My ex and I just broke up.
One of the bitter issues we had was that he was really controlling.
He tried to convince me that the changes he made to my health were things that I wanted.
1) I got off of my birth control. The first reason he gave was that it lowers men’s testosterone. He also said that there was research saying it had “negative impact on relationships” and said that it never ends well?? And he said that I would need to be off of it for a year before he’d consider marrying me. I argued back that we live in a state with no reproductive rights, so I would have to go out of state for an abortion or he would need to care for our kid that he can’t support right now. He convinced me to stop it “for myself”.
2) I was on a prescription medication for insomnia that happened to be an antidepressant. He is very passionately anti-pharmaceutical; he said he does not want a partner or a mother of his children to be on antidepressants or pharmaceuticals. I argued back that that is for my doctor or OB/GYN to say, not him. Apparently he knows better than them though so he convinced me to stop it “for myself”.
3) I made all of these changes for him. When he had a problem with me, I had to change it otherwise he’d give me an ultimatum. But if I had a problem with him, I had to get over it because he’s right and I’m wrong and he doesn’t have to change himself. Just me.
4) We went camping and everyone was partying, drinking, smoking and I got dehydrated because of the cold, making me more drunk than intended. Nothing happened. I was just drunk and my boyfriend had to make sure I didn’t fall in the pond because I wanted to paddleboard. My boyfriend took a photo of me drunk and sent it to my sister’s boyfriend to shame and embarrass me. I discovered it, and confronted him. He threatened to break up with me, and put me on an “exercise program” where I had to exercise to “earn” drinks during the week. Yep. If I exercised 3 times a week, I’d earn one drink, etc.
5) Someone asked my ex why he had not proposed to me, and I wanted to know too. This was after I had made all these changes for him and was working on other problems he had with me. He said he, “Still had to see more progress from me” for a while until he was sure. At that point, I felt like goal posts would just continue to get moved and I would always be trying to meet certain standards. Stick and carrot.
6) He told me multiple times that his love was conditional. I had to meet certain conditions and standards to earn his love, and if I didn’t, he would withdraw that love and affection from me. He would become mean, cold, withdrawn, a stranger.
I mean, typing all of this out, I’m thinking who in the hell would be with a man like this?? But the blame is being placed on me for our breakup. He was treating me like shit on vacation, like I was worthless and meant nothing to him. His friend treated me with basic kindness and decency, nothing inappropriate happened. My ex was fighting with me, putting me down, making me cry, and his friend was hugging me, asking if I was okay, being supportive to me all right in front of my ex’s eyes. While my ex was treating me like trash, my ex said he was watching the whole time us getting close, yet he never stepped in to tell me he loved me, he cared about me, that I meant something to him, or any sign of affection or love. He just berated me and made me feel bad about myself.
I’m questioning my sanity.

I’m being serious. I’m confused. Let’s say a bunch of people from a different country/place/what ever kidnapped you killed a bunch of people in your town too and then took the rest of yall to their country to make an aggressive “threatening” political point. The point being that this is what time it is its on site w.e w.e🙄…What is your government supposed to do…….if their government has no reaction to it. Which is my second question, why didn’t Palestinian government catch wind of and then prevent the attack on a bunch of unpolitical civilians festival kids & families or some shit or speak out against it and work with the Israeli government to catch and jail the kidnappers and return the people. Their first moves were warcrimes so it of course set the tone would it not?
I’m not sure if it’s common knowledge but the tora inspired the bible which inspired the Quran. So like Judaism came first before christianity which was inspired by Judaism and then Islam was inspired by Christianity hence Adam and the garden being in their book too and all of that shit. So if the jewish religion literally just came first and inspired it all why is the vibe that they are the imposters………….. why not coexist with the religion(judaism) that inspired your religions inspiration(christianity) then leading into yours being islam. These are not rhetorical questions I’m like why is there an issue and why didn’t the Palestinian government do something about the kidnappers and the victims so that Israel wouldn’t. ?? And how is them doing nothing about it the correct reaction…… vs Israel’s….? What was Israel suppose to do next in your educated opinions. Did the Palestinian government even at some point try & would they have been politically trust worthy enough to leave it all up to? Because it seems like a no. Which does make them seem like they shouldn’t even be protested for….. maybe I’m wrong I pay attention but not to every detail so I’m fr asking.

A Homily Prepared For Sunday May 19, 2024
The Collect
O God, who on this day taught the hearts of your faithful people by sending to them the light of your Holy Spirit: Grant us by the same Spirit to have a right judgment in all things, and evermore to rejoice in his holy comfort; through Jesus Christ your Son our Lord, who lives and reigns with you, in the unity of the Holy Spirit, one God, for ever and ever. Amen.
The Gospel
John 7:37–39a
37 In the last day, that great day of the feast, Jesus stood and cried, saying, If any man thirst, let him come unto me, and drink.
38He that believeth on me, as the scripture hath said, out of his belly shall flow rivers of living water.
39 (But this spake he of the Spirit, which they that believe on him should receive: for the Holy Ghost was not yet given; because that Jesus was not yet glorified.)
Commentary on Today’s Gospel Selection;
In our Gospel selection for today, Pentecost Sunday, we look at an event which takes place on the last day of the Feast of Tabernacles, also known as Feast of Booths, and Sukkot. The event takes place in SeptembeOctober, and celebrates the fall harvest of grapes and olives. It lasts seven days with a holy convocation on the eighth day (Leviticus 23:36).
Jewish law specifies that, during the Feast of Tabernacles, Jewish people “You shall dwell in booths seven days. All who are native-born in Israel shall dwell in booths, that your generations may know that I made the children of Israel to dwell in booths, when I brought them out of the land of Egypt” (Leviticus 23:42-43). It also characterizes this feast as a fall harvest festival (Exodus 23:16; Deuteronomy 16:13).
It was during this feast or celebrations that:
“Jesus stood and cried, saying,If any man thirst, let him come unto me, and drink. He that believeth on me, as the scripture hath said, out of his belly shall flow rivers of living water.” (vs. 37-38) To understand the context of the situation in which Jesus stands and makes this pronouncement, you have to understand the daily rituals which took place during the festival.
During the first six days of the week long event, a priest would go to the Pool of Siloam and draw a pitcher full of water, then march in procession back to the temple with the people repeating from a verse found in Isaiah 12:3, “Therefore with joy shall ye draw water out of the wells of salvation.”
Then upon returning to the temple the priest would pour out the water in an offering to God, commemorating the water that poured from the rock that sustained the ancient Israelites (Exodus 17:1-7; Numbers 20:1-13) as well as the rains that sustained Israel during the year just passed.
Everyday for six days, the people had been celebrating the water that had given their people physical sustenance; Jesus now tells them that he is capable of satisfying their spiritual thirst.
“as the scripture hath said, out of his belly shall flow rivers of living water.”(v. 38b) Just as we today think of the heart as being the center of emotions, (e.g. from the heart) in those times, they believed that the belly was the place where warm kindly benevolent feelings were generated. Jesus is saying that those who believe in him will receive these spiritual waters, waters of spiritual blessings, salvation.
When lost in the desert, the children of Israel thought the waters from God that materialized as flowing from a rock, were a blessing, a salvation in the physical sense for those who faced death from thirst (dehydration.) At the core of Jesus message to them that day, lies the fact that instead of worshiping an event that took place hundreds of years beforehand, a miracle that only provided physical sustenance for a brief time, they should be paying attention to his message which offers an eternal spiritual sustenance.
This verse brings to mind Jesus’ words to the Samaritan woman, “the water that I will give him will become in him a well of water springing up to eternal life” (John 4:13-14).
Jeremiah 2:13 also contains a reference to spiritual water: “For my people have committed two evils; they have forsaken me the fountain of living waters, and hewed them out cisterns, broken cisterns, that can hold no water.” Likewise we see in Jeremiah 17:13 “O LORD, the hope of Israel, all that forsake thee shall be ashamed, and they that depart from me shall be written in the earth, because they have forsaken the LORD, the fountain of living waters.” Perhaps Jesus recognized this disparity which could be seen in the religious rite in which the people celebrated his Father’s gift of water for physical thirst while remaining obvious to “the fountain of living waters” that God offered them.
In writing this Gospel, John the Evangelist, adds a note to the reader in verse 39; “But this spake he of the Spirit, which they that believe on him should receive: for the Holy Ghost was not yet given; because that Jesus was not yet glorified.”
Here we find an explanation as to why these verses were selected for Pentecost Sunday, the day that the Holy spirit descended upon the Followers of Christ. Water and the Spirit are connected elsewhere in John — for example, when Jesus tells Nicodemus that “Except a man be born of water and of the Spirit, he cannot enter into the kingdom of God.” (3:5). In Jesus’ conversation with the Samaritan woman, living water is the symbol of the revelation of God in Christ which satisfies all spiritual thirst (4:10-15). “But whosoever drinketh of the water that I shall give him shall never thirst; but the water that I shall give him shall be in him a well of water springing up into everlasting life.” (John 4:14)
This living water that springs up into everlasting life, as promised by Jesus, is water that satisfies one’s spiritual thirst. A water that traditionally has been found through attendance and membership in the church, where one learns about the message and teachings of Christ, the essence of the water itself.
Unfortunately over the last decade, we have watched a great exodus from the church; in particular the old main-line churches. Those churches hemorrhaging membership most excessively, are those who in recent years have spent less time on—if not totally abandoning—the Gospel of Christ, while embracing a social gospel that may be based on good intentions, but none the less fails to address the people’s spiritual thirst.
Indeed, when questioned by pollsters attempting to gather information regarding this great exodus, a large number of people say that they identify as “spiritual but not religious.” Assuming that these people are indeed spiritual, then we can also assume that they are not finding in these churches, the water and spirit, with which to satisfy their thirst.
