morning during dedicated doing Anki. At times, I worried that this was too much time on Anki, but part of what makes Step 2 (and all USMLE exams) challenging is the sheer breadth of content. The best way to prep for this is to keep consistent with your review strategy.
- If there's a concept you dread seeing in a question stem, STOP, do not pass Go, do not collect $20. Take a second to go to a primary source (UpToDate, a textbook) and review that content. Make some flash cards and review it regularly.
- Practice your timing. I came up with my exam day break strategy at the start of my dedicated, and every time I took a practice exam, I practiced my break strategy (at least, the first 5 blocks of my break strategy). This made it very easy for me to execute on test day because I was already used to doing 5 blocks in a row exactly this way. I took my lunch break after block 5 instead of block 4 (because I liked the psychological factor of knowing the exam was more than halfway done). Coming back for 3 more was no problem on test day.
CCSE: 254 (my school requires this, and it was given a few days after the final shelf exam, right at the start of my dedicated period)
NBME 9 (30 days out) 269
NBME 10 (21 days out) 268
NBME 11 (18 days out) 262
NBME 12 (15 days out) 251
NBME 13 (7 days out) 264
NBME 14 (2 days out) 264
UWSA 1 (25 days out) 254
UWSA 2 (9 days out) 268
UWSA 3 (5 days out) 266
New Free 120 (3 days out) 85%
Predicted score: 265
The Day Before
Just take a break, for the love of all that is good. I went for a run, watched some old TV, read for fun, had a nice pasta dinner, and tried to go to bed early. Laid out everything I needed (lucky t-shirt, snacks, testing permit, ID, keys, etc).Of course, I ended up tossing and turning most of the night and slept very poorly. When I woke up, I considered trying to postpone my test, but ultimately I decided I just wanted it over and done with and I wasn't willing to wait any longer. My point here is that even if you have anxiety and/or a single bad night of sleep before the exam, you can still do very well if you've done the work. As we say in the marathon world, trust your training.
The Test
Got to the testing center 45 minutes early. Made sure the last thing I did before going through security was to take a bathroom break. Brought plenty of snacks, headache medication, chocolate, and a healthy and delicious lunch (I think there's some psychological power in knowing you have a delicious lunch awaiting you).During the exam, I took a break of at least 5 min after every block. Personally, I found the mental break was extremely helpful. On the whole, I found the exam to be quite reasonable.
Step 2 CK: 277
My last piece of advice will be that I think doing well throughout third year is the best thing you can do. If you've had a break after 3rd year or you are an IMG or someone coming from a non-traditional program, doing a thorough content review with the CMS forms before starting Step 2 specific practice exams is a good idea.
Ultimately, I think the most important things are:
1.) Choosing a FEW, QUALITY resources to review
2.) Continuing your ACTIVE, CONTINUOUS review strategy
3.) Keeping a consistent schedule with time for sleep, healthy eating, exercise, and something you find fun (ideally something other than TV).
4.) Staying off Reddit. Really, I mean it. Especially during dedicated, it's just a black hole of anxiety and angst and you should avoid it at all costs. Come back after you get your amazing scores and pay it forward to others.
2024.05.18 17:25 No_Opportunity_7480 WAMC?
Hi, I finally got all of my grades back so I now know the GPA I will be applying with for next year. My first year went really badly and I've been anxious about applying to med for all of university. I also feel like my ECs aren't that great but I know it matters more how you write them. I'm going into fourth year in September.
GPA: 3.88 (3.67/3.99/3.97)
MCAT: 513 (128/128/130/127)
CASPER: Have never taken before but hoping for 4th, my typing speed is about 110wpm
IP Ontario (RIP)
ECs: Orientation leader (3yrs), executive member of a homelessness advocacy group, moving up to a vice president position where I can work with local government (3 yrs), volunteered in a lab and currently working there as a summer student, no pubs or awards (1 yr), tutoring (children and other students, a few different initiatives/clubs) (2 yrs), food bank volunteering (2 yrs). I'm planning on doing some more volunteering this summer alongside my job.
