Is it possible for a non-native from Europe to become a primary homeroom or kindergarten teacher at an international school in China if I get a teaching license in primary education from Moreland?
If so will my BA in Teaching English, Teaching Literature, Teaching be enough or will I need to get a masters in primary education as well?

I want to be hopeful and optimistic but the vast number of online disappointments make it difficult. Here are some things I don't want. Please don't contact me if you are not interested in reading the post. or do not want to talk long term and would be planning on ghosting me or disappearing within 1-2 days.
I am someone who is quite a sweet and effortful person. I would love an online connection with someone similar to me and have good, intellectual conversations and also share some laughter and affection. Affection can light us up and make us happy. (Even platonic connection is fine.) I like giving and receiving affection in the form of cute, little nicknames for each other, checking up on each other, asking about each other.
Of late, I have been watching a lot of couple pranks on YouTube. They teach me a lot about couple dynamics (what kind of dynamics are healthy and what are toxic). It would be nice to have someone to discuss these kinds of dynamics with. Sometimes I like those pranks where one pretends to be angry and the other kind of comforts them. It would be nice if we could enact that sometime.
I hope my words sail to some worthwhile eyes on the winds of destiny.
I have grown wary of superficial connections, no effort replies and even abrupt ghosts.
I would like someone with whom I can exchange sweet words with. I am quite a romantic person and I was more so as earlier. A lot of responsibilities were thrust upon me with time, but I have rediscovered that side of myself. I would love to have a pretend romance with an online companion - where we pretend like we are long lost soul mates and trade fiery words of sweet passion for each other.
But, that is completely optional. I am fine with a wholesome, platonic connection as well.
If you've reached this far, it's because of some happy confluence of my words, the Reddit algorithm and fickle fortune.
Our meeting seemed to dangle so much on fate, it's only fair we pay our dues. Give it our best shot. Do justice to the matchmakers of heaven - The directors of this romance.
I'm on the quest for a sweet companion. Someone with a good heart. Kind and empathetic - Like my own. The good person at the end of the romcom when the attractive antagonists lose their allure.
I love bonding with someone through heart to heart conversation. Through exchanging genuine care and concern. Through passionate exchange of our interests and hobbies. Through clockwork logging of our daily lives. Through mindful curiosity in each other's interests. Through mutual preference for glitter over gold, depth over deception, charm over carelessness and symphonies over superficiality.
The conversation starts out with pleasantaries and outward introduction of our demographic information - the most rudimentary. The most formal. Gradually, the outer layers crack and a mild joke cuts across the mask and we're another layer deep. Common or different tastes in art are the usual social custom for making new acquaintances.
Soon, our conversation flows like a roaring river eliciting deep intellectual and emotional responses from both of us.
We're discussing prized memories and cherished fantasies of the future. Chalking out hypotheticals and admiring the other's world views. Pretty soon, we're suddenly bare and feeling a strong bond by virtue of what we've shared.
Small silences punctuated the conversation. These silences were not awkward. It was a comforting waterfall of connection. It was the silence that followed from both of us knowing and enjoying the bond created by our hearts.
I loved the feeling of ending a conversation with a stranger on the first day with the feeling you've known them for years. I harboured romantic beliefs that such a connection must be the byproduct of a relationship in a previous life !
Here are a few things about me -

• I love staying at home.
• I do not drink or smoke and don't like going to noisy pubs. Although there are times when friends or office parties are conducted there, it's something I just tolerate.
• I love reading. I am interested in programming, Mathematics, Chess, Science, Psychology, Geopolitics, Space, Literature (fantasy particularly or late but I like all kinds) and Self Help (Productivity and Positive Psychology) - and a lot more ! I'm generally intellectually curious and a lifelong learner.
• I love following updates on things I'm passionate about and sharing them regularly. I love following podcasts and blogs and videos on them and sharing and discussing them. I also love explaining a new thing I have learnt as it helps me understand it better.
• I tend to be positive and look at the brighter side of life usually. But I also like sharing the problems I am going through and like listening to your's.
• I love animals. I have a lot of pets. I am also quite close to my family and am surrounded by my loving pets (5 dogs and 4 cats). I recovered from dengue last month and they were always around me all the time. It felt very good.
• I love putting in effort into messages and writing effortful messages and generally use complete words and not much abbreviations. I love crafting a symphony of text.
• I am usually quite calm and supportive and remember things that are told to me in conversation. I like getting emotional and expressive and am soft hearted and sensitive. I am also quite mature and enjoy talking to similarly mature people.

Do not reach out to me if you're just bored, did not read the post, don't like anything about me or my profile or don't know what you want or don't want to invest in having a good connection or don't even have the intention for talking for a few weeks. I am already quite hurt at repeated ghosting so please do not even reach out to me if you intend to ghost by tomorrow or next week.
Here's what I would like from us

• Genuine interest, care and empathy for each other - Making each other a priority though we are strangers at first. That's part of the excitement in jumping head first into this ! That does not mean we do not respect each other's busy schedules or commitments. I'm looking for something really genuine.
• Regular effortful messages, and remembering things the other says
• I love sharing or explaining anything new I learn, whether it is a blog post, podcast, video, book or a general thought that came through my mind. It would be great if you love listening to good explanations and are interested in such things. I'd also love it if you too like sharing blogs or podcasts on topics that you are interested in but it's not necessary.
• I also love self improvement and sharing progress or motivation as we are doing things towards our goals and dreams.
• I love voice calls as I love the sound of voice. I would love it if you are someone who is excited at having regular voice calls (2-3 times a week) or at least exchanging voice messages at times !
• We don't need to have similar taste in art (music, TV shows, movies). I am open to learning about new kinds of interests and new subcultures !
• Openly sharing our thoughts on the bigger ideas and arcs of life and also venting about the smaller frustrations
• Being excited at receiving messages from the other person every time we light each other's phones up.
• [Optional] Some online romance where we sometimes say things to each other that make us blush like our first crush. A little romance to brighten each other up. Though this is completely optional. Sometimes sharing sweet, romantic messages with each other and maybe even doing this on voice calls too.

Also would be nice if we can just share photos so we can visualise what we look like as I like sharing photos when I go somewhere. I just like getting this out of the way. It doesn't matter to me what you look like, but I do like to know whom I'm talking to make us blush like our first crush. A little romance to brighten each other up. Though this is completely optional. Sometimes sharing sweet, romantic messages with each other and maybe even doing this on voice calls too.
Also would be nice if we can just share photos so we can visualise what we look like as I like sharing photos when I go somewhere. I just like getting this out of the way. It doesn't matter to me what you look like, but I do like to know whom I'm talking to.

Hello everyone, I'm gonna start this off by saying thanks to anybody who will read this as it will be a long one, and anybody willing to offer me any advice.
PS. This post started as a post where I was asking for college advice, but as I wrote more I realized any advice would be really helpful so I changed the title a bit, Thanks in advance again!
[[ Beware: My whole lifestory coming up combined with tired midnight grammar 😅 ]]
To get to the point, I currently live in Croatia and just turned 19 a couple of months ago and a time has come when I am again thinking about college. Some background on me, from when I was very little I was always interested in engineering and art, it all started when a teacher of mine in the 5th grade of primary school introduced me to programming and robotics. From then on I was in love with everything to do with electronics, robotics, mechanics programming, and fundamental sciences, maybe even math itself, but that's beside the point. During those years the passion for all of that really grew. I went to countless robotics competitions during my time at school there and even won lots of prizes. One time I almost came to world-level competitions but sadly missed the first place by a point. When I was home I sadly didn't have much equipment for any of these interests except a computer. It seemed limitless what I could do with it, whatever I wanted to do I could make it. It's not like electronics where as a kid getting parts was difficult except from old salvaged electronic devices. I could learn and make whatever I wanted, as long as the old family computer could run it. So I started learning a lot about computers during these times like basic algorithms and some basic games random Python scripts etc. In terms of computers, I was no genius, but for the age, I'm grateful I took the time to learn even the basics of it. Other than that I was a somewhat weird kid because I couldn't really take picking off some classmates as a joke and got annoyed at it quickly when they started interrupting me while I was drawing ( My dad was an artist in his youth so I picked that up from him, been scribbling every day in primary school when class was either boring or some kind of recess ) but even though they were picking on me, I to this day still really don't mind them, we were a pretty close class at the end of the day. And that's how most of my primary school went by, me being social with only a few friends and my informatics teacher as well. Other than that I was pretty sad during those years, I couldn't understand people and was contemplating the meaning of life as well, and that combined with me inheriting some stubbornness from mom, she and I were always fighting for homework, screentime, etc. Right now we are in a very good relationship so I'm greatful for that aswell. Seeing how I didnt really talk outside of school to many people expect a few friends ( I do live in a small village so if they were the same age as me they were in my class ) i basicly spent most of my time while not staying after school in a computer club we had for few hours every couple of days a week, i was cooped upped inside my house, playing with legos, being with grandparents or my cousins or being on computer and doing some programing, scripting, photoshoping and other things you can reasonably excect a child to do. And so passed most of my primary school.
When time came to plan for highschool, I originaly wanted to go to art school, but was quickly turned down by my mother because she thought it wasnt a smart idea. Personaly didn't like it at first, but she is a smart woman so in time i understood. Basicly other then liking to draw and paint, I wanted to go there bacause my best friend from class was going there and he also wanted me to come along. ( Funny how me the least popular guy and the youngest guy in class and he the most popular guy in class while also being the oldest were best friends, but thats a story for another day ) As my mom turned down my suggestion for art school she suggested I go to a school for a Mechatronics Technician. I didnt not like the idea as well I loved everything related to it. Other than that another option was Computer Technician ( basicly a programming oriented path ) but I decided mechatronics because i said to myself i can learn programing at home because the only tools i need are a computer, and mechanics, electronics and robotics is something I dont have at home so it will be really cool to learn all of that here and so, highschool started.
Oh how fast has the reality come crashing down as I understood what the whole mess of the education system actualy was. Most of the classes didnt have any equipment to actualy do anything practical, the other small portion that did the rest lf the 95% of class didnt understand anything so we couldnt do much or what was the more often scenario is that the proffesors just didnt really care at all so we would come to class and do absolutly nothing, like literaly nothing except waiting for the bell to ring. After i realised that I just started not coming to school most quite a bit. Mostly was not comming on fridays, some wednesdays etc most of the times I was actualy abit sick, but every time i was sick i exadurated it so my mom would let me stay home. Even though i was missing quite a bit of classes, if a class had something to do with math or logical thinking ( which most were ) i would usualy either be best at it in the class or almost the best for the pure reason I was actualy really interested and loved all the cool engineering stuff. On the other side if a subject was about 0 logic, full random name memorisation like the croatian literature class, I was almost if not the worst in class managing just barely to scrape by. Other than that there was one proffesor who I admired so much for his style of teaching, as he tought me so much during the only 2 years he lectured me ( my fourth year of highschool he was out because pention ). In simply half a year we went from 0 knowledge to designing, printing, creating and soldering a whole circuit on a pcb, I was always there for his classes. On the other time we were doing something else, he always had some cool stuff prepared when i was finished with work early, he was a great guy and still respect him alot. Other than that i was really disapointed how there existed zero after school activities that i could do that had to do anything with electronic, mechanics, robotics or programing.
On the side of my social life, the summer just before starting highschool I realised this was a great opportunity to redeem myself as i really didnt want to get picked on like in primary school. So what other kind of persona would somebody come up in this situation than one being supported by my pride itself, other than that i was basicly a "chameleon" aka adapting to every person around me which was probably the reason i made some friends but it usualy tired me out completly. And so it started really great actualy, nobody was picking on me, i was socialising ( only inside of my class usualy, other than the people who went to this town from my village that i already knew, but it was a big step up for me ) and learned how to shrug of others banter by pretending it didnt effect me. It was definitly in a better possition then primary school alright, but i did realise alot of people just moving away sometimes because of how i just increased pridefulness as i got more vulnerable. I think i was able to keep my pride to just below some overflowing point as i still managed to make a few friends.
And so some time passed, at home watching more videos about everything to do with engineering, getting a 3d printer and messing with it, programing some more and even trying to learn some business, economy and more about money. I even developed a game for the school as some special thing I got by talking to a teacher of mine. Other than that at the third year, thanks to a profesor i was able to get in touch with a software development company and was able to secure an internship for basicly the whole summer, which was a blast. I learned so much new things that opened doors to alot more things. After that i focused my random "Jack of all trades" learning to be mostly focused on modern used technologies, and the needs of possible job recruiters, and well it in general. That is the point i feel i truly started learning proper programing.
More on my development of pride, in highschool and in primary school i was actualy praised quite alot and being actualy abit good at something maybe was the thing that allowed me to get even some friends by being prideful. We can call that being lucky as the stars alligned, but anyways. During those years i also had two experiences with me falling in love for the first time. The first one didnt last more than a 4ish months maybe, it was basicly a crush thing that ended in a broken heart, but o boy it was a good waking called. I wonder what would happen to me without this realisation. Then the next one lasted basicly 7-8ish months in the 4th year of highschool, and this one was much more complicated and longer, but after it i learned quite a new few things. These two things really awoken me to who i am today, as i try to live each day with as much virtue as I can. I threw out the pride out of the window, and dont really care too much of somebodies bad opinions on me, if there are currently any. I came to terms with alot of things and am just able to accept things for what they are, without judgment.
As im writing this its quite late and am tired so sorry for bad grammar i want to shorten this abit. Basicly my whole life i loved scientists, engineers and the idea of colledge. Was always dreaming of becomingba "great scientist" like albert einstein or nikola tesla but the older i got, the more things i learned, the more that dream of going to colledge got shattered by reality. As i realised the giant flaws in the education system, after learning about money and realising colledges are just big businesses trying to earn alot of money, and that that is their main motivation, combines with seeing that scientists basicly to get any money and recognition these days need to literaly hop from trend to trend, research what is "in" currently or well no bread on the table just made the academia route of my life shatter before my eyes. Seeing how i knew quite abit computers i thought i could atleast land something, but after seeing people who were much longer in the industry praise me for a impressive knowledge on alot of fields and my ability to almost instantly grasp any concept thrown at me, i actualy got a job. Well this was how I decided to start working immediatly instead of going to colledge. After weighing the options combined with the additional knowledge i got about the job market, this was an obvious choice. I believe that my key to being objective is me being realistic, so sadly i know am not some do it all genious and know i need to rely on whatever i have to use as leverage to enhance my life, so learning from Warren Buffet that out of everything I got, my time was my biggest asset. Simply being young with the above average skills i have, I believe i have a reasonably good chance to have a virtous and fulfiling life.
But i still have that burning flame in my chest, i still love the idea i had of colledge, of becoming a scientist, an engineer. I tried looking for ways to convince myself otherwise and see that i was actualy wrong about it all, but each time i look, more and more i realise my initial assumptions were right. The world is slowly moving away from official education like colledges as everything can be learnt online, because of ai the next few years are going to be revolutionary in all of these fields so either the colledge courses are going to be very outdated or just some concept of a job will not simply be needed as a diffrent one apears. The posibilities and their volatility is just so high that i dont feel even 1% safe actualy going to colledge, seeing how devoting like 5 years to it will mean loosing the onlx advantage i can use, and that is me starting out young. And as a bonus because i have a job i actualy have more time than colledge to persume my other interest like mechanics and electronics as well as actualy funds.
Thanks for reading all of this, I can trust it was quite a journey reading everything i written basicly half asleep but i hope you were able to understand everything. Im really confused what to do, as I love both options but knowing that one has a much better chance of being useful to me than the other. Any advice you can give me will be greatly appriciated, be it about college like is there an actualy good colledge in europe thats is worth it in my place, or general life stuff, about work etc. Once again I cannot thank you enough for reading this and helping me. Thanks!
Edit: I havent said much about my job because this is more of a general reddit but for people who are in the field I am a backend developer, with some freelancing and opensource contributions on the side