Ironically, we find the Hebrew people in chapter 7 attending a great celebration, one in which the observances commemorate important events in their history as a people chosen by God. Annual celebrations that for them, were certainly fun and wondrous to participate in, but yet—as Jesus noted by his crying out—they were failing to receive the spiritual water of God and instead they were focusing on recreating an event of centuries past. I say this is ironic, in that today we find the churches focusing, not on recreating events of the past as a commemoration of the importance of the event, but rather on progressive social ideologies that often conflict with the word of God itself. A so called social gospel that often drowns out the message of the Gospel of Christ.
Instead of uniting together as brothers and sisters in Christ seeking the water and spirit that Jesus spoke of, our churches are inculcating, not a gospel of the spirit that unites us in the name of Christ, but rather an ideology that divides us along social constructs and identities.
People who readily identify—when asked—as spiritual, seem to have an innate thirst for authentic spirituality, and apparently are not finding a cure for that thirst in these churches that are no longer churches of Christ, but which are now, for all pratical purposes, churches of progressive ideology.
But yet, if you really seek through the news media diligently, you will see signs that the Holy Spirit is descending again, in some ways, just as it did during that event we commemorate today.
The principalities of this world work to suppress the news of the spirit moving, but yet reports are emerging of young people filling the pews at revivals, mass baptisms, even the conversion of formerly reprobate celebrities who have now found Christ and are trying to turn around their life, to be as born again. We also are witnessing an increasing number of celebrities who are speaking out, unapologetically affirming their Christian beliefs and advocating for traditional family values and lifestyles. The Holy Spirit has touched the hearts of these individuals, compelling them to ignore their fears of persecution or their aversion to being called out as not being politically or socially correct.
As we observe the day that the Holy Spirit descended upon those in that room, let us be cognizant of the fact that there are many people in this world today, who are hungry for authentic Christianity. Those who thirst for authentic water and spirit that satiates the spiritual thirst. Those who can be characterized as being the least of these.
The “least of these” is a phrase that originates from Matthew 25:31–46, a passage often used in these modern times, to guilt Christians, causing them to embrace this false social gospel that is emptying the churches. Christians are not leaving because they do not want to help others, but due to the fact that they instinctively know that this passage, and others, are used out of context in an effort to guilt them into accepting what they know in their heart is wrong.
Matthew wrote this at a time, in which most likely the least of these, the needy, those imprisoned and persecuted, those that Christ called his bothers, most likely were his brothers and sisters, as it was a time in which Christians were discriminated against and tortured for their beliefs. Matthew was preaching to a congregation that knew all too well what the conditions Jesus spoke of were like.
While we are always to help the financially impoverished, a careful reading of Matthew 25:31–46 and its historical context demonstrates the need to give aid to the spiritually impoverished as well. When we look at how this passage was taught prior to the emergence of the social gospel a century past. We find a rebuke of the minsters who teach such false doctrines in these words of Jesus: “For I was hungry and you gave me no food, I was thirsty and you gave me no drink, I was a stranger and you did not welcome me, naked and you did not clothe me, sick and in prison and you did not visit me.’ Then they also will answer, saying, ‘Lord, when did we see you hungry or thirsty or a stranger or naked or sick or in prison, and did not minister to you?’ Then he will answer them, saying, ‘Truly, I say to you, as you did not do it to one of the least of these, you did not do it to me ”
There are yet those who are spiritually hungry, spiritually thirsty, naked in spirit, they are treated as strangers by the modern church because they hold traditional values dear. There are those who speak out against all sorts of abominations and now find themselves in prison, sick and isolated. But yet the churches of social gospel turn a blind eye to them.
The rest of us must keep the spiritually hungry and thirsty in our prayers, reach out to them and help them find the spirit that is once again moving today as it moved two millennia ago.
Benediction:
O God the Father of our Lord Jesus Christ, the only Savior, the Prince of Peace: Give us grace seriously to lay to heart the great dangers we are in by our unhappy divisions; take away all hatred and prejudice, and whatever else may hinder us from godly union and concord; that, as there is but one Body and one Spirit, one hope of our calling, one Lord, one Faith, one Baptism, one God and Father of us all, so we may be all of one heart and of one soul, united in one holy bond of truth and peace, of faith and charity, and may with one mind and one mouth glorify you; through Jesus Christ our Lord. Amen.

I’ve been experimenting with const generics, seeing what I can do with them. I ran into this situation, and can’t seem to figure out how to make the compiler happy. The situation is I have a struct with an enum as a const generic, and I have a function foo defined for all variants of the enum. There’s a general function that I want to apply to all variants of the struct that calls foo.
Minimal Code Example
```

[derive(ConstParamTy, Eq, PartialEq)]

pub enum Baz { A, B }
pub struct Qux { //define struct }
impl Qux<{Baz::A}> { pub fn foo() { //do stuff } }
impl Qux<{Baz::B}> { pub fn foo() { //do stuff } }
impl Qux { pub fn bar() { Self::foo(); } } ```
I understand why it’s erroring. It’s because under the hood, enums are numbers and technically there’s a whole bunch of variants. Also Rust is trying to make sure the program is safe, and it’s honestly not checking all of the impls to see if a function is defined in every possible variation, generics are just a guide for the compiler to create new types as needed.
So my question is, is there a way for me to tell the compiler “Trust me, Bro”. I know this is easily solved using traits instead, this is more an academic exercise. I can define a function that matches on X and calls the correct variant of foo, but this solution isn’t satisfying.
Assert and IsTrue won’t help because even with a version using usize instead of an enum, and defining a function with the constraint that Assert{N >= 0}> : IsTrue, I’m still not allowed to call the function in a general case.

I say "apparently" because... well... you'll see.
This happened decades ago now, back in primary school. I only remembered it because I was recently catching up with old friends from back then, and we got to laughing over old stories and then someone mentioned, "The wildest was when you organised that whole protest against our teacher."
"The time I did what?"
The consensus was I did, indeed, organise the entire class to rebel against our teacher that resulted in her being deposed and our class getting a "substitute" for the rest of the year. I almost fell out of my chair hearing this story from their mouths. It wasn't that I didn't remember it, of course I did--that year was awful. It was just that it existed very differently in my memory.
Two important pieces of background knowledge to understand here:

I went to a very very small, very very rural school. How small? Each classroom was composed of the entire year level, and the largest had at most 30 kids in them. My class/year level was on the smallest in the entire school, with a piddling 14 kids in it altogether. While we still had our cliques and factions, our small size caused our class to be very tight knit and protective of each other. How rural? The school building itself was incredibly small, but one thing we were not short on was gigantic empty fields surrounding us on all sides. Great for sports, great for (it turns out) student protests.
I was, at the time, undiagnosed autistic. I mean I still am autistic, I'm just formally diagnosed now. But back then I was just seen as being a very quirky kid. One of the ways this quirkiness manifested was that I really had trouble adapting to the rules and structure of grade school and how it differed from what I was used to. At home if I wanted to pee, I just went to the toilet. Now I have to put my hand up? Now I have to ask permission to piss? Then I went home and put my hand up to ask my mom for permission to pee and she told me I didn't need to! Madness! Chaos! I don't care what the rules are, please just be consistent!

But one of the main parts of my brain and the way it works is that sometimes my brain, separate from my will, would just make a decision about a course of action and I would very calmly commit to it come hell or high water. Like, it is vitally important that I stay true to this course of action. I can't explain it. It's like I set a rule for myself and if something disrupts that, I just shut down and stop functioning.
So when the school said, "Okay, when this bell rings during recess/lunch, that means you have to leave the playground and go back to class", I was a confused child already struggling with all these completely nonsensical limitations and guidelines imposed on me. So when that bell rang, I got that calm little voice in my head that said, "Hmm, no, I'm good out here actually. I don't think I will go back into class." So I would just continue to sit out on the playground, playing with my plastic spider toys or sitting on the swing. Teachers would realise what was going on and come out to get me and tell me I have to go back to class, and I would just very calmly hear them out and then smile at them and politely as possible tell them, "No thank you, I want to stay out here."
They really didn't know what to do with me. I wasn't getting upset, I wasn't throwing a tantrum, I wasn't yelling, I wasn't being rude in any way. I was incredibly docile and would let them explain things to me with endless patience and then just politely refute them and go back to what I was doing, like this was just a very normal and reasonable negotiation between two equal parties. I have memories of sitting on the swing while three very confused and flustered adult staff huddled around me trying to bribe me with candy to go back to class. It would take a whole lesson block to lure me back to the classroom, and then at lunch the whole thing would start over again. It took me three years at school to finally accept the status quo thanks to a religious nutter I got for a teacher, and finally went back to class when the bell rang (was never happy about it though).
I eventually settled into school life. Excelled at subjects I liked, at least passed subjects I didn't, followed the rules, was seen as intelligent and obedient and was often liked by my teachers. Until my final year, when we got the teacher I can only rudely monniker Mrs Bigmouth.
Mrs Bigmouth should not have been a teacher. She had a trigger temper and would explode into long, verbally abusive tirades against us if we ever did anything she felt was disrespectful behaviour. What was disrespectful behaviour? Damned if I know. It changed day by day, depending on mood. You could disrespect her to her face one day and she'd laugh and say you have such razor wit, and politely ask a question the next and she'd scream at you for ten nonstop minutes then give you a week of DT for talking back. The absolute peak moment of her boiling temper came when she threw a dictionary at a girl's head because she was whispering to me in class. When I tell you it missed her by half an inch...