I have some artistic and athletic hobbies but nothing official. Also no awards. I want to apply this year just to try it but feel like after 4th year my ECs/achievements will be more significant. I'm hoping to get a job at school, do more volunteering, and join a rec sports team (mostly for mental health and exercise but could add some dimension to my application as well).
What can I improve over the summer to improve my application? Thank you for reading this and thank you in advance 🙏🏼
submitted by No_Opportunity_7480 to premedcanada [link] [comments]
GPA: 3.88 (3.67/3.99/3.97)
MCAT: 513 (128/128/130/127)
CASPER: Have never taken before but hoping for 4th, my typing speed is about 110wpm
IP Ontario (RIP)
ECs: Orientation leader (3yrs), executive member of a homelessness advocacy group, moving up to a vice president position where I can work with local government (3 yrs), volunteered in a lab and currently working there as a summer student, no pubs or awards (1 yr), tutoring (children and other students, a few different initiatives/clubs) (2 yrs), food bank volunteering (2 yrs). I'm planning on doing some more volunteering this summer alongside my job.
I have some artistic and athletic hobbies but nothing official. Also no awards. I want to apply this year just to try it but feel like after 4th year my ECs/achievements will be more significant. I'm hoping to get a job at school, do more volunteering, and join a rec sports team (mostly for mental health and exercise but could add some dimension to my application as well).
What can I improve over the summer to improve my application? Thank you for reading this and thank you in advance 🙏🏼
2024.05.18 17:10 InvestSmartIndia Breaking Down the Hype Around Green Hydrogen: How, What and the Why
 | We've all been hearing a lot about green hydrogen lately, but what exactly is it, and why is it such a big deal? Let me break it down for you in a way that's easy to understand and relevant to us. submitted by InvestSmartIndia to IndiaSpeaks [link] [comments] What is Green Hydrogen? Green hydrogen is produced through a process called electrolysis, where water is split into hydrogen and oxygen using renewable energy sources like solar or wind power. Unlike traditional hydrogen produced from fossil fuels, green hydrogen has virtually zero carbon emissions, making it a clean and sustainable alternative. Why is it Important? Green hydrogen has a wide range of applications in various industries, from chemical and petrochemical sectors to steel and transportation. It's being hailed as a game-changer for industries that can't easily transition to electrification, like steel and cement, as it offers a viable path towards decarbonization. Let's look at how much Hydrogen is being used around the world: IEA Report: Global HydrogenReview 2023 Industrial Applications of (Green)Hydrogen: 🏭 Chemical Industry: Ammonia Production: Over half of global industrial hydrogen fuels ammonia manufacturing. Ammonia is vital for fertilizers and other chemical processes. 🌾 Methanol Production: The second-largest consumer of industrial hydrogen. Methanol is a building block for chemicals and fuels 🧪 🛢️ Petrochemical Industry: Used for Hydrogenation: transforms compounds—like turning vegetable oils into margarine or converting coal into liquid fuels. 🌟 🔩 Steel Industry: Enables low-carbon iron production from iron ore Other Promising Uses 🌐:
Hydrogen Ecosystem: EY Report: India's Green Hydrogen Revolution Globally, India stands 4th in Renewable Energy Installed capacity (including Large Hydro), 4th in Wind Power capacity & 5th in Solar Power capacity (as per REN21 Renewables 2022 Global Status Report). The country has set an enhanced target of 500 GW of non-fossil fuel-based energy by 2030, at the COP26. This has been a key pledge under the Panchamrit announcement of India’s climate action and is the world’s largest expansion plan in Renewable Energy. India’s installed non-fossil fuel capacity has increased to 396% in the last 9 years World is rushing to cut emissions: :Global initiative towards Hydrogen economy India's Green Hydrogen Mission Our government has recognized the potential of green hydrogen and has launched the National Green Hydrogen Mission. Here are some key highlights: 🔋 Production Goals: Achieve 5 million metric tons of green hydrogen production by 2030, with 60-100 GW of electrolyzer capacity and 125 GW of renewable energy dedicated to hydrogen production. 💰 Economic Impact: The mission aims to create around 600,000 new jobs in the green energy sector and attract investments worth over ₹8 lakh crore (around $100 billion). 