Hi everyone,
I'm an elementary school teacher from Germany experimenting ChatGPT in my classroom in different ways to make learning more fun and effective. So far I am just winging it and seeing what sticks. My principal is super supportive in letting me trying stuff out to see what works. I am under no illusion that students won't be using AI for school at some point so I see it as my responsibility to teach them how to use it to learn instead of cheat. Maybe not in elementary school but they definitely will later. Here’s what I’ve done so far:
-Helped students get feedback and improve their stories.
-Used voice to text to help with reading aloud and enunciation.
-Took photos of homework worksheets to create core concept sheets for better understanding.
-Made advanced questions and contextual assignments to match students’ interests.
-Created questions to deepen understanding of the material.

• Made guides for parents to help with homework.
  
• had students make posters on the benefits and dangers of AI and fed that into CHatGPT to assist in transforming that content into a podcast that my students then recoreded with GarageBand
  

It already feels like just these little things I am doing can have a HUGE impact on better understanding but I am sure I still am missing so many potential use cases.
But I need some help and advice:
-Improving GPT Responses: Sometimes the answers I get are too detailed or not focused enough. How can I make GPT responses better and more to the point?
-Homework Assistance Bot: I want to build a bot that students can use in the morning to review their homework. They can scan their homework, find mistakes, and understand what they did right and wrong. It could also ask deeper questions for my advanced students. I think this will make homework more effective, especially for those who struggle and don’t get enough feedback. I have seen GPTs where you just have to type in a number to continue and it guides you through a predetermined set of questions. Something like that would be sweet for my young students.
Next school year, we’ll get access to a ChatGPT API, and hopefully, all students will get tablets. It seems like our state is setting us up to experiment. Data protection laws might become an issue, but as long as all student work uploaded is anonymous, we should be good—though nobody knows exactly how it will work yet.
I'm also working on showing my still skeptical colleagues the benefits of AI. My principal is supportive and sees the potential, even if they don’t fully get it yet. They’re encouraging me to help my colleagues see the value too. A lot of them are super skeptical. They think it is just the next toy that will fry our students brain not seeing the incredible potential IF used right. Please, please help me! I feel like a Trailblazer exploring a whole new world of education. There literally is nothing to work off of. I understand the accuracy of ChatGPT can be iffy so I always have to be considereate of that but with the proper context and right prompt it is basically 90% good for literally every student no matter their background. I will take that 90% for every student over me not being able to give every single student the attention they deserve. I don't want perfect to become the enemy of good. Plus I suspect when the next school year starts in September when I really want to shift to more adaptive learning we already have a slightly better iteration that will solve a lot of issues.. Exciting times but also really challenging.

"It seems to me you’ve probably had enough teaching, but the tendency is to always want to hear more, to compare and to end up in doubt as a result." I started reading The Collected Teachings of Ajahn Chah a few days ago and this line from the Dhamma goes Westward really struck a cord with me. I've sort of danced with Buddhism for several years, but also other spiritual practices. Recently, I've been drawn to giving it some more serious contemplation and application in the day to day.
I have this habit, however, whenever I begin to study a topic, I need to have like every book written on that topic, then if there are different schools of thought on said topic, I like those as well. And in the end I create this daunting amount of information that really doesn't leave me with a practical way to practice what I'm learning. I've been guilty of that even with Buddhist literature, I bought most of the Nikayas a few years ago when I thought let's learn about Buddhism but only recently have started a sutta practice where I've gradually begun working through the Middle Length first. But initially, I created this daunting amount of info for myself haha.
Anyways, I just thought it was cool to have this moment of recognition and see how I'm trying to resolve that craving for more and make full use of what I already have. I've been dedicating a lot of time lately to dhamma study(I have a decent amount of time to read at my new job) and keeping my meditation practice steady and so it was just a cool moment and for me and I don't have a Sangha so I wanted to share.