But believe it or not, this wasn't what made her such an awful teacher. It was so hard to get teachers at rural schools back then, there was almost nothing you could do to get fired, so we had experience with teachers with nightmare tempers. What made her such an issue was her big mouth. She used us, her trapped audience, as free therapy. She would infodump, traumadump, about her very personal, very private life to us. All day. She'd be two words into a spelling list and launch into an extended story session about her marital issues with her husband. We'd be heads down doing fractions and, unprompted, she'd declare to the class that her adult daughter no longer talks to her and then diatribe to us about it until the bell rang. She had money issues, a contentious relationship with her parents, her marriage was on the rocks. She once pulled me aside after school and spoke with me, at length, about how she was thinking of having another child to try to repair her marriage. I was like, okay lady, I'm 11, about to miss my bus, and my house is a 4 hour walk on foot from here.
We weren't learning. We'd hadn't had a complete lesson since the first week of the school year. We were behind on the cirriculum and frustrated. One kid had brought a stopwatch into school and would time lessons vs her monologues and kept detailed lists, and we would come to school each morning and do betting pools on them. What subject would she interrupt, what would she talk about, and how long would it go.
But all that still wasn't the breaking point if you can believe it. No! Still not! The problem was it wasn't just her own private life she couldn't keep her mouth shut about. It was everyone else's. Because parents would make the reasonable assumption that she should be told things as our class teacher that would be important to know, and that she would understand these things were said in confidence. Instead she would veer randomly off in the middle of talking to us about her horrible weekend to let us know whatever private or traumatic thing was going on in a classmate's life that she had been made aware of. That was awful. That was what made that year hell. It wasn't even about when my secrets were shared with the entire class against my consent. It was watching the faces of my small, lovely, supportive class of 11 year old children go pale and scrunch up with held-back tears as things they never wanted to share were announced like morning news. God we hated her.
Then one day that voice came. The one I hadn't heard in years. The bell ring to go back into class and that voice said, "But I don't want to be in that classroom. I'm not even being taught there." So I just... didn't. I didn't go back to class. I just sat in the playground in a daze eating grass (don't eat grass, it's not good for your teeth). Despite how small my class was, I don't think Mrs Bigmouth even noticed I wasn't there. Others did though. Come lunch and everyone came out, my friends asked me where I was and I said, "Oh, I didn't go back to class."
"Why didn't you go back to class?"
"Why would I go back to class?"
Lightbulb moment for my schoolmates. Yeah, why would they go back to class? What was the point? From a practical standpoint, they weren't learning. From an emotional standpoint, it was horrible to be there. A friend who had had her family's dirty laundry aired to the entire class just last week, things even she didn't know because her parents tried to keep it from her, asked if she could sit with me rather than go back to class. I just stared at her, vacant and confused.
"Sure? I mean, I'm just eating grass though."
Over the next few days, two kids turned into four, turned into ten, turned into the whole class. The whole class was doing a sit-out protest on the field rather than go back to class. Of course Mrs Bigmouth tried to do something about it. She'd come out, screaming at us and threatening us with DT and internal suspension, but six months of that behaviour had totally vaccinated us against her. I'd become the de facto leader and spokesperson of the protest by merit of being the first to sit out and also because I was well known to not give a shit (autistic brain: I actually just frequently had trouble reading and reacting with the correct social behaviour but it gave me a cool and aloof bad boy mystique I guess). I gave her the exact same treatment from back in grade one. I would let her scream, let her holler, let her threaten, let her spittle rain down on me, and then I would give her a sweet and innocent smile and nod in acknowledgement and say, "No thank you, we're going to remain out here." And thirteen pairs of eyes would stare at her in total silence. No one, not even the most gobbermouthed little shite in the class, would volunteer a word. The unspoken agreement was all negotiations were my responsibility.
The thing about angry people is that they feed off conflict. They get you angry so they can respond with even more anger and it nourishes them. She had no absolutely no plan of action on how to deal with me patiently hearing her out then refuting her in the gentlest of terms.
Another thing that ended up helping down the line is that we made an attempt to conduct our own classes. I mean, they sucked and we didn't learn much because we were kids with no supervision, but it was really cute in retrospect. We'd have groups of people assigned to subjects, with some people bringing in words they found in a dictionary for spelling lists and others bringing in old 6th grade homework from older siblings. The heart was there and it served a purpose, if not educational.
"Okay, but how did no one else notice this was happening? Surely people would notice 14 kids sitting on the lawn, not in class?"
Rural school. Big. Empty. Fields. Even screaming at us, the most other classrooms would hear would be muffled voices, and everyone was used to hearing her yelling at us or taking us out onto the field abruptly to make us do laps as group punishment. Plus the way the school buildings were arranged was that it was actually all in one straight line of adjacent rooms, and ours happened to be at the very end of the building. No windows faced the field we all sat in except that of our own classroom. It was just a very lucky arrangement of coincidences and preconceived notions, at least for a couple weeks. I couldn't tell you the exact number, this was so long ago and as a kid I definitely had a more stretched idea of time. Minutes felt like hours, especially during that year. But there was definitely at least two weekends that passed by since the "sit-out protest" started.
Eventually someone cottoned on to what was happening, or maybe Mrs Bigmouth humbled herself and finally confessed to her boss that she had lost control of a bunch of 11-year-olds, so we were called into the principal's office to sort this out. As the representative of our class, I was of course chosen to attend the meeting, flanked by the girl who'd had the dictionary thrown at her head and my friend who was the first to sit out with me. Since I understood that this meeting was one where we were probably going to be yelled at for doing the wrong thing, a thing I had ample experience of, I felt like the easiest way to mitigate things (especially since I felt guilty for being the instigator) was to explain in a very rational and logical way the series of events that led up to our bad behaviour. As well, for my entire life my mother had always taught me that it was no good complaining about things unless you were also willing to think of solutions. "I'm hungry!" - "Well, what's a solution to that problem?" - "Uh, make myself a sandwich?" - "Great! Let's do that together!"
So what did I do? Of course, to make things as clean and concise as possible, I interviewed my class one by one to hear each individual story of why they didn't feel comfortable going to class anymore, itemised them under categories (Verbal Aggression; Interruptions of Lessons; Oversharing Student Life) for easier discussion because my little quirky brain loved itemising things, and then as a kind of olive branch came up with solutions (we wanted to finish lessons unhindered, we wanted our personal privacy to be respected, we wanted to be able to catch our bus on time rather than being held back with unfair DT or long "chats"). So many things sort of came together in this beautiful, wholly accidental way. We had months of records of timed rants and monologues, noted down to the millisecond thanks to that kid's stopwatch. We had records of us trying to teach ourselves during the protests, showing this wasn't us just not wanting to go to class but due to us feeling as though we did not have a class to go to. When the principal heard all this, her jaw it the floor. A lot of it was stuff she knew, peripherally, but things had just never been laid out so neatly before. Some of it was stuff we'd complained to parents about, but it was one kid coming home and telling one parent one time, weeks ago. There was no real sense, up until now, the sheer scope of her behaviour. She didn't even answer us. She just said, "Okay, I need to call your parents."
We got the rest of the week off school. That weekend, every parent of every student came to a meeting between them, Mrs Bigmouth, and the principal. Stories were swapped. My exercise book with my tidy little lists and the records of the betting pool and monologue times were confiscated and brought into the meeting. I don't know what went down, but when my mother came home she just told me that Mrs Bigmouth would not be our problem for the rest of the school year, and more importantly, that she was incredibly proud of me and that I did the right thing. Rarely in my childhood had my inability to integrate into normal society led me to doing the right thing, so I just remember crying and hugging and feeling vindicated about, I don't know, just existing or something.
So yeah. From the outside perspective here is what it looked like: I, the ringleader with a history of dismissing school rules, organised a sit-out strike amongst my class. I kept the protest peaceful and non-disruptive to other classes. When negotiations with the principal were finally arranged, as the representative I compiled a clear list of greivances, with evidence, and a list of reasonable demands. I mean, holy crap, yes, yes I clearly organised a student protest.
The actual results of it are mixed. We got a revolving door of substitute teachers of varying quality for the rest of the school year, occasionally being bundled into other classrooms entirely when they couldn't find someone. It wasn't a great learning environment and we continued to struggle a lot, but it was better than before. Mrs Bigmouth was not actually fired but put on leave for the rest of the school year, then returned and was put in charge of a different year level (which happened to be the class of the younger sister of a guy in my class: according to him, she was quiet as a church mouse that entire year so I hope at least she learned her lesson, or at least finally got divorced and went to actual therapy). The entire ordeal caused our already small and close class to become really really supportive and like family to each other and we all remain in touch until this day. And we became fierce about standing up for ourselves.
I kind of learned to parse the difference between when it was appropriate to go along with set societal rules even if I don't understand them, and when those rules were just straight up unreasonable and nobody should be required to follow them. I did, years alter, lead an actual (very small) strike at work but intentionally that time. My mother was proud of me then too. :)

Every time I see a question directed towards cheaters, people who tailgate, or anything else that's deemed bad I just know for a fact that to see answers from those people I'll have to sort by controversial.
It feels like going to a small town Christian church and asking their thoughts on Satanism. What kind of answers are you expecting other than people saying some random shit and acting as if they can get into their mindset?
At most they'll be someone who claims to have been one of those people, has since reformed, and vehemently hates anyone who is still one of those people.

Exploration of an Innovative K-12 School Curriculum and Pedagogical Approaches
Before going over the curriculum we must first discuss how to best teach. All of the following methods outlined below are what would I would suggest be use to teach the students trying to use just one or even just two of these would not be enough and would compromise the students learning and education
Teaching Methods
Project-Based Learning (PBL): In PBL, students work on a project over an extended period, which could be a week or a month, to respond to a complex question, problem, or challenge. The projects are usually multi-disciplinary and require students to apply what they've learned in a practical manner. This allows them to see the immediate applicability of their learning.
Inquiry-Based Learning: This is a form of active learning that starts by posing questions, problems, or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. Students are involved in the construction of their learning. They engage with the material, participate in the class, and collaborate with each other.