🌍 Environmental Benefits: It's expected to result in a cumulative carbon abatement of 50 million metric tons and facilitate the transition to low-carbon steel, mobility, and shipping sectors. Strategies for Success: Demand Creation:🌐 Exports: Foster export opportunities through policies and partnerships. 🏢 Domestic Demand: Mandate minimum green hydrogen consumption by designated consumers. 💼 Competitive Bidding: Aggregate demand and procure green hydrogen/ammonia through bidding. 📜 Certification Framework: Develop a regulatory framework for Green Hydrogen certification. At the core of the National Green Hydrogen Mission (NGHM) is the Strategic Interventions for Green Hydrogen Transition (SIGHT): which introduces two distinct financial incentive mechanisms. These mechanisms target incentivising domestic manufacturing of electrolysers and green hydrogen production. By leveraging India’s advantage in low-cost renewable electricity, the programme aims to achieve competitive domestic electrolyser manufacturing and reduce the costs of green hydrogen production. 💸 Financial Incentives: Approved INR 17,500 Crores (~USD 2.2 billion) for domestic electrolyzer production and renewable-based hydrogen.Incentives up to INR 50/kg (USD 0.64/kg) for the first year, gradually reducing over three years. ⚡ Electricity Transmission Charges Waiver:Renewable hydrogen and ammonia projects commissioned before 2030 exempt from transmission charges. Gradual reduction for projects commissioned after 2030. 🔬 Electrolysis Manufacturing Capacity: Tenders for 1.5 GW of electrolysis manufacturing capacity launched in May 2023. Focus on economic incentives and cost reduction. India has set its sight on becoming energy independent by 2047 and achieving Net Zero by 2070. To achieve its goal and commitment, Government of India has recognised the critical role of Green Hydrogen. India, with its vast renewable energy resources, also could produce Green Hydrogen for the world. India currently imports over 40% of its primary energy requirements, worth over USD 90 billion every year. Major sectors like mobility and industrial production are significantly dependent on imported fossil fuels. Many major economies have declared Hydrogen strategies as part of the broader climate and clean energy related actions. The National Green Hydrogen Mission aims to provide a comprehensive action plan for establishing a Green Hydrogen ecosystem and catalyzing a systemic response to the opportunities and challenges of this sunrise sector. Many companies are taking up the challenge and are participating in the Green Hydrogen Ecosystem! Lots of Investments to be done, value to be created, carbon sequestered and Jobs created! I have added Recent Company activity in this area and other developments over here at my twitter handle. Do check it out if interested! |
2024.05.18 17:05 bugschadbunny A man is only loved under the condition that he provides something.
I (21M) have only been an average student who worked hard for most part of my academic life. I enjoyed athletics very much and was good in it but had no support from parents. They always loved to boast my grades in front of their relatives and friends. They would often inflate it even when I was getting above 93/94%. After my Xth I got the opportunity to join Sports school but they outright refused and I was send to a private school.
After my 12th came the covid I was told to take admission in a college near home. I got admitted to college near my home for the BSc. Lost interest in studies but still managed to score 8/10 cgpa. I am still confused about my career since the pay is very low for my UG and now I am seriously getting scoldings and dialogues from parents that I am not doing anything / providing any help to the household while I’m doing all I could. On the other hand my cousin sister is on her 4th attempt to neet and they are cheering for her.
Now I can feel how badly men are treated if they’re unable provide anything. I was loved only when I was getting good grades or when I was a trophy child. Unemployment is not same for boys and girls.
submitted by bugschadbunny to onexindia [link] [comments]
After my 12th came the covid I was told to take admission in a college near home. I got admitted to college near my home for the BSc. Lost interest in studies but still managed to score 8/10 cgpa. I am still confused about my career since the pay is very low for my UG and now I am seriously getting scoldings and dialogues from parents that I am not doing anything / providing any help to the household while I’m doing all I could. On the other hand my cousin sister is on her 4th attempt to neet and they are cheering for her.
Now I can feel how badly men are treated if they’re unable provide anything. I was loved only when I was getting good grades or when I was a trophy child. Unemployment is not same for boys and girls.