now senior so i thought id take a look back. most TFs or lab instructors missing bc i don't remember them and never attended most office hours.
Courtney Martin - FY101 freshman fall. utterly useless class (was an undeclared major so took it hoping to get some guidance, basically got nothing out of it.) very chill instructor though, no issues there, just waste of time.
Scott Possiel - WR120 freshman fall and WR152 freshman spring, grad student teacher. pretty chill and class was interesting (mediterranean religion [roman religions]), learned strong amount about writing. no complaints, hope he's on to great things.
Alexander Nikolaev - CL/208LX208 freshman fall. awesome class on zoom, funny and knowledgeable dude, learned so much about about indo-european linguistics, and sparked basically all my interest about linguistics. assignments were fun and refreshing. one of my favorite professors at BU despite only having had one class with him, unfortunately he disappeared (left?) after 2020 and I have no idea why, nor did any of my classmates. lucky to have had his last BU class in first semester of freshman year.
Christine Papadakis - CS112 freshman fall. her ratemyprofessor 1.9 score says enough, bad at explaining topics, strange class vibes, pretty unhelpful. seems like a nice person though. main reason i did not continue with compsci after 1 semester at BU, class wasn't too difficult (got B+ and could have done better if i tried harder) but it was so utterly boring it was the dread of every week and genuinely difficult to find any will to do work for it. lectures were insufferably boring, especially on replay when studying. avoid her at all costs.
Edward Loechler - first half of BI107 freshman fall, BI108 freshman spring? (i remember him and spilios teaching some class together or two part or something). chill old man vibes, class was solid and well taught. don't remember anything else except no issues. recommend.
Kathryn Spilios - second half of BI107 freshman fall. chill professor, class was solid and well taught. don't remember anything else except no issues. recommend.
Leah Kronenberg - CL102 freshman spring. awesome professor, very kind and good at teaching. recommend
thomas keyes - CH101 freshman spring. worst professor i had in all of BU hands down. so utterly useless and incompetent his syllabus was barely even divided into paragraphs, just a spam wall of text. lectures monotonous and uninteresting, bad at answering questions, mean to students, generally seemed like he was on the verge of suicide or homicide or both at any given moment. thankfully he retired so i do not have to say avoid him at all costs.
special shoutout to Alyssa Kranc - TF for CH101, grad student. actual angel sent from heaven to guide the class thru the horror that was CH101 with thomas keyes. great at explanations, patient, and brought good vibes. i actually really liked chemistry and it was only thru Alyssa's help and lab review meeting things that I learned anything in this class and got an A. Hope she is onto greater things and epic research.
jane x. luu - AS102 sophomore fall. chill professor, kinda made class easier as time went along when she realized nobody really gave a shit about the subject and was just there for hub or get chance to look thru telescope. actually discovered some really awesome things in her research (the kuiper belt). was visiting professor so dont think she'll be back.
brandon jones - CL101 sophomore fall. awesome professor, good lectures, chill guy. recommend.
john thornton - HI175 sophomore fall. boringest history lecturer ive ever had, quiet so had to sit in the front to even hear him (maybe cuz covid masks everything was quieter). chill guy, easy class, probably cooler to talk to at office hours than for survey history class. recommend.
cathal nolan - HI284 sophomore fall. Lowkey kinda pompous guy, but classes were always insightful and really felt like attending a speech notsomuch a lecture. history of war class was one of the few classes where i felt like i really gained wisdom and not just knowledge, but also fell short of my expectations at the same time if that makes sense. pretty easy if you like history / are good at writing. needs to learn how to use slides though lol, windows photo app on USB stick photos can only last so long. recommend.
Christopher McMullen - FY102 sophomore spring. genuinely do not remember a single thing about this class or professor. pretty sure we unironically did a meyers personality test thing, hilarious waste of time. or that was in FY101.
hannah culik - CL237 sophomore spring. very kind professor, learned a lot in the class. 0 official dealines so u can turn in everything late but i do not recommend leaving it all to the last minute. pretty political charged, but i think in an engaging way. she left BU but i would recommend if she were still here.
simon payaslian - HI176 sophomore spring. felt like high school class but i guess that's how history survey courses go. chill dude, kinda tough grader? dumb assignments. average lecturer. recommend.
bruce schulman - HI231 sophomore spring. very kind professor, i turned in my final research paper like a week late LMFAO and he still accepted it (with some completely justified points off for lateness of course). good lecturer. recommend.
Christopher Daly - HI231 sophomore spring. kind professor chill lecturer some course as schulman (double professors). retired, otherwise would recommend.
Alexis Peri - HI200 sophomore spring, HI272 junior fall - one of the best professors at BU hands down. kind but pushes you to truly learn. writing excelled under her and i felt i improved my overall skills as a student / scholar in every way. she grades easier as class goes on. genuinely proud to have achieved in A in both her courses, pushed myself to get there. maybe a bit too much class discussion for my tastes though, i don't really enjoy sharing out. recommend.
shoutout to Margot Rashba, TF for HI272. helpful explainer since I couldn't go to professor Peri's office hours due to time conflict. hope she is onto great things.
clifford Backman - HI101 junior fall. chill professor, class pretty boring but funny lecturer. completely ghosted my email sent in next semester discussing my idea for senior thesis lol, and wasn't at the office hours listed on website, idk what happened. apparently went on leave after some controversy regarding speech. so yeah lol. recommend.
Stephanie Nelson - CL161 junior fall. awesome professor, kind and fun class. recommend
Timothy Clark - CL162 junior spring, CL322 disorganized and seems like he didn't really care about the class tbh, but overall chill guy. really likes parthia and didn't really care about Rome at all. dumb assignments at times, but he did have no issue with me consistently missing a language class day to to schedule conflict without issue, which I appreciated. don't recommend.
eugenio menegon - HI363 senior fall. hard to explain but going to class just felt... uncomfortable every time? does lot of cold-calling. lecture was kinda boring, didn't learn very much, felt more like a high school survey class of china than a 300 level class on ancient China. covers way too long a time period in too little detail. dude seems pretty chill though don't recomment.
christopher ell - CL300 senior fall. very boring lecturer but he clearly does try to make it funny, which is appreciated. chill guy, some leniency on scheduling and assignments, very clear about all his instructions and overall taught well. very fair and no conflicts at all. enjoyed his class. recommend.
spiridon-iosif capotos - CL261 senior fall, grad student teacher. hilarious, deadpan dry humor. fun class, learned a lot of greek, hope he is onto great things. recommend
simon anderson - SY101 senior spring. chill guy, class not the most useful but was alright. not really that indepth, prob waste of time could've learned everything reading online guides. instructor was fine though, no issues.
hannah kloster - CL262 senior spring, grad student teacher. awesome and kind instructor, very fun class, learned a lot despite having no interest in Greek poetry. hope she is onto great things. recommend.
jilene chua - HI500 senior spring. very kind professor, chill class and great vibes, but too much discussion for my taste. new professor to BU, had her on her second or third semester teaching as professor ever (i think); class was kinda unorganized or ad hoc at times. will only get better as time goes on. recommend.
stephen scully - hi406 senior spring. no interest in the subject (iliad translations) when i joined class and minimal interest in the subject as I leave the class (and BU). chill professor, but grades harshly and requires a lot of writing. cold calls often. class was also quite unorganized for entire first half. in terms of material, honestly a lot of stuff in class felt quite arbitrary in understanding (as is probably the case with most literature classes, which i did not take outside of this). recommend if you really love classical literature / mythology / philology (or anything humanities), don't recommend for classical history (or anything social sciences).
Rui Hua - HI364 junior fall, HI370 junior spring, HI553 senior fall. the most energetic, fun, chill professor i've had at BU, every lecture was a blast and even if i went to class in a bad mood it was impossible to leave without a smile on my face. took us on field trips to relevant destinations when possible. I had the first 3 classes he's ever taught as a professor ever (I think), and it definitely showed bc they were somewhat unorganized or ad hoc. but i am sure his teaching will only get better as time progresses, learned a lot and had a great time in all his classes, he does cover some overlapping material in them so if u take them u might repeat some stuff. also super lenient on deadlines but i do not encourage delaying all of them to the last minute as I did like an idiot. easy classes overall, but if you like the subject he definitely is encouraging for those who want to learn more. recommend.
Loren J. Samons - CL321 junior fall, CL303 junior spring, CL202 senior spring. best professor i've ever had at BU, hilarious, funnest lectures of all time, learned so much, and brings so much old man sardonic energy to every class. CL303 fall of roman empire another class where I felt I genuinely attained wisdom and not just knowledge. assigned readings are some of the few I actually did. class might be difficult if not ur a good writer / not a social sciences person, but u'll definitely improve if you take the effort to do so, otherwise easy class got As in all of them. very straightforward. recommend.
feel free to ask individual questions about any of these professors / instructors in comments.

I’ve been meditating on this topic for a while and while previously I never thought this was a problem, I am now very much starting to see how harmful this is. Now Im not saying that religious history shouldn’t be studied because obviously most sane people can look at Greek mythology or Hindu literature and pull a valuable amount of wisdom and insights from them while maintaining a rational belief that those are just stories and the same could be said of the Bible. But a lot religious parents these days seem to push Christian literature and dogma onto children to an insane degree without exposing them just as much to stuff like evolution or biology. This is extremely harmful in a few ways:

1. Since children are immature and their brains are very susceptible to ideas and behaviors that they observe, they will become accustomed to what they are taught or shown that is very hard to break free from in adulthood.
   
2. Psychological pressure. These religious ideas teach that if you commit good or evil than you will go to either heaven or hell on some sense. This can be very stressful for young children who have not developed the emotional maturity to handle the fear that they might be doing something wrong.
   
3. It wreaks havoc on critical thinking skills. Believing in religious dogma that you were taught from childhood basically teaches you that you need to believe in something that can’t be proven regardless of what evidence is brought forward. This is pretty important to consider since this kind of indoctrination can cause children to participate in harmful actions out of blind obedience rather than rational thought.
   

All in all, children shouldn’t be exposed to this stuff, at least from the standpoint that it is real. The Bible, Quran, and other texts are old fictional books and should be treated no differently than if reading a book like Harry Potter or a book on Greek mythology. Children should only be exposed to truth such as science, empirical evidence and mindsets that foster critical thinking. Whether or not they should research fictional texts like the Bible or Quran should be left up to them when they are adults. Let me know what you guys think.

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.

The origins of Pirate Island and the Davy Back fight.
Joyboy is the first pirate ever, right?
That means that:
Pirate Island and the Davy Back fight almost certainly (unless there's some first first pirate out there) originated after Joyboy became the first pirate. No one mentions the history of the Davy Back fight or Pirate Island and, given their age, gives us a good chance that they originated in the void century with Joyboy.
Now, I have some speculation to add to this:
Nico Robin specifically mentions Davy Jones was born in ancient times, coinciding with the ancient kingdom which was erased. Davy Jones was mentioned as a pirate.
It could mean that Davy Jones is a character in the Joyboy flashback. And to add to this, Oda once drew Davy Jones:
\"everything is mine\"
He's mentioned as a "greedy pirates that takes everything from the sea floor," by robin. The quote he's given is "everything is mine." A few things:

• Blackbeard and Davy Jones are extremely greedy, Blackbeard seemingly wanting to take over the world (with how he's aligned with Xebec and the quote by Van Augur).
  
• Blackbeard's original name was "Everything D. Teach"
  
• They are very pirate-y looking, moreso than nearly every character in a comic about pirates.
  
• Blackbeard currently runs Pirate Island, which is the origin of the Davy Back fight.
  
• Blackbeard and Davy Jones are the most quintessential "famous" pirates in real life, even if one is more of a myth.
  
• Missing teeth! Blackbeard is also missing two top teeth, and it looks like the bottom left tooth might be missing on Davy Jones (which BB is also missing). Note that these fluctuate a bit on Blackbeard, but the top two are almost always consistently missing, with the bottom row either having one or two missing.
  
• Blackbeard has worn a bandana and large hoop earrings.
  
• Blackbeard possesses two devil fruits, which would make one of his most fitting deaths/defeats being a person that sinks to the ocean floor.
  

I'm wondering if we'll not only get this origin in the next few chapters (or maybe later on when the rest is filled in...) but it will include Davy Jones as a rival to Joyboy. Effectively, they are the Luffy and Blackbeard of their era.
This might mean that the "bloodline" being discussed about Blackbeard is actually being a direct descendant of Davy Jones himself.
https://preview.redd.it/w6knpby3ja1d1.png?width=989&format=png&auto=webp&s=b949c1826f4e27e6d734f968a36bf92637974816
And then there's this:
https://preview.redd.it/mab0q7znja1d1.jpg?width=602&format=pjpg&auto=webp&s=5a643dd0e81a0ca874210be0abab760e67ddb407
Imu has four pictures in this scene, one is of Vivi, the descendant of Nefertari Lily, who was a major problem to Imu. The inheritor of Joyboy's will, also a major problem to Imu. Poseidon, a character who is apparently reborn, meaning that there was a previous Poseidon--given the foreshadowing, Poseidon is a major threat to Imu due to an alliance with Joyboy. That makes Teach the only character in this image without a historical figure they are the potential successor to--and honestly? That could be Davy Jones.

i have always, in general, been a no homework teacher (philosophically). i utilize my class time (which is most of these kids' days) carefully and efficiently and have never felt like there is a benefit to assigning work outside school, when i want my students to be outside, spending time with their families, playing sports, etc.
my main goal as a teacher is to foster a love of learning, and to me, the assignment of a task that becomes a crushing obligation isn't the way to do that.
this year, i taught third grade and as a class, didn't assign homework. i Do encourage my kids to read each night (most of them are avid readers) and i also encourage those that are not yet fluent in all their multiplication fact to practice those.
i really Really want my kids to be reading each night, and we've spoken continuously about how important reading is, and i think it's an incredible opportunity for parents to bond with their child and explore literature that their child is individually interested in. i don't think it makes it as fun and enriching and fulfilling if you're recording how many pages you've read and blah blah and having your parent sign it. my school "requires" a reading log across all grade levels because we are "built around a love of reading", but my most unpopular opinion is that not all kids are going to love reading. not all kids are going to love Anything, and us requiring a reading log doesn't change that.
i apologize if this seems discursive. what grade level do you teach and how do you handle reading outside of school?

Just graduated an MLIS internship and have been applying to any library job I see (from public clerk to academic librarian) and cannot even get an interview. Is it my lack of experience or resume? I don’t know if I should add older jobs I’ve had, but they have nothing to do with library science (I was a warehouse worker and barista) during my undergrad. Thanks!