Gamification: Incorporating elements of game design in education can make learning fun and engaging. This can involve point systems, leaderboards, badges, or other game mechanics.
Experiential Learning: This method involves learning by doing and reflecting on the experience. It can include internships, study abroad programs, field trips, laboratory experiments, or any other hands-on learning experiences.
Flipped Classroom: In a flipped classroom, students review lecture materials at home and do their 'homework' in class, where they can ask for help as they practice new skills and apply new knowledge. This allows teachers to spend class time helping students apply what they've learned and coaching them as they work through challenges.
Cross-Disciplinary Projects: By integrating different disciplines into a single project, you can make the learning experience more holistic and interconnected, much like how the knowledge of different magical disciplines would combine in a fantasy setting.
Competency-Based Learning: In this educational model, students advance upon mastering a skill or a competency. This encourages active utilization of knowledge and immediate feedback, similar to how a magic student might advance only after successfully casting a particular spell.
Now that we have given a basic outline of the teaching styles we can go over the curriculum for K-12 the idea would be to Have an A/B day schedule and some classes would meet less frequently because they don't take much time to cover everything, all of this will be done in order to create well rounded students, people and citizens. They are not only creative in nature, but leaders in their own right as well as capable of doing whatever they desire and succeeding wildly
Core Curriculum Classes:
STEAM (Science, Technology, Engineering, Art, Mathematics): must Ensure these subjects are covered both within the integrated curriculum (like coding in math, cooking in science, history in art, etc.) and as standalone classes to develop depth of knowledge.
Memory Techniques & Knowledge Management Techniques: Using an Integrated code based system with AI tools to help teacher track progress and provide more targeted assistance as well as help students with how to effectively organize and manage knowledge, covering basic note-taking, the PARA/CODE system. Using AI to provide semi interactive sessions that not only explain how memory works but also actively encourage the practice of using the note taking method & memory techniques
Project-Based Learning: Encourage practical application of knowledge through project-based learning. Gamification & Experiential Learning: Use these techniques to make learning more engaging and fun.
Flipped Classroom & Inquiry-Based Learning: Encourage independent learning and critical thinking through these teaching methods.
Elementary School: Coding & Digital Literacy: Introduce basic coding principles using visual coding platforms. Begin teaching about online safety and basic cybersecurity. Financial Literacy: Teach basic concepts like the value of money, saving, and spending. Potential to introduce the use of real currency and creating student based economy Community Service: Arrange class-based community projects and encourage involvement in community service outside of school. Gardening & Cooking: Teach students about plants, nutrition, and basic cooking skills through a school garden. Literacy & Reading: Develop a reading program that exposes students to a variety of genres. Writing can begin with simple sentences. History: Teach history from a holistic and critical perspective, exploring different cultures and perspectives. Basic Medicine & First Aid: Introduce simple health, hygiene, and basic first aid skills. Physical Education: Encourage a love for physical activity through a variety of engaging games. Emotional Regulation & Healthy Relationships with Technology: Incorporate social-emotional learning and healthy technology use. Leadership: Begin fostering leadership qualities through group activities and responsibility sharing. Self-Defense: Introduce basic safety rules and personal boundaries. Spanish: Introduce basic Spanish vocabulary and phrases, along with exposure to the culture of Spanish-speaking countries. Songs, games, and interactive activities can be used to make learning enjoyable.
Middle School: Coding, Digital Literacy & Practical Engineering: Continue coding education and introduce robotics and basic electronics. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to introduce the use of real currency and creating student based economy Community Service: Encourage students to plan and lead community service projects, either in groups or individually. Gardening & Cooking: Progress in gardening and cooking skills, introducing sustainability issues. Literacy, Reading, & Writing Skills: Increase complexity of reading and writing assignments. History: Provide more in-depth history education using primary sources and interpretations. Basic Medicine & First Aid: Offer a more detailed course on first aid and health. Physical Education: Introduce a range of physical activities, sports, and body awareness topics. Emotional Regulation & Healthy Relationships with Technology: Develop emotional intelligence skills, mindfulness practices, and education about responsible technology use. Leadership: Teach various leadership styles and emphasize group projects requiring delegation and decision-making. Self-Defense: Continue with more practical self-defense techniques. Study of Government: Begin a foundational study of the local and national government. Teach students about the branches of government, their roles, and how laws are made. Spanish: Continue to build on vocabulary and grammar learned in elementary school. Introduce simple written exercises and encourage basic conversation in Spanish.
High School: Coding, Digital Literacy & Practical Engineering: Offer advanced coding and practical engineering classes, including topics like 3D modeling and advanced electronics.Teach more advanced cybersecurity concepts and ethics of digital communication Gardening & Cooking: As elective courses, delve into advanced topics like food science or agricultural technology. Literacy, Reading, & Writing Skills: Offer a variety of literature courses, creative writing classes, and research-based writing. History: Teach history as a dynamic and interpretive subject, encouraging critical thinking. Basic Medicine & First Aid: Include more advanced first aid, mental health awareness, and basic human anatomy and physiology. Physical Education: Offer a range of athletic options, and include education about exercise science and long-term health benefits. Emotional Regulation & Healthy Relationships with Technology: Provide resources for emotional regulation, advanced mindfulness techniques, and in-depth discussions about technology's role in society. Leadership: Delve deeper into conflict resolution, strategic planning, and ethical leadership, often through real-world applications. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to encourage student to start their own business or get a job and have students buy things from each other Self-Defense/Mixed Martial Arts: For interested students, offer elective classes in mixed martial arts, fostering physical and mental skills. Study of Government: Expand on knowledge from middle school and introduce international government systems. Discuss the concepts of democracy, socialism, and other forms of government. Involve students in mock debates and simulations, like Model United Nations or Mock Parliament. Study of Politics: Begin a course on political science, covering key political ideologies, parties, and political processes. Discuss current events and involve students in debates and discussions to encourage critical thinking. Creating Change: Introduce a course on social activism and creating change. This can involve studying historical movements for change, understanding how to effect change within a legal framework, learning about peaceful protest, and planning and implementing a small-scale change project within the school or community. Spanish: Continue to deepen knowledge of Spanish. Encourage advanced conversation and written exercises. Students could read Spanish literature or news and discuss in class, fostering language skills and cultural understanding.
This kind of curriculum would be nearly the best, being interdisciplinary, hands-on, and centered around the interests and needs of the students. It would aim to not only equip students with the knowledge and skills they need to succeed in the world, but also ignite their passion for learning and encourage them to continue learning throughout their lives.
But before we’re done one last thing must be covered. How to assess a student's growth because science shows that paper tests are not suited for the task. There are many innovative ways to assess student understanding and skills without relying solely on traditional exams. The methods that could be used include Assessment Methods
Portfolios: Students could compile portfolios of their work, which could include code they've written, projects they've completed, or essays they've written. A portfolio allows students to demonstrate their learning process, their progress over time, and their ability to apply what they've learned in different contexts.
Presentations: Students can demonstrate their understanding of a topic by presenting on it. This could involve presenting a project they've completed, explaining a concept to the class, or debating a topic with classmates.
Peer and Self-Assessment: Students can learn a lot from assessing each other's work or their own work. This can help them develop a better understanding of the assessment criteria and improve their ability to critically evaluate work.
Performance Assessment: In subjects like self-defense, physical education, cooking, or gardening, students could be assessed based on their performance. This could involve demonstrating a technique, completing a task, or participating in a game or competition.
Reflective Journals: Students could maintain journals where they reflect on what they've learned, how they've applied it, and what they still want to understand better. This can give teachers insight into a student's thought process and their understanding of the subject.
Project-Based Assessment: Students can be assessed on the projects they complete, whether individually or in groups. This allows students to demonstrate a range of skills, including knowledge of the subject, problem-solving, creativity, and teamwork.
Community Service Assessment: In addition to the other assessments, teachers can assess students' community service involvement, their planning and leadership skills, as well as their reflections on their experiences.
The emphasis of Knowledge Management Techniques and Memory Techniques in core classes as a standalone session every day would ideally give students a break from traditional instruction and allow them to process and manage their learnings. This can be in the form of group discussions, independent reflection time, or guided activities for planning and organizing their work.

I am a simple man, very easy to please, and am not typically quick to anger, especially when it comes to video games. With that being said, this game has brought out suppressed rage I didn’t even know I had. I, a football fan, bought and downloaded Madden 24 to get my football fix at the end of last season. I made the mistake of thinking that by doing this I would be able to chill out after work and have fun playing football as the best QB and players in the league. (Yes, yes, I too now laugh at my naïveté.) Anyway, I boot the game up and play as CJ Stroud and my Texans in franchise against bots, not having a clue what I was doing but at least having some fun “learning the mechanics”. Well a part of this “learning the mechanics” included searching up guides such as how to stop throwing interceptions, but the rest was fun. Fast forward to me seeing that I can get coins by playing other players, perfect, I had just gotten my third x-factor player and broken a 90 OVR for my team. I. am. ready. I hop in and, much to my dismay, realize that the entirety of the opposing team is x-factors. Now, I was under the impression only 3 were allowed but whatever, let’s get this bread.
-27-0 at half with 2 completions and 3 INTs,
Okay that was a one off, now I’ve played a real person. I. am. ready.
-I was not even close to ready
Every game I played followed the same pattern and I got screwed harder than a counselor at christian summer camp. Now I dealt with this, the full x-factor teams that got in the zone after the first kickoff, the constant onside kicks, the fourth down conversions, the 2-point conversions, all of it. I was a good sport about it too.
But I just lost a game 117 points to 7
Do you understand what I just said?