What exactly are Dharāṇī?
Dharāṇī, also known as Parittas, are Buddhist chants, mnemonic codes, incantations, or recitations, usually the mantras consisting of Sanskrit or Pāli phrases. Believed to be protective and with powers to generate merit for the Buddhist devotee, they constitute a major part of historic Buddhist literature. Many of these chants are in Sanskrit and Pāli, written in scripts such as Siddhaṃ, as well as transliterated into Chinese, Korean, Japanese, Vietnamese, Sinhala, Thai and other regional scripts. Dharāṇī are found in the ancient texts of all major traditions of Buddhism. They are a major part of the Pāli canon preserved by the Theravāda tradition. Mahāyāna Sūtras such as the Lotus Sūtra and the Heart Sūtra include or conclude with Dharāṇī. Dharāṇī are a part of the regular ritual prayers as well as considered to be an amulet and charm in themselves, whose recitation believed to allay bad luck, diseases or other calamity. In some Buddhist regions, they served as texts upon which the Buddhist witness would swear to tell the truth. Dharāṇī recitation for the purposes of healing and protection is referred to as Paritta in some Buddhist regions, such as Laos, Thailand, Burma, Cambodia, and Sri Lanka. Paritta is generally translated as ‘Safeguard’ or ‘Protection’ in the Pāli language.
Historical Context:
The word Dharāṇī derives from a Sanskrit root √dhṛ meaning "to hold or maintain". Some Buddhist communities outside India sometimes refer to Dharāṇī with alternate terms such as "Mantra, Hṛdaya (Hridiya), Paritrana (Paritta), Raksha (Pali: Rakkha), Gutti, or Vidyā" though these terms also have other contextual meanings in Buddhism. The Buddhist Dharāṇī invocations are the earliest mass printed texts that have survived. The earliest extant example of printing on paper is a fragment of a Dhāraṇī miniature scroll in Sanskrit unearthed in a tomb in Xi'an, called the Great spell of unsullied pure light (Wúgòu jìng guāngdà tuóluóní jīng; 無垢淨光大陀羅尼經). It was printed using woodblock during the Tang dynasty, c. 650–670 AD. The Hyakumantō Darani found as charms in wooden pagodas of Japan were broadly accepted as having been printed between 764 and 770 CE. In 1966, similarly printed Dharāṇī were discovered in stone pagoda of Pulguksa temple in Gyeongju, Korea. These are dated to the first half of the 8th century.
How to start the practice:
As stated, Dharāṇī, are used as a sort of mnemonic code, specifically curated to help a practitioner remember the text in which the teaching and incantation comes from, such a practice is a good starting point in exploring the genre of Buddhist text that have the ability to generate positive karma, and dedication of merit to other sentient beings. Remembering and reciting a Dharāṇī is useful, and is a good recommendation for beginners, linked here is also a guide on how to pronounce Sanskrit if you happen to have some linguistic difficulties:
https://youtube.com/playlist?list=PLnFLN_eBOBMVEWX7pGJMGJNr_HK75VL_9&si=wSLN1Pz95q9bTcNA
Please note as some Dharāṇī/Paritta are esoteric and passed down by lineage of teacher to student, it is highly recommended for beginners to receive oral transmissions of such text. However, in this short list, all listed text are Sūtric and are free to recite without need of oral transmission.
Here is a good beginners list:
(Sanskrit works) Saddharma Puṇḍarīka Sūtraṁ (White Lotus Sūtra, used for praising the White Lotus Sūtra, and its benefits.)
Nīlakaṇṭha Dharāṇī (Blue-Necked One Dharāṇī, used for honoring, venerating, and requesting Avalokiteśvara protection, and clearance of obstacles.)
Śūraṅgama Mantraḥ/Sitātapatroṣṇīṣa Dhāraṇī* (Śūraṅgama Sūtra Mantraḥ, and the Dharāṇī associated in the Śūraṅgama Sūtra; White Parosal Dharāṇī of Sitātapatra Dharmapāla. Used for honoring, and venerating, the Śūraṅgama Sūtra, as well as requesting the help of Sitātapatra Dharmapāla to combat negative spiritual forces, magic, and beings.)
Bhaiṣajya-Guru-Vaiḍūrya-Prabhā-Rāja Dharāṇī (Used for honoring, and venerating, the Medicine Buddha Sūtra, as well as requesting his spiritual powers to heal and help sentient beings.)
Prajñāpāramitā-Hṛdaya (Sūtra) (Used for honoring, and venerating, the essence of Mahāyāna teachings on Śūnyatā, beneficial at warding off ill calamities, and dispelling negative forces.)
Munīndra-Hṛdaya-Mantraḥ (Shakyamuni Heart Mantraḥ, used for honoring, venerating, and establishing a connection to the Buddha Dharma.)
Śyāmatārā-Mantraḥ (Green Tārā Mantraḥ, used for requesting assistance from Green Tārā Bodhisattva.)
Amitāyus Dharāṇī (Amitāyus Buddha Dharāṇī used for honoring, venerating, and establishing a connection to the Amitabha Buddha Dharma, and for requesting longevity.)
Sarva-Tathāgatāyur-Vajra-Hṛdaya-Dharāṇī (All Thus Come One Life Diamond Heart Dharāṇī, used as an aspiration prayer towards Sukhāvatī, as well as praising, and venerating Amitābha Buddha.)
*Disclaimer, although this is an open mantraḥ, it is highly recommended to follow a teachers instructions on the usage of such a powerful mantraḥ. The Śuraṅgama Mantraḥ request the help of Vajrapaṇi Dharmapāla and is an extremely wrathful mantraḥ, often used at the most extreme of cases. Repeated usage is to advised by a qualified teacher.
For a more general overlook on Paritta works, which are often more peaceful in nature, and have a heavy emphasis on Mettā and merit dedication, here are a few open protective Parittas:
(Pāli linguistic works) Mettā Sutta/Karaṇīyamettā Sutta (The Discourse on Goodwill, used for spreading Mettā Pāramī to other sentient beings.)
Uddissanādhiṭṭhāna Gāthā (Verses for dedication of merit, used for dedicating merit to sentient beings, as well as multitudes of spiritual beings.)
Tiro-kuḍḍa-kaṇḍa-sutta Gāthā (Hungry Shades outside the walls verses, used for dedicating merit and food for ancestors and Pretā spiritual beings.)
Āmantana-Devatā Gāthā (Invitation to the Devās, used to invite the Buddhist and local deities protect those listening and preaching the Dhamma.)
Namakāra-siddhi Gāthā (Verses on success through homage, used as the beginning Paritta of ceremonies to venerate Buddhas and to bring success to rituals.)
Cha Ratana Paritta Gāthā (The Six Protective Verses from the Discourse on Treasures, derived from the larger Ratana Sutta, used for dispelling evil and negative forces, and proclaiming the truth [Saccakiriyā] of the triple gems.)
Khandha Paritta (The Group Protection, used for calming down and venerating the Nāga families, as well as dispelling harmful two footed, four footed, poisonous, and crawling creatures.)
Dhajagga Paritta (Top of the banner staff Protection, used for dispelling fear, and negative forces.)
Buddha-jaya-maṅgala Gāthā (The Verses of the Buddha’s Victory Blessings, used for proclaiming the eight auspicious victories of Shakyamuni Buddha in his life.)
It is recommended before the start of any Dharāṇī or Paritta chanting that one is to take refuge in the triple gems, and make aspiration prayers towards one’s goal, an example, as seen in the Theravāda Nikāya:
Namo tassa bhagavato arahato sammā-sambuddhassa. (Recite three times.)
Homage to the Blessed One, the Worthy One, the Rightly Self-awakened One.
Tisaraṇa (Triple Gem Refuge.)
Buddhaṁ saraṇaṁ gacchāmi. Dhammaṁ saraṇaṁ gacchāmi. Saṅghaṁ saraṇaṁ gacchāmi.
I go to the Buddha for refuge. I go to the Dhamma for refuge. I go to the Saṅgha for refuge.
Dutiyampi Buddhaṁ saraṇaṁ gacchāmi. Dutiyampi Dhammaṁ saraṇaṁ gacchāmi. Dutiyampi Saṅghaṁ saraṇaṁ gacchāmi.
Twice, I go to the Buddha for refuge. Twice, I go to the Dhamma for refuge. Twice, I go to the Saṅgha for refuge.
Tatiyampi Buddhaṁ saraṇaṁ gacchāmi. Tatiyampi Dhammaṁ saraṇaṁ gacchāmi. Tatiyampi Saṅghaṁ saraṇaṁ gacchāmi.
Thrice, I go to the Buddha for refuge. Thrice, I go to the Dhamma for refuge. Thrice, I go to the Saṅgha for refuge.
[Āmantana-Devatā Gāthā is said here.]
[Namakāra-siddhi Gāthā Paritta Chant, and so on…..]
Please feel free to ask questions, I don’t even know if you’re still reading, but…. Feel free to add suggestions too I guess. Have a nice day, and thank you for coming to my Ted-talk.

1: Let the youth respectfully quietly walk out and drink water and go to the bathroom without permission and walk and stretch to get something without getting in trouble, that's exactly what the military is, and getting detention for being 15 minutes late? Detention? Detained? Home Detention sounds very Fascistic police state like, a lot of schools don't allow that.
2: Memorizing words and filling in worksheets with pencils don't help that much and NCEA examines do not get one a job at, skills do like wood work or cooking or IT or sowing, expectation of only university/polytech, at least cooking or woodwork with others are legit skills unlike sitting on a table wasting 40 minutes of your life memorizing how and why the frog crossed the road with a pencil trying to spell ''ELECTR_CA_N TO H_NT FRO_'' "TO G_T TO FR_ANC_''
3: Keeping them silent in the class all the time will destroy their talking and communication skills especially for job interviews!!!
4: Many state schools are treating people who are on the verge of being adults like like micromanaged infants in a prison/military or live stock... the result? Stress, anxiety, anger, depression and conflict and taking out stress on other pupils and those pupils have no respect for anybody and devolving into sociopaths or psychopaths and even by now maybe having record numbers of work place violence due to bullying. By now 10% of NZ Adults by now who are truly scared of the world and live in front of screens 24/7 playing video games or social media or on drugs or alcohol living on the benefits not saying who people who don't work are bad at all ok? Because they never were respected as being a Human / a growing little man / little women in their school AKA ''NEET's'' I'm sorry this happened to you people, read books and go outside and watch the Swans in the park! NEET's! Don't give up! Life is beautiful! Godbless!
5: Back in the olden days most of the all youths when they turned 14 - 15 off to the factories or military you went and it was tough but you got earned cash and you worked and talked to adults a lot! Same thing in 3rd world nations!
6: The top professions that most attracts sex predators? Teachers or principals / jobs in secondary school education, police officers and priests with church clergy and 3rd world country aid workers not saying homeschool is the the solution but remember, sex predators are very, very smart and likable people, always have a theme of being a central figure or leadership in those types of circles not always but yeah...
7: I read Epstein FBI files last of all and Epsteins sex trafficking network was very, very well networked to many of the US School systems and admin staff and school boards always well linked in the Florida US area.
8: You cannot be too smart or too slow, what's the point taking the youngsters their making them stay 7 hours a day without any backing or funding or support? Useless. If they're too smart then get them to teach the class and help other students.
9: The lack of knowledge and uselessness of school counselors that don't understand Trauma or PTSD in children since a majority of mental health issues come from trauma
10: And if you had a good school that did allow all that was right then please thank those teachers or your parents, that's all I will say, please be happy and grateful!
11: No, no matter what Hollywood says high school prison system will never the best time of a lot of people lives, for most people it's at least their late teens to early 20's getting stupidly blacked out smashed on booze. swearing at bouncers, spewing all over the concrete and kicking over bins and bar fights, dancing to ugly remixed pop music you hate, chasing girls and gouging down junk food at 2pm and getting thrown in the cells or having dirty flats full of booze bottles and someone puked all over the couch sleeping on it as well at 10am and destroyed toilet of even more puke and urine with your xbox controllers being sticky and gross and where's the halo disc at?? And for me that was an expensive hobby and I regret not saving up for overseas or doing more hiking or outdoors.

Hi everyone,
I wanted to share with you my response to the introduction found in the only edition of Use of the Self currently in print. I believe it's a rather misleading intro to FM Alexander's work, so I'm sharing this in the hope that I can help clear up misconceptions people may have about the Alexander Technique, not derived only from Anthony Kingsley, but many bland blog posts one tends to encounter when researching the Alexander Technique. That said, this is not intended to be an introduction of its own, but rather something experienced students, teachers, and anyone enthusiastically learning the Technique may find useful. In the tradition of Alexander himself, I've included extensive footnotes, some painfully long. I'm happy to answer any questions or otherwise discuss what I've written. Understand these are my own interpretations and opinions about what some call "the work," so take them as you will. I've taken lessons for a number of years and currently am training as a teacher, so my view of the Technique is based on these experiences, as well as my interpretations of Alexander's writings. Some of these interpretations you may object to, but I hope you find my arguments reasonable.
Response to Anthony Kingsley's Introduction to The Use of the Self
The Use of the Self may be FM Alexander's most important work, since it contains his own account of how he developed what is now called the Alexander Technique. While Alexander's other volumes are available from Mouritz, the only edition of The Use of the Self currently in print is published by Orion Spring. This edition replaces the philosopher John Dewey's introduction—which praises the technique's "genuinely scientific character"—with one by the contemporary teacher Anthony Kingsley, who is heralded on the book's front cover as a "leading Alexander Technique teacher." Therefore it is probable that many readers' first impressions of the Alexander Technique will be framed by Mr. Kingsley's opinions. I submit this is problematic, since his introduction is in my view contradictory to fundamental principles of the Alexander Technique. I write this response to address the introduction's two most dire faults: Kingsley's misrepresentation of the concepts inhibition and direction, and his dismissal of the concept of the primary control. I'll begin with the second, since it is a more straightforward error.
Primary Control
Kingsley opens his paragraphs on the primary control with the opinion that the concept should be "recast," then describes Alexander's definition of the primary control as a "particular relationship of his head, neck and back [that] acted as a master reflex that conditioned his whole organism." Then he discards this definition, claiming the head-neck-back relativity should instead be "regarded as an indicator[sic] of overall health rather than an area considered in isolation." He concedes the "region of the neck and back is a [...] barometer of our state of being," but concludes that "no single element is actually primary," since our eyes, breath, digestive system, and all other psychophysical elements are "simultaneous and interdependent" and also like barometers. Finally, he reveals his "recast" of the primary control, defining it as "the unknown and unseen self-righting and self-healing mechanism that can be restored and vitalized."
In sum, Mr. Kingsley has presented the primary control—which Alexander wrote extensively about and considered central to his technique—with an ill-defined mystical force which, accordingly, Alexander must have unwittingly stumbled upon and mistaken for a certain relativity of the head, neck and back.
Ironically, it is in The Use of the Self where Alexander wrote of discovering the necessity to first free his neck in seeking a better condition for his vocal apparatus, since that was the sine qua non of taking his head forward and up, of widening the back, and so forth, which are in turn the necessary conditions of freedom and stability in the limbs. This is the genesis of Alexander's use of the word "primary" in describing the head-neck-back relationship, and in my experience, as in Alexander's, it holds true: the sequence of directions given to oneself matters greatly, since tense feet, for example, can hardly flatten on the floor if the head is taken back and down, whereas the head can be taken "forward and up"1 to a fine degree even if there is tension in the lower extremities, particularly while sitting. Further, and maybe most significantly, the relativity of the head-neck-back rarely need change during any manner of activity, whereas the arms and legs are constantly bending, rising, stretching, and so on. Small wonder Alexander considered this relativity primary.
Of course, Kingsley is not wrong to point out the interdependence of all processes in the body. It is certainly true that undue tension in the feet creates a downward pull on the head, neck and back. Yet what is crucial to understand here is that in the context of learning and teaching the Alexander Technique, the primary control is an indispensable concept. It instructs the pupil to guide his or her attention through the body in the sequence most fit to facilitate proper relativity of all the parts, and it names succinctly that natural, visible, dynamic yet enduring relativity of the head, neck and back observable in little children and animals as well as many great musicians and athletes. Thus Kingsley discards a practical concept in favor of a truism about "interdependence;" and so we come to his second, graver error.
Direction
Here it begins to seem that what Kingsley writes of in his introduction is not the Alexander Technique at all, but in fact the Kingsley Technique, since he has redefined not only the primary control, but two other conceptual pillars of the technique: inhibition and direction.
First, he takes aim at direction, neglecting to elucidate Alexander's own definition of the concept before setting out the axiom that "aiming for postural improvements using postural directions leads to a bodymind[sic] attitude of effort and trying, which simply reinforces the problem." Dismissing as superfluous all "ideas and images about heads, necks and backs," he declares that "the trying[sic] self is the obstacle, and the shift towards a non-trying[sic] self is the solution." Finally, he offers his own definition of the directions as "the natural flow of energy and vibrancy that exists within the organism," directions which are interfered with "when we are in a condition of stress and reactivity."
Here, again, Kingsley takes a practical concept which Alexander developed based on careful observation of his own muscular action, and replaces it with a kind of mystical or spiritual phenomenon which, implicitly, only the initiated can perceive.2 Thus the famous directions are not, as Alexander described repeatedly, a series of mental orders or intentions projected to oneself before and during muscular activity along lines one has reasoned out in advance, but a "natural flow of energy and vibrancy"—just as the primary control is not, as Alexander saw it, a concrete, observable relativity of the head, neck and back, but an "unknown and unseen self-righting and self-healing mechanism." These pseudo-spiritual definitions do a massive disservice to neophyte readers, and reveal Kingsley's muddled seeing in relation to the central problem addressed by the Alexander Technique: how to shed habit and coordinate the bodymind through reasoned conception and conscious awareness.
But for a moment let us leave aside direction, since a subtler and more misleading error still lurks in Kingsley's presentation: his dismissal of conception itself. He explicitly warns that "ideas, concepts and cognitive efforts reinforce the very mental instrument that is the problem in the first place," he advises us to simply trust that "the prevention or inhibition[sic] of reaction, maintains or liberates this stream of energy [or direction] in the body."
To understand Kingsley's error, we must return to Alexander. In Man's Supreme Inheritance, Alexander sets out four stages to the "performance of any muscular action by conscious guidance and control:"

1. The conception of the movement required;
2. The inhibition of erroneous preconceived ideas which subconsciously suggest the manner in which the movement or series of movements should be performed;
3. The new and conscious mental orders which will set in motion the muscular mechanism essential to the correct performance of the action;
4. The movements (contractions and expansions) of the muscles which carry out the mental orders.

Alexander considered "conception of the movement required" the very first stage in his technique, to precede even inhibition. Thus he made clear, if indirectly, that in the context of his technique, clear conception is essential to achieving a desired end. Incidentally, this is a fact any competent artist can attest to; if a composition is not unambiguously understood and organized within one's memory, it cannot be brought to fruition. Even the most simple act, such as extending one's arm to grasp a nearby object, requires a detailed conception of distance, weight, strength, and so forth; if the object turns out to be heavier than expected, the conception of these variables and their relation to one another, and hence the muscular action, must change. This is direction in action, albeit subconscious.
Yet Kingsley belittles conception, instead leaning on concepts like "ease," "letting go" "acceptance," and the like. He is not alone in this among teachers, but in my opinion, they overlook the influence of what Alexander termed "erroneous beliefs," a concept closely related to that of "unreliable sensory appreciation." Both could be read in the spiritual lexicon alongside "letting go," etc.; but that would place their referent outside the realm of what words and concepts can describe. On the contrary, Alexander was pointing to something concrete and empirically observable: to errors of spatio-motor perception able to be observed phenomenologically and in other people's behavior; not to transcendent truths about observation itself. Thus the classic example of an Alexandrian "erroneous belief" is a person who raises their arm and believes their shoulder has remained still when it has not. The key for the pupil in this instance is to gain an accurate conception5 of their own muscular action, in reference to bodily sensations; not to simply "let go" or "do nothing."3 And this conception must come about through active tutelage—e.g. Alexander Technique lessons—or, dare I say, the way Alexander himself did it: by reasoned experimentation, conceiving hypotheses based on careful register and analysis of his own sensations, and also by watching the behavior of others. John Dewey called the technique scientific for a reason.
All of this is not to understate the importance of concepts like "release" and "effortlessness," including in the context of the Alexander Technique. Seeing more or less what is meant by them is doubtless the key to mastery of all activities, all practices, all techniques. Yet those spiritual concepts should not blot out the very concrete technique Alexander developed for improving what he called "the use of the self:" that coordination of the muscular system, achieved through conscious reason, which influences for better or worse the functioning of the whole organism.4
Inhibition
So much for direction. What about inhibition? Under the heading "Inhibition and Non-Doing," Kingsley describes Alexander's understanding of inhibition as "an artificial pause between stimulus and reaction," after which he could "give directions to himself." Then he lays down the gauntlet, stating that in the "real world […] life does not offer us the choice to inhibit:" since according to neuroscience research, "neural reactions take milliseconds and are faster than conscious thought processes." In other words, "we either react to the stimulus, or not." So, with inhibition proven impossible, Kingsley is left with no choice but to "reformulate" another of Alexander's concepts, offering us a supposedly scientifically enlightened6 view that inhibition is really "a quality of non-doing[sic] that needs to be already available in the organism before the receipt of a stimulus." This is "a way of being[sic] rather than a way of doing[sic]."
This Kingsleyan inhibition turns out to be the essence of the technique, since it is this very "condition of non-doing[sic]" the teacher is supposed to transmit, through a touch Kingsley describes as "a dance of poetry and a symphony of silence." With it, the teacher imparts a "deep sense of acceptance" by which "change emerges in the pupil."7 He goes on to compare the Alexander Technique to "Zen Buddhism, mindfulness and the philosophy of non-duality," identifying the uniqueness of the Alexander Technique in "the transmission of immediate experience." In fact, there is no Alexander Technique as such, but only inhibition:
The Chinese Tao has a concept of Wu Wei[sic], which translates as surrendering to the effortless flow of life[sic], or non-doing[sic] action. Ultimately, the Alexander Technique needs to reinvent itself and relinquish the Technique. The Alexander Teacher really teaches nothing[sic!]. But this nothing or emptiness is in fact the deepest essence of being and the fullness of life. Like grace, it drops onto us and into us when the conditions are ripe.
The problem is that Alexander's own writings indicate that inhibition is not a "quality," a "condition," or a "surrendering to the effortless flow of life." On the contrary, according to Universal Constant in Living, it is "the act of refusing to respond to the primary desire to gain an end, [which] becomes the act of responding (volitionary act) to the conscious reasoned desire to employ the means whereby that end may be gained." As clear as day: inhibition is an action in response to the stimulus of conscious desire: a conscious, continuing refusal to do a thing the way one normally does it. Alexander saw that this inhibitory act had to precede in every instance any attempt to change his habits. Everyone is well familiar with the inhibitory act. The act of not indulging an immediate desire, however small, is it. So, inhibition is not an "artificial pause," but a phenomenologically observable process within the organism, a process that can be made habitual through practice. It is no more abstract and transcendent than blinking or moving one's finger.7
Here Kingsley again takes something ordinary and concrete and makes it mystical, going so far as to "relinquish the Technique." The trouble is that there is a good reason the Alexander Technique came to be known as such. A technique is a skillful way of doing something; a mental tool; a procedure. Ways of doing can be found everywhere: techniques for dance, for romance, for healing, even for attaining nirvana or enlightenment. Each has a goal in mind and is based on what worked in the past; each resorts to concepts to explain itself; each prescribes action, or doing something a certain way. Yet Kingsley dismisses the idea of doing anything at all. Equating the Alexander Technique with "nothing," he tosses out the concepts Alexander spent decades refining, when Alexander's genius was precisely to conceive a useful, coherent way of doing things through patient observation of the phenomena he termed inhibition, direction, primary control, and the rest.
So, the technique may encompass all the acts of living, but it is still a technique. Alexander often used the term "procedure" to describe it, and I think procedure is as apt a word as any to describe the application of his technique to the acts of living. He constantly stressed the technique's sequential, stepwise nature and recorded countless practical examples of it in action, both in hypotheticals and accounts of lessons. The technique is not a metaphysics or a philosophy like non-duality; it is a practical procedure with a clear purpose: restoring
advantageous, natural relativity of the head, neck and back.
Conclusion
The technique is blindingly simple but surprisingly subtle and difficult to master; and, as far as I am aware, it is unique. Unfortunately, Kingsley is not alone in overlooking the uniqueness and subtleties of the technique in favor of spiritual truisms and platitudes. I suspect there are two main reasons for this.
The first is the tendency of serious pupils of the technique to become more open to "spirituality," both philosophically (e.g. non-duality) and in terms of sadhana (e.g. meditation, yoga, self-inquiry). Many are enthusiastic about the similarities between the Alexander Technique and, for example, mindfulness practice. It is certainly true that the technique requires the pupil to have some degree of "mindfulness," or the ability to realize when the mind has wandered; and it is also true that a few people who devote themselves to the technique come upon some of the same insights one might find in spiritual practice. Yet spiritual insight is not the purpose of the technique. In my opinion, the Alexander Technique is a relative of energy practices such as Hatha yoga, qigong, and TRE (trauma release exercises). Such techniques are often used in tandem with spiritual practices meant for the cultivation of insight, but their purpose has traditionally been preparatory and salutary, not "spiritual." One need not stray too esoteric to encounter the idea that the real goal of spirituality has nothing to do with "ways of doing." On the other hand, Qigong explicitly aims to regulate qi in the body; kundalini yoga is concerned with the flow of prana; the Alexander Technique seeks to restore the good use of the primary control. More practically, the technique teaches mental discipline, and ultimately the ability of the nervous system to regulate itself. Such a practice may lay the groundwork for spiritual realization, but it is by no means indistinguishable from it.
While there is no point speculating about Alexander's private insights, one thing can be certain: he left us a definite procedure with a practical, concrete purpose—not a transcendental one. Yet Kingsley's introduction continually implies the Alexander Technique is an essentially spiritual practice with heavenly fruit. Disparaging the core concepts that constitute the Alexander Technique, he invites us instead to simply "surrender," "let go in faith," and blindly trust that its real essence—nothing less than Wu Wei—will be transmitted through the "rare, "unconditional" touch of the teacher.
The second, more obvious reason Alexander has been so misunderstood is that he rarely wrote concisely, and in any case, recognition and conception of the primary control can never be refined through words, but only through unfamiliar sensory experiences—either reasoned out, as Alexander did, or in the hands of a good teacher. Hence there is more than a kernel of truth to Kingsley's view of the "supreme value of guidance with the hands;" yet I differ from him in that I insist the Alexander Technique cannot be divorced from intellectual understanding and, indeed, conception.
The Use of the Self and Alexander's other works certainly were not without their flaws, but at their best they illuminate concepts which are nuanced, rich, and useful when applied. Primary control, direction and inhibition are three such concepts. Whatever their flaws, Alexander's books point the way to a wonderful technique, and they deserve thoughtful, probing introductions like Dewey's—not dismissals.
1 Like many other Alexandrian terms, the concrete meaning of "forward and up" seems incredibly controversial among Alexander Technique teachers. While I conceive it roughly as freedom of the atlanto-occipital joint, the term cannot be understood in isolation from the rest of the parts—namely, from one's conception of the primary control. It seems to experience it, one must discover it, as Alexander did, or be shown it by a teacher.
2 This is not to say there are not phenomena only some people perceive.
3An overemphasis on "letting go" and the like obscures the fact that Alexander always described the technique as consisting of stages or sequential steps, which in my opinion constitute the "means whereby" he wrote of.
4 "Use of the self" is another problematic term. Related to the concept of "good form" and "good technique" among athletes and musicians, it refers essentially to coordination of the musculature along reasoned lines, which is not separate from conception of the primary control. Equal and opposite is the term "misuse," since one's idea of misuse depends on one's idea of good use. Different teachers understand the term differently. Kingsley states that "bodily tensions and distortions become fixed and reinforced as we react to the general stimuli of living." True enough. Yet he goes on to imply it is associated only with fear, anxiety and distress. Again he couples this concept to the language of contemporary spirituality, trumpeting that it "alienates us from our own true nature." This is to completely ignore the point Alexander returned to again and again in his own writing: that the use of the self is inextricably linked with conception. No doubt, tension and imbalance are very often inextricable from fear. But there may be another class of misuse: one based on misconceptions about the body, unexamined movement patterns from childhood which have little or nothing to do with manifestations of stress or emotions in the body. I suspect one may experience profound psychophysical quietude yet still tend to throw their head back and down in relation to their neck and back, especially in movement.
5Kingsley writes that the teacher's touch indicates the "negation of trying and doing within the pupil." Even a token mention of guidance viz. the relativity of the body parts is nowhere to be found. Yet in my opinion this discussion of touch is misleading, since nothing like it can be found at all in Alexander's writings. On the contrary, Alexander stressed that the teacher's role was to demonstrate manually the proper relativity of the pupil's parts, with the means whereby of the technique; not to transmit "a way of being," nor indeed enlightenment or gnosis.
6 Neuroscientific findings relating to will and volition have proliferated in recent years. They may raise fundamental questions about the nature of self and will, but in my opinion they have little to do with the Alexander Technique, no more than they do with dancing or playing an instrument. If there are really recognizable activities Alexander termed "inhibition" and "direction," then his writings are timeless, since they speak from direct observation and experiment, not philosophy about "free will" and the like.
7 In spiritual literature one encounters, almost universally, the idea that there is no "doer" of action, or no "doer" but God. Hence Kingsley is implying that Alexandrian inhibition is somehow related to this concept, which Buddha famously summarized: "Events happen, deeds are done, but there is no doer thereof." In my opinion, the Alexander Technique has nothing more to do with this than does reading, writing, or playing a game. There may be "procedures followed, but no follower thereof."