ONE HUNDRED AND SEVENTEEN POINTS -TO SEVEN
The worst part about this game? They didn’t even play the normal toxic madden playstyle, nope, they just used ROB FUCKING GRONKOWSKI to intercept every ball that left my QB’s hands but two.
A tight end. Outran my receivers. On their routes. And intercepted all but two of my passes. After about the third play their players stopped even trying to tackle me as just their monstrous footfalls shaking the field were enough to knock my ball carriers down. I genuinely wish I was exaggerating but at one point one of them jumped over the top of my receiver to catch a ball as it hit my receiver’s chest. He transformed into a fuckin backpack to make the play. I didn’t pass the 25 yardline but two times, once when I unintentionally intercepted the ball, (my only of the game) and once when their kick when out of bounds at the 40.
So I have traveled far to the source and now ask the question, to those of you who do this: How is this even fun?

Recently, my school organized a special lecture on the history of the Orient.This lecture was called "The Miracle of the Han River," and it was given by a professor from outside Korea.I was very curious about Korea, so I was looking forward to this lecture. In fact, the reason why this lecture was held was at the request of the students. Since Korean culture has been penetrating into American society for a long time, and many things that we enjoy without thinking are related to Korea, students were curious about what Korea is like.
Then Patrick, the student leader and president of our school, asked the teachers if they could organize a special lecture on Korean history, and they accepted, and eventually the whole class gathered in the auditorium and participated in the lecture. Often, our school invites outside professors to give lectures like this, and most of the time, the interest in such lectures is very high, and the lecture on Korean history was also extremely popular. However, the lectures that invite professors from prestigious universities and the opportunity to gain new knowledge about Korea are popular enough to fill the gymnasium.On this day, there were many students in the gymnasium converted into a lecture hall.As the professor entered, gave a brief introduction, and announced the topic of the day's lecture, everyone looked at him with interest. The professor said that he was asked to give a lecture on the history of the East, and when he was thinking about what topic to tell the students, he thought it would be better to talk about the modern history and economic development of Korea, and for two hours without a break, he explained in depth, in detail, easily understandable, and really interesting.
The professor's first words were impactful: "You all know Haiti, the country that receives U.S. aid, suffered a major earthquake about 15 years ago and has never recovered from it, and is in a state of chaos as one of the poorest countries in the world." "But how would you feel if, 30 years later, you were told to congratulate Haiti on becoming an economic powerhouse?" "I'm the generation that actually witnessed it. "I'm the generation that actually saw that happen, where we were the poorest country in the world, and all of a sudden, we were told that we were an economic powerhouse and that we should be congratulated."The students were surprised to learn that South Korea was once the poorest country in the world, even though it was still a decade after the end of World War II.
"Ladies and gentlemen, Korea was a very poor country until the middle of the 20th century, but since the 1960s, it has experienced rapid economic growth and made remarkable progress, which has been called the 'Miracle on the Han River', and today I am going to tell you the story."
From the beginning of the lecture, the students listened attentively as the professor engaged their interest, and I was particularly curious about how South Korea was able to develop so quickly.
"Korea was devastated after the Korean War in the 1950s, but in the 1960s, a government-led economic development plan began.At that time, Korea made a five-year plan for economic development under the leadership of the government, and fostered industries centered on heavy chemical industries such as steel, chemicals, and electronics.In addition, the country invested heavily in education, and many talented people were produced based on high educational enthusiasm."
The professor's explanation was very detailed and interesting, and I was in awe as he talked about Korea's economic development.
"In particular, in the 1970s, the Saemaul movement was launched to promote the development of rural areas and improve the living standards of the people."At that time, residents in rural areas voluntarily maintained their villages and strived for the development of their communities."These efforts helped Korea to rapidly transform from an agriculture-oriented society to an industry-oriented society.""And this Saemaul movement has become an example for many developing countries to this day, and countless policies have been implemented to copy Korea's Saemaul movement. "It is now accepted wisdom that Korea's Saemaul movement was a seemingly simple campaign that contributed tremendously to building the country's economic foundation, with reports of rapid development in some cases and failure in others." "Korea has written a textbook curriculum on how to grow an economy, and its achievements have become a model."
I realized how much effort Korea, which was poor in the past, made to grow its economy.It was a huge lecture of 2 hours, so I can only write down the core flow, so please understand.The process of Korea laying the economic foundation and starting the high-speed growth was really interesting, and there were many points where I learned how much effort Korean policy researchers made at that time.And the efforts of Korean people who believed in the government and followed the policy, even sacrificing themselves, were also great.
"Today, Korea is an IT powerhouse, with world-class companies such as Samsung, LG, and Hyundai Motor, which have great influence in the global market and are an important pillar of Korea's economy." "The characteristic of Korean companies is that they have always strived to develop technology. "There are five technological powers in the world," he said, "the United States, Germany, Japan, Korea, and France." "The United States and Germany have been doing research and development since the Industrial Revolution, while France has been doing research and development since the Industrial Revolution, and Japan received a huge amount of aid from the United States in 1950, taking advantage of the Korean War. It was thought that Japan, which started 20 years earlier than Korea, would be recognized as the last technological power of the 20th century, but how Korea, which started research and development from the 1970s onwards, became the world's fifth technological power, was a very interesting topic among professors in the 1990s.
And unlike Japan, Korea became a semiconductor powerhouse in the 21st century, and even succeeded in fostering an industry that Japan did not, and created a great foundation for Korea to become a developed country.Look at the iPhone you're using right now, and look at it.Do you see a Samsung product in there?
Most Americans think that the iPhone is made by Apple and developed by Apple, but many of the components in it come from Korea, and without Korea, the product you're using would be half as powerful as it is today.
The professor kept the students' attention for the entire two-hour lecture, explaining the difficult content in terms of the smartphones they use.
At the end of the lecture, the professor said that there are only two role models of economic development in the 20th century, Germany's development and Korea's development are very meaningful, and if you want to major in economics or international affairs, you should familiarize yourself with these contents because they are all liberal arts contents.
And originally, this kind of lecture should be 200 hours instead of 2 hours, but since it was shortened to a hundred and one, the fun is only a hundred and one, and if you want to hear more details, you should study hard and go to the prestigious university where you are, and the excellent lecture ended with the story.
After the lecture, I wanted to ask the professor more questions, but there were already a lot of students gathered around him.Then, my friend Xiao approached me.Xiao was a student who was educated in China until elementary school and then moved to the United States."Avery, how did you like the lecture?" Xiao asked me. I really liked the lecture and I have a lot of questions, so I wanted to ask the professor, but I could already hear the other students lamenting that they wouldn't be able to because the professor was surrounded by other students.I had to leave the lecture hall with Xiao, who was listening to the lecture with interest next to me.As we walked down the hall, I continued to talk to Xiao.Minhwa and Jia told me that they didn't know why they hated Korea so much, and they had to tell me a frustrating story.
In fact, Minhwa and Jia are two students who are very anti-Korean, especially since the student council voted for and against this lecture, and there were two votes against it, so everyone could tell that it was Minhwa and Jia from China, and their anti-Korean feelings, or even hatred, were very strong.
Xiao told me that today's lecture was very different from what they teach in China, and what the professor told us today. Of course, in China, they teach distorted facts, and they don't believe in it, but if you're like Min Hua or Jia, who went to school in China until middle school, it's natural to have a negative opinion of Korea.
Xiao's words were sincere because he had lived in China until elementary school and had been educated in China, so he knew the reality of China very well.In China, Korea is often taught negatively, and Xiao also said that when he went to elementary school in China, he was taught that way, but when he came to the United States and was exposed to different perspectives, he realized that it was wrong.
At that moment, Minhwa and Jia walked up to us, or maybe I should say they walked up to Xiao.Minhwa had a disgruntled look on her face."Korea is so great? I never think so, Korea is worse than our China," Minhwa said unhappily.Jia, who had an equally unhappy look on her face, also spoke up."Right. What's so great about Korea, our China is better."
I was offended by their words, because the facts I learned about Korea all seemed interesting and amazing, so why didn't they think so? And when they said that China was better, they didn't have any basis, they just said that China was better, what's so great about Korea, and there was no power in their argument.Xiao was also not happy when his two Chinese friends asked him to sympathize with them.
Xiao usually doesn't like to argue with them, but this time he was in the mood for a fight.I intervened first."Korea has made great progress, and you'll see that when you do a little more research," I said calmly to Minhwa and Jia.But Minhwa and Jia didn't listen to me.They wouldn't even look at me when I was talking to them.That's when Xiao stepped in and said.
"I'm sorry Avery, Minhua and Jia have been mis-educated, so I'll apologize for them.I know why they think that way, but I know the truth is different, so I want to apologize to you."
After hearing Xiao's words, Minhua and Jia still showed their disapproval. They even loudly argued with Xiao in the hallway. All the students passing by couldn't help but notice that two Chinese friends with wrong ideas were bullying Xiao, a normal thinking Chinese friend, again.
In fact, this scene was not uncommon, but this day was different. Despite the fact that everyone had attended an impactful and fact-based lecture by a professor from a prestigious university, Min Hua and Jia seemed to have no room for improvement, and they were still shouting distorted facts and misinformation without any basis.
From that day on, they were increasingly bullied by their schoolmates. Even when Minhua and Jia tried to talk to their American friends, all their American friends would scold them, saying, "Are you going to distort American history like that?" and no one would listen to them.
At first, Minhua and Jia's attitude was nonetheless brazen and confident, but two Chinese students armed with wrong ideas can't live in isolation in this school. Our school has group work as the basic form of class participation, so there are many tasks that require the help of other students.