Introduction to Alternative History Scenario: Independent and Industrialized Algeria:

In this alternative history scenario, Algeria manages to ward off French and European colonialism, subsequently achieving industrialization while preserving its culture and religion.

The Pre-Colonial Context and Initial Resistance:

As we all know in the early 19th century, Algeria was a semi-autonomous province under the Ottoman Empire, with a society deeply rooted in its Islamic traditions and Berber-Arab culture, this doesn't change in this scenario. In this alternative scenario when France launched its invasion in 1830, the Algerians, under the leadership of Emir Abdelkader, who managed to unify various tribes and communities in a cohesive resistance movement in this timeline. Would be able to foster a sense of national identity among diverse ethnic groups, emphasizing the defense of Islam and the homeland. Utilizing guerrilla tactics, exploiting the rugged terrain, and establishing fortified strongholds, Abdelkader's forces would conducte effective hit-and-run attacks against the French who would be unable to adapt to such tactics in this timeline. Additionally, Abdelkader would establish successful diplomatic relations with neighboring countries and other Islamic states including Morocco, securing arms, supplies, and even volunteers to aid the resistance.
Berber piracy would play a significant role during this period. The Barbary pirates, operating from Algerian ports, would disrupt French maritime trade in the Mediterranean. This not only would provide resources and funds for the Algerian resistance but it would also divert French military attention. The piracy network, deeply integrated into the local economy, would facilitate the smuggling of arms and provisions vital for the ongoing conflict. However, the practice of slavery, which would be prominent in the Barbary States in this period, would pose a moral and political challenge. So to garner broader international support and modernize the society, Emir Abdelkader would initiate reforms to gradually abolish slavery, aligning with global humanitarian trends and strengthening Algeria’s moral stance which would allow it to gain larger international support in its struggle.
And as such international support would play a crucial role in sustaining Algerian resistance. The Ottoman Empire, seeking to maintain its influence in North Africa, provides military advisors and financial support, while Britain, motivated by its desire to limit French power and influence in north Africa, supplies Algeria with modern weapons and naval support. This external backing, combined with internal unity and strategic warfare, eventually forced France into a diplomatic stalemate, leading to the French recognition of Algeria’s autonomy in the 1850s. And thus Emir Abdelkader’s leadership transitioned from wartime governance to peacetime state-building, focusing on centralizing administration, integrating Islamic law with modern legal practices, and reforming the education system to promote literacy and technical skills.

Separation from the Ottoman Empire:

As Algeria established its sovereignty, tensions with the Ottoman Empire began to surface. The Algerian leadership grew increasingly frustrated with the Ottomans, viewing them as weak after their inability to providing adequate defense against the French threat. This sentiment was exacerbated by the declining power of the Ottoman Empire, which was struggling to maintain its territories and influence. Abdelkader and his advisors saw an opportunity to fully assert Algeria’s independence and distance themselves from what they perceived as an ineffective and distant sickly empire. By the 1860s, Algeria declared complete independence from the Ottoman Empire, severing the authority of the sultan over Algiers and focusing on building a self-sufficient state.

Transition to Sovereign State and Early Industrialization:

Realizing the necessity of industrialization to maintain sovereignty against the growing expansionism of Europe in Africa, Abdelkader’s government embarked on a comprehensive modernization program. The initial phase involved infrastructure development, such as building roads, railways, and ports to facilitate trade and movement. The British desiring a strong ally in the region especially one that can oppose the French help Algeria in it's modernization effort, and as such British engineering expertise and technology were instrumental in these projects. The new government also focused on exploiting Algeria’s abundant natural resources, including minerals and oil reserves. Strategic partnerships with European investors provided the necessary technology and capital for resource extraction and processing. Simultaneously, modern agricultural techniques were introduced to boost productivity, ensuring food security and providing surplus for export.
The industrialization process involved several key figures and institutions. Abdelkader would appoint several talented ministers and advisors, many of whom had been educated extensively in their fields, to oversee various aspects of the modernization effort. This strong governmental body would devise technologies and industrial practices, which would be adapted to fit Algeria’s unique context. Educational reforms would be a cornerstone of Algeria’s modernization strategy. New schools and universities would be established, blending traditional Islamic teachings with modern sciences and engineering. These institutions would produce a generation of skilled workers and intellectuals who contributed to the industrialization effort. Furthermore, the government incentivizes private enterprise, offering tax breaks and subsidies to businesses that invested in industrial ventures. This creates a vibrant entrepreneurial environment, leading to the establishment of factories, workshops, and research centers across the country.

Impact on Regional and Global Power Structures:

As Algeria industrialism continues, it emerges as a significant power in North Africa and the Mediterranean. It's new found economic strength turned it into an economic hub, attracting investments and labor from neighboring regions. Leveraging its economic influence, Algeria plays a crucial role in this timeline's regional politics, mediating conflicts and fostering cooperation among North African and Middle Eastern countries. On the global stage, Algeria establishes extensive trade networks with Europe, the Ottoman Empire, and emerging industrial powers like Japan. Its success against adversity inspires other colonized nations in Africa, Asia and the the new world, contributing to the rise of anti-colonial movements worldwide by providing a model of modernity without compromising cultural identity.

Modern-Day Borders of Algeria:

Without French colonization, Algeria's borders would reflect the territories recognized under the Ottoman Empire's jurisdiction in 1830. This means the modern-day borders might be slightly more fluid, particularly in desert regions where tribal territories were less formally defined. While the coastal and northern regions would remain similar to present-day boundaries, southern borders might be more influenced by agreements with neighboring Saharan tribes and states as well as surrounding Muslim states, potentially resulting in a slightly smaller southern and south western boundary than our own timeline's Algerian borders.

Present-Day Algeria in this Alternate History:

In this alternative scenario, contemporary Algeria stands as a mostly prosperous, industrialized nation with a rich cultural heritage. Its economy is diversified, with strong industrial, technological, and agricultural sectors. This Algeria would play a significant role in global trade, exporting high-value goods and technologies. The country would also likely experience a cultural renaissance, with flourishing arts, literature, and scientific achievements. This Algeria would boast a better more sophisticated education system, producing leading scholars and innovators. Politically, it would be characterized by stability and strong governance and a larger influence on the global stage. It would be a leading voice in the African Union and the Arab League, this more developed Algeria would strengthen regional development and cooperation, influencing the broader geopolitical landscape.
Note: this is the first time I tried creating an alternative history scenario so there might be some inaccuracies or major mistakes here.
So if you have any issues with this scenario feel free to voice your thoughts in the comment

I teach Social Studies to grades 7 and 8, and have expressed to my administration that we should look into having me and the ELA teacher co-teach.
What I'd be interested in looking into is creating a schedule that allows for myself and the ELA teacher to co-teach, along with an LTA for support. There are so many skills between the two classes that overlap, and there are so many examples of literature that could be used to promote understanding of historical content, and in so many other ways, I think this could be a strategy that could work for our struggling students, and to provide additional ways for stronger students to make even more gains.
What I don’t know is how it would get set up. Do we actually teach together in the same classroom? Do we do it in a block schedule? Should we plan a curriculum together and co-teach with the Special Education teacher? Aaaah! There’s so many ways it could go. I’m drowning in the what if’s.
Because this idea came from me, I’ve been tasked with figuring out the best way to do it. It sounds like administration really is taking me seriously so I’d like some ideas from anyone who’s done this before. Can anyone help me out?

Tissue
Polysemous title- Tissue • Tissue- paper + skin (human life is fragile [criticises arrogance, encourages us to protect]) • Also paper (not alive) + skin (alive)- criticises monotony of life, not really living • Tissue paper- found in bibles and holy texts, but fragile (overinflated importance of identity causing wars and discrimination, really it’s very fragile and identity isn’t real, we’re all just people (tissue as in skin)) • Tissue- used to wipe away tears, togetherness can reduce suffering • Tissue- medical term for deep skin- poem shows deeper nature of humans and our potential for goodness, can be wounded and damaged by outside influences but can always heal
"Paper that lets the light shine through, this is what could alter things" - reference to religious texts paper, light as Jesus and Allah (power of religion) - or coexistence with nature (Dharker is a Muslim Calvinist)
Enjambment- freedom, lack of control of humans, rejecting constraints
Free verse- same thing
"Let the daylight break through capitals and monoliths" - power of nature, criticism of authority, weakness of humans- “break” violent personification, destroying authority, daylight + break = sunrise + hope
"The sun shines through their borderlines" - nature overcomes human segregation identity, criticism of war, power of nature) sibilance shows power, “their” still shows separation, criticise that
"fly our lives like paper kites" - childish metaphor, mocking control of money over life (criticism of authority)
"the back of the Koran" - “the” repetition shows importance, “back” shows it is hidden/shunned by society, still holding onto identity
"Transparent" - repetition, criticism of dishonesty of authority
Exposure
"Merciless iced east winds that knive us" - personification of wind shanking people (first line not about war but nature- more significant) (power of nature)- subtle sibilance (just as dangerous as bullets but most people don’t realise)- Germans were in the east, but the only thing from there is wind
ABBAC rhyme, structure is built only to be taken down (tension of soldiers expecting fight but let down)
Pararhyme- unsatisfying for reader, reflects how the soldiers are always nervous but never get to chill
“What are we doing here?” Rhetorical question to criticise authority, or actual question to show PTSD confusion, can be asking what they are DOING or why they are HERE
"For love of God seems dying" ok 1. The soldier's love of God is dying 2. God's love for the soldiers is dying 3. To show love of God, you should die
"forgotten dreams" - juxtaposition, loss of hope, forgotten dreams on purpose to be less sad? war made them forget? “forgotten” disassociated from PTSD, “dreams” as happiness from the past that seems unreal
“a dull rumour of some other war" reference to the Bible and Armageddon, metaphorical end of the world for the soldiers be suffering "sudden successive flights of bullets streak the silence" - sibilance represents sound of bullets, jolting reader out of relative lack of noises, feel like soldiers
Epistrophe "but nothing happens" cyclical structure, stuck in suffering
“we” “us” “our” collective pronouns, shared experience, comradeship, loss of identity, relatable to all soldiers
Kamikaze
Title- single word, only military rank- only seen as a kamikaze pilot by others
Structure- 6 lines per stanza but free verse and lots of enjambment- conflict between control and freedom (military/social expectations/duty vs love for family/nature/memories/life)
Constant shifts between first person and third person- disconnect from family due to shame
“Her father embarked at sunrise” -sunrise as power of nature + Japan’s military flag- conflict
“a shaven head full of powerful incantations” -incantations are deliberately vague- orders from military? prayers? inner conscience against it? It’s “powerful” tho and influences him, and it’s “full” showing his distress, shaved head like most kamikaze pilots
“green-blue translucent sea” beautiful imagery, “translucent” shows how things are unclear but getting clearer- nature helps him decide what to do
Describes fishes “like a huge flag”- patriotic semantic field shows brainwashing, but reduces as the poem goes on, simile shows how he is starting to disconnect and change his mind,
also as “a figure of eight”- shows thoughts of pride and prosperity-
“The dark shoals of fishes/flashing silver as their bellies/swivelled towards the sun” - • sibilance shows ocean noises and beauty, “dark” -> “flashing silver” things get brighter and easier to see- knows what to do thanks to nature • “Silver”- medals he would have gotten for being a kamikaze pilot, but true reward is in nature • “Sun”- represents beauty of nature and also Japanese flag- conflict but now there’s also nature in the mix • Belly up- death on his mind
“bringing their father’s home safe/-yes, grandfather’s boat- safe” repetition of “safe” shows reason to come back- wants to return to family, memories
“a tuna, the dark prince, muscular, dangerous.” • first mention of danger = power in the whole poem, danger to the mission as it causes the pilot to have doubts, true power is in nature and memory • First full stop in the poem and lots of commas- makes us stop and think like the pilot about what he’s abt to do
“laughed” “loved” at the end of the poem- all in past tense- nothing left for the soldier
“we too learned to be silent”- “learned” should be positive but contrasts with what they learnt- criticises how they were taught shame by the older generations- but it’s said in first person, the daughter is criticising this and teaching her children not to think that way
Poppies
Title- honours and grieves dead soldiers, short single word title shows full intent of the poem and how the mother’s life is consumed by grief
Dramatic monologue- emphasis on the domestic impact and how the soldier isn’t present in the poem
Free verse, enjambment- chaotic, lack of control over the son, distressed
Domestic + military semantic fields- life has been ruined by war
“Spasms of paper red, disrupting a blockade of yellow bias”- mix between war + domestic • “spasms” and “red” is injury and pain- mother is worried or is hurt by letting go (spasms is involuntary muscle action- involuntary letting go), • “paper” is the fragility of the son • “blockade” is military language showing her worry abt the conflict, how she wants to “block” her son from going into the military • “disrupting” the fabric - the son becoming a soldier disrupts the peace or she is trying to disrupt him from going to war
“The dove pulled freely against the sky, / an ornamental stitch”- dove represents peace and grief- she and her son is at peace with death, “pulled freely” is an oxymoron- inner conflict with grief or letting her son go, the comma shows a pause to reflect on the grief, the “ornamental stitch” metaphor for the mother (pretends to hold it together)
“I was brave”- takes down ideas of just the soldier’s bravery but also the mother’s, but past tense shows current weakness from grief
“Sellotape bandaged around my hand” • Bandage shows wounds • Sticks them together one last time- cat hairs are removed, no more reason to stay • Claustrophobic feeling- stuck in the domestic role, can’t go and protect the son
“Blackthorns of your hair”- religious connotations of Jesus on the cross, sacrificed for the country- metaphor for the son
History Boys
"Enemy of education" war metaphor and alliteration, opposition between true understanding of literature and grades only used shallowly “Cheat’s Visa”
"a fact of life" indisputable and unchangable, in opposition with Irwin's views on history (truth does not matter to him until now?)
Drummer Hodge: Intertextuality, Tom Hardy (the poet) represents Hector, sympathising with the ordeal of the youth, Drummer Hodge represents the Boys, thrown into the chaos of life without proper guidance
"She's my western front" war metaphor objectifies Fiona, personal pronoun further expresses how women were seen as objects to be owned
“... all the other shrunken violets you people line up" [you people] segregates gay people, [shrunken violets] derogatory language
"Some of the literature says it will pass" looking to literature for solace and comfort during a sexuality crisis
"All literature is consolation" Dakin changes his mind on literature symbolising him changing to Irwin's side. No need to look for solace in literature when he can pursue Irwin
Parallels with "all knowledge is precious" from Hector - A.E. Housman, one of the first intertextualities and used in the intro to establish his character
“cunt-struck” “a cunt”- Mrs Lintott repeats the colloquialism “cunt” twice, to describe Dakin as “cunt-struck” and Headmaster as “a cunt”. This is the hardest swear in the play and is used show that it wasn’t a slip of the tongue, and to break down stereotypes of women being gentle and passive
“history is women following behind with the bucket” - her big scene about women in history at the end of the play (which is typical for Alan Benett’s plays such as “Kafka’s Dick”) so it would be recent and stay in the audience’s mind when the show ended
Irwin intro as politician in the future "etc., etc." while talking abt freedom- that man gives no fucks about freedom really, just waffling on (first impression for the audience too!!)
Parallel with Holocaust debate- Lockwood uses the SAME EXACT PHRASE while talking abt how the holocaust was bad, (dismissiveness of mass genocide? in this education system? it’s more likely than you think) then goes on to argue that they should be unique with their arguments- Irwin passed on thr mindset even on such an important subject
Hector is set up to be looking cool and all (motorcycle scene dramaticness, greek name connotations, fav teacher) but is absolutely uncool when we get to know him- purposeful? "studied eccentricity" and all. clinging onto youth?
Posner is actually rather helpful as the "dictionary person" bc i doubt the audiences know what "otiose" means
SCRIPPS IS THE MOST RELIGIOUS ONE AND CLOSEST TO POSNER it can dismantle the idea that religion is against queerness
Irwin didnt know how nietzche was pronounced bc from what we know of him he would call Dakin out on that

Trey: I don't see Trey as my father. He is kind and we wouldn't argue a lot but i just don't see a father energy in him. I can count on him for giving me good education though. He'd pay for tutors and courses Bunny found. (No way he wouldn't ask her for help. Also, i don't want Connie as grandma) 2/5
Smith: He had a drinking problem. If he relapses again that won't be good. If he doesn't he will be okay. He will be generous. My friends would have a crush on him . 3/5
Mr Big: A deadbeat dad? No, thanks. I already have one. I think he would appear in my life once a year with some expensive gift and then i won't see him till next year. 0/5
Petrovskiy: He will do. He might be too strict but he has a soft side. We could eat out at russian restaurants and talk about literature. (He would probably tell me that i need to read "the real literature" and buy me a collection of classic books and make me read it instead of my Young adult stuff. I love reading so whatever, i'd read it) 4/5
Harry: I don't know what to say. Harry seems like a fun dad but i would love it if he kept his SATC strict protective personality. He is a shell of himself in AJLT. 4/5
Steve: I'm not his fan but it's obvious he has good relationships with his son and i respect that. He tries to teach him how to work. 4/5
Richard: He wouldn't even acknowledge me and probably give money not to have me born. 0/5
Aidan: If i give someone 5 points i will give it to Aidan. He adores his sons. And as we see in AJLT his son drove to his farm when he wasn't in a stable condition. He still turned to dad. And Aidan is willing to postpone his life events for his son's well-being 5/5

So I've been into these systems for three years now, but I've recently come to doubt my whole typology. I'm not going to say what I've been typed as before though, because I'd like to avoid bias.
It'd be cool if you tried to type me in other systems as well, such as Enneagram, Socionics, Psychosophy/Attitudinal Psyche, Big 5, Temperaments, Jungian...

1. I'm a very closed off person who needs a lot of time to recharge since people wear me out, but I've been told I come across as a highly energetic, hardworking and overall as an inspiring and determined person. For instance, I always strive for the best, even if that means sacrificing my comfort (like going to one of the best universities in my country even if it's like over 100 km from home and I have to wake up at 5 AM everyday), and I'm always passionate about pursuing something to improve myself, because I'd hate to feel like I'm wasting time lazing around.
   
2. People see me as someone responsible to rely on, they have told me I'm a good listener and understand them well, I give honest advice while also taking into consideration their feelings and reactions (I don't want to come across as offensive and insensitive), and in general I like giving a good impression. I mean, I can't stand fake people, but I still feel it's important to portray yourself in a good light. I think you must treat others the same way you'd like to be treated, that is, with respect (but, of course, if they cross me, I'll act spiteful towards them, since that's what they deserve).
   