Eventually, Minhua and Jia came to me, Xiao, and our Korean friend Minji and apologized to us.To be honest, to this day, I don't know if their apology was sincere.They said that they had learned that much of the education they had received was false, and they promised that they would never say anything wrong again in the future.Part of me wanted to tell them that I knew they were lying to survive, but I couldn't turn my back on them, so I accepted their apology.After Minhua and Jia's disturbance and apology
Although I'm still a high school student, I know that when I grow up, I want to exercise my right to vote and join the anti-China movement. We also realized that China's policy of teaching the wrong history and the wrong international affairs is having a negative impact even here in the United States, a country so far away, and that it is causing the Chinese people to suffer.China's ambitious plan to turn the tables by playing shallow games is just ridiculous and will not work.
I can't help but think that the impact of these lectures on our school is great: first of all, we learned how important it is to filter out misleading and distorted information, and how important it is to listen to such information; secondly, many students have a deep understanding of what exactly the "Miracle of the Han River" is.
As a reminder, South Korea was very poor until the mid-20th century, but through government-led economic development plans and people's efforts, it has achieved remarkable growth, especially spontaneous rural development movements such as the Saemaul movement, which played a huge role in accelerating South Korea's industrialization.
Korea's development has been not just economic, but social as well, with Koreans overcoming difficulties and achieving remarkable results through their high levels of education, hard work, and sense of community.
Now, do you feel that there is any reason for Chinese people here to say that China is greater than Korea? Isn't it just that Korea has created a remarkable growth in the history of East Asia, and it is because of Korea's development that China's factories are able to operate? Just because China is lagging behind, to say that Korea is a lesser country is an expression of inferiority, and it is seen as a desperate attempt to deny their own lack.
This is a good liberal arts course where you can learn the facts about what Korea has done and speak about it with confidence in public, but I think the disturbance by the two Chinese students clouded the essence of the course, because the impact of the miracle of the Han River was diluted by the emotion of outrage at the Chinese students' behavior.
In my final presentation at the end of the semester, I plan to find more information about the Han River Miracle, add new information, and present it to my class, because I feel that it is unfair that the attention to Korea has been diverted for a while, and I think that it would be meaningful to talk about Korea in front of Minhwa, Jia, and my Korean friend Minji.
I hope that the country will soon develop into a mature society that can accept the truth as the truth.

I perceived myself as an INFP for a while, however I am recently unsure and I do think that my own perception of myself may not be enough, I would like to see how other people think about it.
• How old are you? What's your gender? Give us a general description of yourself.
I prefer not to specify my age, however I am a teenager (so perhaps some things could be a product of just being a teenager, but I would still like to see what I could be typed as). I am a female. I typically do not speak to others often, partially due to how difficult it is to do so (it is difficult because although I do like conversing I do not formulate my thoughts well in one go) and furthermore I am very shy (I do not usually admit this first however, because I don’t like it when people assume shyness is the only reason why people, or I, don’t talk). I particularly enjoy answering questions in a conversation because there’s a lot of things in my mind and it’s nice to share them. People who aren’t close to me describe me as too quiet and don't talk at all. However if they were closer, I would likely end up talking too much in an undignified manner. Furthermore, typically I’m surrounded with people who talk a lot, but if I’m surrounded by people who don’t talk at all, I may end up being the one who speaks. I am concerned with the accuracy of my statements when it comes to discussing ideas, but only due to fear of judgements, so sometimes I go back and forth to check things a lot. I especially do this when texting. Despite that, I seem to act recklessly sometimes, especially due to random bursts of excitement. I end up regretting this later. I unfortunately do not know where I get these bursts of excitement. It’s strange to me, but people think I’m mysterious and calm, even though I’m the complete opposite. I’m pretty sure not many people know I have anger issues. I like to think of philosophical things and I often look over my values.
• Is there a medical diagnosis that may impact your mental stability somehow?
I never had a medical diagnosis related to my mental state. However it might be relevant to say I do have a risk for depression.
• Describe your upbringing. Did it have any kind of religious or structured influence? How did you respond to it?
I’ve learned a lot of my values from one parent. Or at least, I’m influenced by it. This particular parent always thinks that it’s better to explain the benefits of a particular choice, and give them the choice to do it or not based on that, rather than forcing them to do so. Perhaps I learned something from that because I agree with that line of thinking. However I am not sure if it is common. My family is entirely Christian but they are not strict. Therefore I am not sure if this influenced me (I am not religious at all), but I did go to church in the past. I’m not sure how telling this could be, but I used to be very loud, however, for reasons I don't even know, I suddenly became extremely quiet.
• If you had to spend an entire weekend by yourself, how would you feel? Would you feel lonely or refreshed?
It would be refreshing since my weekends are typically more stressful-sounding than spending it entirely alone. I don’t like my typical weekends because I have to do too many things when I just want to physically calm down.
• What kinds of activities do you prefer? Do you like, and are you good at sports? Do you enjoy any other outdoor or indoor activities?
I enjoy sports a lot. However I am terrible at sports, I am physically weak and am not able to aim very well in most sports. I am particularly good at badminton however, because I am just able to comprehend how it works very well. I enjoy walking and running a lot, because it feels much easier to imagine things that were inside my thoughts during then, and therefore it is very fun.
• How curious are you? Do you have more ideas then you can execute? What are your curiosities about? What are your ideas about - is it environmental or conceptual, and can you please elaborate?
I am not sure how curious I am, but if I am interested in something I will definitely start researching it online a lot. Sometimes it is much too tiring for me to do this though. I do have a lot more ideas than I can execute, but this is mostly since I am not skilled enough in the particular areas that are required to execute these ideas (adding onto this, in the past I’ve been described as “brain running faster than can keep up” by others, but I am not very sure if this still applies today). I am sadly unsure about what my curiosities and ideas are about. I think it is mostly conceptual because there is no way it can be applied to the environment at all. Actually, I just mostly, and very obviously, mix whatever stories I read and whatever I learned from anything I consume and make something that entertains me, but outside my head it would very likely be seen as “cringe”.
• Would you enjoy taking on a leadership position? Do you think you would be good at it? What would your leadership style be?
I would enjoy it just to try it, however I don’t have enough experience to be accurate about this. I definitely would not be good at it because I am not very good at directing people actively, I am very unsure of myself. I am also too slow to lead people. If I try to lead people without being told I’m supposed to be by the group (this is unlikely), I’d just keep them focused on the goal. I’d also help them with understanding how to get there if I do know. However I think if I was given this role by the group I would be very confused and end up overthinking, so it would probably be the worst to make me a leader.
• Are you coordinated? Why do you feel as if you are or are not? Do you enjoy working with your hands in some form? Describe your activity?
I don’t understand this question very well so I apologize if I answered it incorrectly. I do not particularly think I am well coordinated or not coordinated at all because it varies a lot. I do enjoy working with my hands, particularly if I’m fidgeting with something, but I do not know how to specify this.
• Are you artistic? If yes, describe your art? If you are not particular artistic but can appreciate art please likewise describe what forums of art you enjoy. Please explain your answer.
I mostly draw people and not anything else when it comes to drawings. I draw with an attempt for it to look realistic. Typically I don’t draw anything abstract because I don’t know how to, but if I could, I would on occasion. If this counts, I also enjoy writing fantasy themes, however I sadly can not muster enough motivation to write.
• What's your opinion about the past, present, and future? How do you deal with them?
I am not fond of the past at all. I tend to not think too much about the past, but when I am talking about the past, I am mostly thinking of my past actions rather than experiences. It is difficult for me to talk about my opinion of past experiences detached from my own actions. Also, most are too bland for me to write my opinion about. I do not think about the present much, it is usually other people that bring me to the present. Then again, I don’t really know how to see the present since it passes by quickly. I often think about the future, but not the distant future. I’m thinking of the future as in the future in relation to other people. It is difficult for me to think of the future in relation to myself.
• How do you act when others request your help to do something (anything)? If you would decide to help them, why would you do so?
If I’m not focusing on doing something else I would gladly help. I would help because, why not? It’s just a feeling of inclination. I do not know why else I would help.
• Do you need logical consistency in your life?
I don’t understand this well, but from what I assume, I suppose so, but I never thought about this. I assume that it would confuse me otherwise. What even is anything if it is logically inconsistent?
• How important is efficiency and productivity to you?
Efficiency is a very good quality, so it must be important, is what I think. If you could be efficient if you tried, yet you don’t try to be, it’s a bit irking, but I suppose that is hypocritical. I stress about productivity a lot despite not being productive myself, at least, from what I see. My thought process is that if I’m not productive myself, then I am not smart. I don’t know where I got this idea, because I don’t apply this to others.
• Do you control others, even if indirectly? How and why do you do that?
I don’t control others. It seems too tiring to order people around. Even indirectly, I don’t notice myself doing so.
• What are your hobbies? Why do you like them?
Photography because I like the scenery that comes with it. It’s interesting how lighting can affect things. However I am not that experienced and don’t know much information about this so I can’t describe why I like it much. I enjoy drawing because I enjoy looking at the results and seeing how I improve. I find art interesting in general because it’s like you can create almost anything with it, so most artistic hobbies I would like for that reason.
• What is your learning style? What kind of learning environments do you struggle with most? Why do you like/struggle with these learning styles? Do you prefer classes involving memorization, logic, creativity, or your physical senses?
I don’t know, other than that I often find myself relying on using logic for classes and not at all memorization. I do not apply creativity and physical senses to classes nowadays, so I think I wouldn’t prefer classes like that.
• How good are you at strategizing? Do you easily break up projects into manageable tasks? Or do you have a tendency to wing projects and improvise as you go?
I improvise a lot. I think I don’t like to strategize because it’s too tiring and I don’t have a goal I am going for so I can not strategize at all (if I do have a very specific goal I would try to strategize). I don’t think I strategize enough to answer how good I am at it, but when it comes to strategy in relation to other people, I am bad with it.
• What are your aspirations in life, professionally and personally?
I simply just want to improve myself both professionally and personally, with my personality, morals, and behavior. I don’t think I will find an end to that, because I’m constantly trying to think of what’s good and what’s bad. I would really like to improve my skills with a lot of things too, such as things related to writing.
• What are your fears? What makes you uncomfortable? What do you hate? Why?
I don’t want to talk about what I fear or what makes me uncomfortable. I hate being dragged into things without being told about them because I would be fine with it if I was told beforehand. I don’t know why though.
• What do the "highs" in your life look like?
I think my highs are more grounded in reality. I notice whenever I’m at my best I feel more connected to reality for some reason, and I am very reasonable.
• What do the "lows" in your life look like?
Generally I think I would be more easily distracted but otherwise I don’t think it is noticeable by others when I’m in my low because I keep most of it in my head.
• How attached are you to reality? Do you daydream often, or do you pay attention to what's around you? If you do daydream, are you aware of your surroundings while you do so?
I think I do daydream often, but I am not sure. I think I can easily attach to reality if I focus on it, however otherwise I think I focus on imagining things. I am definitely not aware of my surroundings if I daydream, how can I be?
• Imagine you are alone in a blank, empty room. There is nothing for you to do and no one to talk to. What do you think about?
“Why am I in a blank, empty room?” I would definitely think that, but ignoring that, I would just think about the same things I do before, like thinking a lot about stuff I’ve read or I am very into.
• How long do you take to make an important decision? And do you change your mind once you've made it?
I’m indecisive so usually when I make an important decision I think about it a lot so it might take a long time. I do doubt my decision but not enough to change my mind. I will worry about it but I will not change my mind just then. Sometimes I get tired of thinking about it and decide to just choose whatever option I feel is best, and I will definitely regret that because I end up realizing in the long term how terrible it is.
• How long do you take to process your emotions? How important are emotions in your life?
I understand how I feel about things but sometimes it takes a while. I am not sure of a specific circumstance, but sometimes I don’t understand why I am feeling this emotion and take a few minutes to think about it before I understand it. But emotions are definitely important to me as my own emotions help me make decisions.
• Do you ever catch yourself agreeing with others just to appease them and keep the conversation going? How often? Why?
I do this most of the time because I don’t want to argue and find it tiring, also I don’t like seeming rude. If it’s an idea that has nothing personal related to it I can most definitely disagree though, for example something that has to do with facts and logic, but if it’s connected to them and their values I definitely would just agree because it feels rude for me not to.
• Do you break rules often? Do you think authority should be challenged, or that they know better? If you do break rules, why?
I don’t break rules at all. I try to check too much that I’m not breaking rules if I’m not used to where I am because it scares me to accidentally do so. I don’t want to get in trouble for not doing so. However I don’t think authority should be automatically challenged or they automatically know better, I think it depends on who the authority is. Mostly I think that the actions and rules they make should be considered first and why they added that rule. Therefore I don’t think you can just simply challenge all of them or think all of them know better.

**Introduction**
1)Will this be your first dog? If not, what experience do you have owning/training dogs?
* YES
2)Do you have a preference for rescuing a dog vs. going through a [reputable breeder]( http://ownresponsibly.blogspot.com/2011/07/identifying-reputable-breeder.html)?
* PREFER A BREEDER, BUT RESCUES ARE AN OPTION
3)Describe your ideal dog.
* HARDY, SMALL TO MEDIUM-SIZED, NOT A LOT OF BARKING, NOT A TON OF SHEDDING, TRAINABLE, MEDIUM ACTIVITY, FETCH AND WALK AROUND THE BLOCK, RUN A MILE OR TWO OCCASIONALLY, HIKING
4)What breeds or types of dogs are you interested in and why?
* LABRADOR RETRIEVER (FAMILIAR), DANISH-SWEDISH FARMDOG (INTELLIGENT, GOOD WITH KIDS), TERRIERS (AFFECTIONATE)
5)What sorts of things would you like to train your dog to do?
* CRATE TRAINED, FETCH, WALK WITH A LEASH, SIT, NOT JUMP ON PEOPLE
6) Do you want to compete with your dog in a sport (e.g. agility, obedience, rally) or use your dog for a form of work (e.g. hunting, herding, livestock guarding)? If so, how much experience do you have with this work/sport?
* NO
**Care Commitments**
7) How long do you want to devote to training, playing with, or otherwise interacting with your dog each day?
* 3-4 HOURS DAILY BETWEEN 4 FAMILY MEMBERS
8) How long can you exercise your dog each day, on average? What sorts of exercise are you planning to give your dog regularly and does that include using a dog park?
* 5, 30 MINUTE WALKS PER WEEK, 2-3 LONGER WALKS OR RUNS PER MONTH, ~2-3 5-10 MILE HIKES PER YEAR
9)How much regular brushing are you willing to do? Are you open to trimming hair, cleaning ears, or doing other grooming at home? If not, would you be willing to pay a professional to do it regularly?
* OPEN TO DOING SOME GROOMING 2-3 HOURS A WEEK AND PAYING A PRO ON OCCASION
**Personal Preferences**
10)What size dog are you looking for?
* SMALL TO MEDIUM
11) How much shedding, barking, and slobber can you handle?
* SOME SHEDDING IS OK (SEASONAL?), MINIMAL BARKING, MINIMAL SLOBBER
12) How important is being able to let your dog off-leash in an unfenced area?
* NOT IMPORTANT
**Dog Personality and Behavior**
13) Do you want a snuggly dog or one that prefers some personal space?
* SNUGGLY
14) Would you prefer a dog that wants to do its own thing or one that’s more eager-to-please?
* PREFER ONE TO DO IT'S OWN THING, BUT I'M GOOD EITHER WAY
15) How would you prefer your dog to respond to someone knocking on the door or entering your yard? How would you prefer your dog to greet strangers or visitors?
* A SLIGHT BARK OR TWO WOULD BE FINE, BUT NOT REPETITIVE
16) Are you willing to manage a dog that is aggressive to other dogs?
* SOMEWHAT
17) Are there any other behaviors you can’t deal with or want to avoid?
* JUMPING ON PEOPLE
**Lifestyle**
18) How often and how long will the dog be left alone?
* 4-6 HOURS 2-3 TIMES PER WEEK
19) What are the dog-related preferences of other people in the house and what will be their involvement in caring for the dog?
* WE'RE ALL IN AGREEMENT WITH THE PREFERENCES, FAMILY OF 4 WILL SHARE IN DUTIES
20) Do you have other pets or are you planning on having other pets? What breed or type of animal are they?
* NO OTHER PETS AND NO PLANS
21) Will the dog be interacting with children regularly?
* YES TWO KIDS BETWEEN 9 AND 13
22) Do you rent or plan to rent in the future? If applicable, what breed or weight restrictions are on your current lease?
* NO
23) What city or country do you live in and are you aware of any laws banning certain breeds?
* MICHIGAN, USA
24) What is the average temperature of a typical summer and winter day where you live?
* 75 IN THE SUMMER AND 15 IN THE WINTER
**Additional Information and Questions**
25) Please provide any additional information you feel may be relevant.
* I WORK FROM HOME 2-3 DAYS / WEEK. WE CAN AFFORD OCCASIONAL BOARDING. WE OFTEN GO ON CAMPING, HIKING VACATIONS
26) Feel free to ask any questions below.

Jung: "These things are obviously so difficult to understand that you just can't talk to people about them. It's amazing how little people understand of such matters! They don't think about them at all! Of course, one would have to say a great deal in this regard. But it is so much about the individual, that it is far too boring to people! If I knew a remedy that could be injected into tens of thousands at a time, that would be popular! Especially if you don't have to do anything by yourself. But the very idea that you should begin with yourself, that is totally out of the question! You always have to have something that's good for a hundred thousand, for a million, but not just for the individual, he is far too uninteresting! We are too convinced by natural science how futile a human life is! And recent history has shown us how human lives really count for nothing. And the individual is so convinced of his nothingness, that he makes no effort to get anywhere with himself, to develop himself inwardly in any way. It is too hopeless: the individual is nothing! And that is of course a wrong notion that the individual is nothing: the individual is the vessel of life! Every individual is the bearer of life and life is borne only by individuals. It does not exist in itself, there is no life of the millions! This is nonsense! But millions of individuals are vessels of life and in everyone this problem is a whole. And then they say: "But look at So-and-so: he is not a vessel of life!" One is trivialized. Most lack courage! The theologians should of course also be convinced, that the individual soul is the bearer of life and of greatest importance! Yet a theologian himself said to me: "Yes, it depends on the hundreds of thousands. If we tried to treat every single individual, we would never get anywhere!" Then I said: how did Christianity originally conquer the world? It always went from individual to individual! With my cases of neurosis, for example, they also think like that, but they soon relearn, when they see that nothing changes in them, if they don't take themselves seriously. But taking yourself seriously is considered a vice: you're considered a "loner," who takes himself too seriously and so on. One encounters this undervaluation of the human soul everywhere. They say: “the human soul! Everything falls into place, the others will do it. But I myself and what I do doesn't matter at all! If someone knows, it doesn't matter.” And then you can't really do anything from the psychological angle. You can only say how things are and make yourself unpopular with it!" https://youtu.be/ezsd4GuWQwU?si=RdwCfZ4ATqCmKg45&t=1097

Hey Reddit, so I (14f) had a pretty weird teacher (42f) a few years ago that I would really like some advice about. So at the start of 6th grade, I was really depressed, and decided to tell my teacher at the time since I hadn’t told anyone else. She started talking to me almost every lunch break about the stuff I was going through. I ended up telling her I was questioning my sexuality, (I’m a christian and have now realized that I’m straight). Anyways she started to over validate that, telling me all her political and religious views. She would almost act as my therapist, and I’d also act like hers, as she’d always tell me about her messy divorce that happened about 10 years prior, and also told me advice that her own therapist gave her. I feel like she got creepily close with me and crossed some boundaries that she wasn’t supposed to. There was one time she hugged me without asking after I gave her a Christmas gift, which I found kind of strange, because I never initiated it. At the end of the year she gave me a rock and gave me some sappy words and told me to keep going and stuff. She said I could put it in my pocket or something, and then she said she has a rock that she puts in her bra, which I was pretty weirded out by. She also would tell me during our talks at lunch break how to do chores and stuff, and was acting like she was my mom. She taught me how to make spaghetti and do laundry, which I found pretty strange because she knew I had a really good mom that was highly involved in my life. I also had her in third grade, and she used to always trash talk her boyfriend's daughter and vent to us about random things, and again tell us all her political views. She would trash talk her hockey billets and was crying one time and asked us our advice on which school her hockey billet should go to, as he got expelled. There was one time in 6th grade, where there was this kid with some mental issues that was acting out. She made us third graders all form a circle around her going around and saying things we didn’t like that she was doing while everyone was crying and freaking out. At the end of 6th grade, she left and went to teach at another school. This literally broke me and led me to a really depressive state, as I basically idolized her. I’d fantasize about her adopting me or me getting abused and going to live with her. She’d go on to send me quite a few emails into the next school year, asking how I’m doing and things. Eventually when I came to my senses, I sent her an angry email expressing how I felt like she crossed a lot of boundaries with me. She just responded saying to contact kids' help phone, and we’ve never spoken since. I went to the principal about it when I was still at that school, and she just brushed it off, saying she’d talk to the teachers at the next teacher meeting to be more careful. She didn’t at all validate my feelings, and it’s not like she does with anyones, and there’s been fist fights at that school where no parents were called. Anyways I'm just wondering if I’m crazy and this is all in my head, or if there’s anything I can do. Because I almost k*led myself because of her, and now she just makes my blood boil. I apologize if this is really stupid. I’ve told my mom about it but she doesn’t take it that seriously either.

Hello! I’m new to the world of intermittent fasting, and I have a question regarding my plan for weight loss. Here is my plan:
OMAD: A big protein shake each morning made from protein powder mixed with fat free/lactose free milk that has 43g protein, 28g carbs, and 300 calories.
Electrolytes: sodium, potassium, and magnesium.
Vitamins: multi-vitamin, vitamin b, vitamin c, and vitamin d.
Other Supplements: probiotic, fish oil/omega-3, fiber gummies, melatonin.
Occasional Allowances: diet coke, spicy chicken broth, and sugar free gum.
I’d also drink plenty of water all day long (as I’ve always done). I’d stick to taking walks as my main form of exercise. And I’d aim for 8 hours of sleep per night.
My stats are 27F, 5’7”, 385lbs.
I know that there are plenty of people who go on very long (sometimes even 40-50+ days), extended water and electrolyte only fasts for weight loss (my longest one was only 4 days). I’m wondering if my plan outlined above would be not only effective, but also safe to do long term for weight loss? Especially since I have so much stored fat that my body can use for energy. I figure that if people can go that long with only water and electrolytes, surely I can go even longer if I’m adding in things like protein, carbs, vitamins, and supplements along with the electrolytes and water. Does this line of thinking make sense, or is it foolish?
Thank you for any advice and/or insight!

I apologize in advance, as this may be quite long. For some background, I was raised a Christian in a very broken home. My life turned upside down and I used to blame all of my trauma on God. I used to ask myself daily why would he let this happen, what he was doing all this time, and when things would get right. I lost faith. I grew a dislike for him. I stopped believing. This went on for a while, I would talk to god and yell and cry and tell him I was angry at him. I would tell him I feel like he didn’t care, that he messed me up somehow. I tried to take my own life on multiple occasions throughout the years. Overall, I was in a rough patch. Recently, I started thinking about God again, like something was pushing me to speak with him, but I was too guilty. I started seeing small notes stating “god loves you” in the smallest of places. I thought to myself “well, that’s just a coincidence.” I sat in bed a few days later and thought to open a bible and read, then thought to myself not to do it. As I sat on my phone mindlessly scrolling, the random YouTube video I had on to fall asleep to had a man on it that said “go read the Bible. God is good.” I looked up and noticed it was a video about how pens were made. I opened my bible the moment I heard it without thinking. I started with Matthew. I felt guilt, shame, confusion, everything. I thought I was a fraud. I thought to myself “how could god still love me? I’m terrible.” I prayed that night, speaking to god for a while, telling him everything. I told him every bad thing I’ve ever thought, done, and how I was selfish. When I was done praying, for the first time in a really long time, I felt calm. I fell asleep right away. I remember even when I was angry with god I still prayed when I had a panic attack, begging him for peace and a few moments later he would calm me. The truth is, I still struggle with doubt, guilt, shame, you name it. I’ve realized I’m not perfect. I’ve realized I have a lot to learn. Fast forward to today, I feel like I’ve been getting jabbed at by the devil. For the first time ever I was yelled at by a client at my job, who had said something so ignorantly personal there was no was satan himself didn’t fabricate this act towards me. I get clients that take their anger out on me at work daily, but this response was one in which I was unprepared to answer for. For the first time in my life (and this may be sad to say) I stood up for myself in the kindest way I could. I didn’t yell, I didn’t scream, I didn’t argue. I let this person know that I am not garbage, and that they couldn’t speak to me that way. So why is this included? Because that was out of character for me. The person I used to be would yell back nasty things. But I felt horrible that they felt so angry. I felt terrible for what I said thinking it over and over again. That I could’ve said something with more love. For the first time in my life I said I wasn’t garbage even though for majority of my life I felt I was. The Bible taught me God doesn’t create garbage. What was I even thinking? I calmed myself down shortly after and it hit me. So here I am to ask: is this the start of the spiritual warfare everyone speaks of when you reach out to god after being in a dark place? This may sound minor to most, but to me this incident won’t get off of my mind. And to follow this with another question, when you got in touch with god, did you also have a million emotions flowing through your mind?

Its a long post so for anyone that will read it or reply thank you so much :)
All my issues started 2 years ago, there was alot of stress and I think that triggered my pelvic pain. I didnt know what was going on with me why did I experiance pain in my PF and penis so I was really lost.
The pain went totally away after ive calmed down after 1.5 months but it was brutal. Then I got sick and had some kidney issues and I got floxed with cipro. I had severe anxiety and panic attacks because of the pills. My body felt weak, my chest felt compressed and it felt hard to breathe. Amogst these symptoms I had many more.
I discovered soon that this was caused by cipro and found subreddit where people helped me. One of the things that really scared me about being floxed is that any stress on the body is not good while recovering... and tendopathy that alot of floxies talked about.
So that caused me a fear of moving. I wanned to get better as soon as I can cause side effect frightened me alot so I was resting alot and just going for short walks... and I think thats where my core weakness started to kick in.
That was going on for few months until I started to get better and I thank God that I did. I had few flares but that way it.
My pelvic pain wasnt gone tho so I wanned to understand what is going on with me but this lead me to alot of stuff (prostatitis, pelvic floor dysfunction, PN...).
So I did alot of reading and after a yeaf of ups and downs I realized I have tight pelvic floor. Ive read what to do but there was too much information with too much different opinions. Some people said engaging core is bad and should be avoided because it strains PF muscles. Some say strenghtening causes flares and that relaxing and stretching should work. So me being stuck in this and wanned to get better have stoped using my abs... and that made weaknes even worse.
I then found pelvic floor PT in another country since we dont have any here and went there. They gave me some exercises and told me to eleminate my stress as much as possible.
And I had 3 days without any symptoms. Then they came back but they were very mild I bearly noticed them. Eventually they almost fully went away for like 2 months until I had some back pain. Then they came back again. But that was again very mild and went almost fully away again for 2-3 months.
Then 6 months ago my back pain started suddenly and MRI showed inflamed facet joints. My pelvic pain came back but not that bad. I visited PT for back muscles and they told my my core is really weak. So they had me do some core exercises and after about 5 visits it somehow helped my pelvic pain quite alot I would say.
I had in total 10 visits, would go for more if I could afford but sadly cant.
My pain was mild and also gone for few days in between for 2 months again until recently. I had some stomach issues and I had diarrhea. And I think this could be causing my current flare.
My symptoms:
mainly just irritaton feeling, tight feeling and some pain. Its not constant I have better days and worse days. Sometimes pain just comes for no reason ? Sometimes i bearly feel anything or even nothing.
I have no other symptoms besides that.
Trough out the day the pain is not constant. Stress definetly makes it worse. And walking helps tons and also some stretching.
In those 2 years in total I had 1 month of pain free at the begining. I had around 7 months of almost 0 pain, most of the time I was totally okay but had few moments where I would feel it just a tiny bit again. Ive had few days or weeks without pain aswell but I dont really remember exactly.
Im VERY anxious person and I stress about my pelvic pain alot... always thinking everything does damage to me like certian moves, some straininh, laughing, core strenghtening exercises... and I just keep on searching for the cure. What am I doing wrong, is this even fixable
My questions:
-What should I do to get better, can I fix this?
-Should I stretch?
-Should I strenghten ? What exercises are safe for back ?
-Why does core strenghtening exercises cause flare ? (Glute bridges, bird dog...)
-Why Is pain sometimes on left side and sometimes on right ?
I just wanna be pain free im only 25 I should be enjoying life and working and im just stuck in this cycle.
My biggest fear thats in my head everyday is that this is forever thing and it makes me so damn sad...
Is this curable after 2 years ?
If you came this far I honestly wish you fast recovery and thank you for reading ❤️

Icebreaker questions on christian exercises

Information and Help on learning the Polish language

[derive(ConstParamTy, Eq, PartialEq)]