3. Despite trying to be reasonable at all times and doing my best not to come across as overly emotional, I'm very anxious and tend to catastrophize, so while it's not usual, when it happens, my outbursts are strong. Then, I feel like trash after it all happens, since I perceive it as me having made a fool of myself. My feelings tend to escalate quickly, and sometimes due to something that it's not THAT important, so it's helpful to have someone slow me down and help me see the big picture. I can also be too straightforward as well, to the point that I sometimes end up being reckless. For example, there has been multiple times where I suddenly felt the urge to insult someone because they did something that offended me; in those cases I fortunately had a friend to shut me up and distract me from it because they know I might not be able to wait until they're out of sight to complain about them.
   
4. While at a distance I might seem intimidating and stern, people close to me see me as innerly soft, sensitive and pretty much a romantic prone to sentimentality. I've always had a hard time with processing emotions, because since I was a kid I've been taught "emotions are for the weak", so I tried to repress them. It wasn't until I discovered my passion for poetry that I finally learned to come into contact with them and understand them without shame. Currently, I feel like I have an easier time expressing myself and I'm not as repelled of my own feelings like I was in the past... Many people have actually told me, to my surprise, that my face is amusingly expressive, like I'm transparent even if I try my best to hide myself from the world. That said, I communicate my feelings through poems, so while I'd like the other person to take the initiative in this regard, I'll try to reciprocate it my way.
   
5. However, I can also be quite passive and insecure when I feel oppressed and vulnerable in my environment (I feel like the whole world is against me in such circumstances), so I tend to walk on eggshells most of the time just in case. I'd say I'm mostly awkward, and I never know how to interact with my surroundings properly. If I've done it well, it's likely that I've just been lucky. This has led me to be isolated most of my life, and despite the fact that I currently have some connections with people, I feel like it's still not enough. I'm very private, secretive, and harbour trust issues; but I also crave intense connection with people I've taken a liking to (after a long time assessing if they're trustful enough for me to grow attached to them, since I place a lot of value on loyalty and suffer a lot when those close to me suddenly disappear from my life). I'm really compassionate with others, so some people have taken advantage of my kindness to then stab me in the back when I least expected it, which has made me become outwardly distant and unapproachable through the years (when the truth is that I'm just terrified of people). I've always had this impulse to help and protect those in need when they couldn't stand up for themselves, so it's curious how much compassion I could feel for others when I couldn't feel it for myself. Anyway, I still hold those around me to high standards, which I apply to myself as well.
   
6. On the other hand, I place a lot of value to my appearance too. Like poetry, my own style is a way to express who I am as a person, and I can't understand nor find myself attracted to people who don't care at all regarding this part of themselves... It's as if they're neglecting one of the most important ways to make themselves appealing to both themselves and others. For me, it's also a way to feel better about myself, since the attractiveness and health of the body is just as important as that of the mind.
   
7. Now, I suck at everything related to numbers or economics. They're so boring and uninteresting to me that my brain shuts down when something related to it comes up (I already suffer enough in law school whenever I'm forced to do subjects involving financial law or the like). I've always been more drawn to humanitarian subjects like languages, literature...
   
8. I'm highly impatient (I get easily frustrated when something doesn't go my way like "it's supposed to", and I can grow envious and resentful towards someone that did it better than me), irritable (I'm peaceful until something or someone crosses me), and pessimistic (if something remotely bad happens, then that means it's all doomed to fail). I can be intolerant as well, easily despising someone others might be indifferent to, and I've been told to be impulsive too when I fail to guard myself from what makes me react aggressively either to others or myself. In addition, I cannot deal with people that are too aloof to descifer, like it's obvious they're keeping something from me, but they will lie and tell me "it's okay" while it's obvious that it's not, and their facial expressions are so dull that I won't even be able to extract the minimum out of them. In such circumstances I might flare up to try to get them out of their shell in order to know whatever they're hiding away from me; but that typically ends up driving them away from me further (which pisses me off to no end). I like straightforward people who are not cowards and will make things clear from the beginning, even if it hurts.
   
9. Regarding my mannerisms, they're mostly stiff, instead of smooth or soft. As I said, I come across as energetic even if I slept 4 hours that day, I walk and talk VERY quickly (people who speak and move slowly get on my nerves), and I can be very expressive and loud if I'm feeling comfortable enough with the person I'm with (I can even look extroverted next to my quieter friends). I also don't have any shame at all when it comes to myself; I can talk about anything weird or rant about my nerdy interests and creepy fixations to the point of becoming obnoxious without giving a damn about the reaction of the other person. I may even enjoy making the other person embarrassed and teasing them, since it's hilarious. Fortunately, I'm good at eliciting interest in others, so oftentimes I can drag them into the abyss of my obsessions and teach them all about it.
   
10. Aside from poetry, my other interests are varied. For instance, I also love reading old books, writing stories, creating original characters and researching whichever area of interest I'm into at the moment. I like to maintain an active lifestyle too. In the future, I strive to become financially successful (that's why I'm in a career that is going to bring me a lot of opportunities), independent, and travel and learn as much as I can to improve both myself and my talents. I'm overall a very individualistic person, but I'd like to meet more people who align with my values as well; without at least someone by my side with whom I can share myself I become depressed.
    

I'd appreciate it if someone is willing to try to type me via chat too, if that's more comfortable for you.

This post contains spoilers from CS1-Reverie, including Reverie’s post-game content.
Disclaimer: The analysis portion of the Background section contains discussion of mental illness. I am not an expert in mental health, or any health field for that matter. I’m just a guy applying his own perception, lived experiences, and surface-level knowledge to interpreting Rean’s arc. I probably don’t even need to be making this disclaimer, but I felt like it.
Last year, I made this post asking how the members of this sub felt about Cold Steel’s protagonist: the one and only Rean Schwarzer. I was pleasantly surprised by the amount of engagement it got, as well as the diversity of opinion expressed in the comments. There were those who loved him, those who were neutral on him, and a few who just couldn’t stand him. At the time, I had just finished CS2, so there was a ton about Rean I wasn’t privy to. However, now that I’ve played Reverie and am fully caught up with the first half of the series, I have a much fuller picture of him. Since so many of you were kind enough to offer up your takes on Rean back then, I figured I’d express my own thoughts on him in the form of a proper analysis. Without further ado, let’s begin!

Background

Rean Schwarzer (born Rean Osborne) is the main protagonist of Trails of Cold Steel I, II, III, and IV, as well as one of the three main protagonists of Trails into Reverie. He was born in S.1187 to Erebonian commoners Brigadier General Giliath and Kasia Osborne. Rean’s father was a brilliant leader and strategist, but his commoner status made him an enemy of the military’s nobles. This led to Giliath’s home being attacked by jaegers when Rean was five, resulting in Kasia’s death and Rean’s heart being punctured by shrapnel. In a desperate bid to save his son’s life, Giliath made a deal with Ishmelga, the Ebon Knight, to become its Awakener and used its power to transplant his own heart into Rean’s body. Due to his deal with Ishmelga, Giliath was forced to give up custody of Rean, entrusting him to the care of Baron Teo Schwarzer. As a result, “Rean Osborne,” the son of a commoner military officer, became “Rean Schwarzer,” the adopted son of a minor noble family.
Although Rean’s new family was loving and supportive, his new life was not without struggle. The boy’s sudden, mysterious appearance in the Schwarzer household made the family - particularly Teo - the subject of gossip and controversy among other nobles. Some believed Rean was Teo’s illegitimate child, while others openly lambasted Teo for his willingness to potentially allow a commoner into the nobility’s ranks. Teo essentially became an outcast among his noble peers, his family’s name tarnished by rumor. Rean, for his part, came to believe he was at fault for this situation, and the subsequent guilt would plague him for many years.
Rean’s self-worth was further challenged by another, more personal problem that arose during his childhood. At age nine, Rean watched an unknown monster attack his younger sister, Elise, and the stress caused an innate “ogre power” within him to manifest. Rean fell into a blind rage, savagely killing the monster. When he returned to his senses, Rean was traumatized by the scene he had left behind, and by the discovery of this new, violent side of him he could not control.
Two years later, Rean became an apprentice of the legendary swordsman Yun Ka-fai, founder of the Eight Leaves One Blade school, hoping to learn how to control his ogre powers. Despite showing great promise as a swordsman, Rean was unable to develop control over his ogre power, and Yun was eventually forced to cut short Rean’s training for unrelated reasons. Although the beginner-rank Rean continued to train on his own, the damage to his psyche was too deep-seated for him to fix alone. He believed he was nothing but a burden and a monster, undeserving of love or happiness. This guilt and self-loathing spurred him to always put others’ needs and well-being above his own, believing himself less important than anyone else. This self-sacrificial behavior became a recurring problem for Rean over the course of his adolescence and early adulthood.
In S.1204, at age 17, Rean enrolled at the prestigious Thors Military Academy in eastern Erebonia. He, along with eight others, became part of Class VII, Thors’s first socially integrated graduating class. Although he still struggled with low self-worth, Rean thrived in this new environment, quickly befriending his classmates and discovering his natural-born ability as a leader. By this time, Rean’s real father, Giliath Osborne, had become Chancellor of Erebonia and was being targeted for death by the Imperial Liberation Front - an anti-Osborne terrorist group. The ILF was a recurring presence in Class VII’s lives during their first school year, and the two groups clashed frequently. At the end of the year, Rean’s life took a dramatic turn when he unexpectedly became the Awakener for the Divine Knight Valimar before watching the ILF - led by his friend Crow Armbrust - seemingly assassinate Osborne and spark a nationwide civil war. Thors came under siege by Crow shortly thereafter, and in the chaos, Rean was forcibly separated from his classmates.
One month later, Rean awoke in the Eisengard Mountain Range outside his adopted hometown, Ymir. Now armed with Valimar’s power, Rean rendezvoused with his family and set out to reunite Class VII. Although he succeeded, Rean was later captured by the Noble Alliance and was held captive alongside Erebonian princess Alfin Reise Arnor. With Alfin’s encouragement, Rean freed the two of them using his ogre powers and rejoined Class VII onboard the imperial family’s airship Courageous. Thanks to Alfin and his bond with his classmates, Rean learned to stop fearing his ogre powers and started opening up more to those closest to him. Using the Courageous, Class VII successfully led a mission to retake Thors before ultimately confronting the Noble Alliance’s leader, Duke Cayenne, and stopping his plan to use the Infernal Castle to win the war. At the same time, new drama entered Rean’s life: Shortly after stopping Duke Cayenne’s plan, Crow unexpectedly died and Osborne was revealed to still be alive - and Rean’s real father. Rean, for his part, was formally recognized by the imperial government for his role in ending the war and became a national hero. This was, however, merely a ploy to pressure Rean into obeying Osborne’s wishes, and it succeeded, as Rean subsequently became an operative in Erebonia’s conquest of Crossbell. It was during this time that he became acquainted with Crossbell Special Support Section leader Lloyd Bannings.After Crossbell’s annexation, Rean fought in the Northern War, which resulted in Erebonia annexing North Ambria. He partook in the siege of Haliask, where he fought archaisms using Valimar. During this stretch of the war, Rean lost control of his ogre powers and was rendered unconscious for three days. As a result, he once again lost faith in his ability to control himself, and swore off the use of his ogre power.
In April S.1206, roughly 1.5 years after the civil war’s end, Rean started a job as instructor of a “new Class VII” at Thors’s new branch campus in western Erebonia. At the branch campus, Rean bonded with his students and fellow faculty while also taking on assignments from the imperial government. It was also during this time that Osborne’s plan to trigger the Great Twilight started unfolding, causing Rean, his students, and his comrades to regularly butt heads with jaegers, Ouroboros, and powerful cryptids. Ultimately, however, Osborne outmaneuvered all attempts by Rean, Olivert, and others to stop him; the Courageous was destroyed by a bomb with Olivert still onboard, Rean’s forces were spread thin through various battles, and Rean himself was forced to watch as Millium Orion was killed and turned into a Sword of the End. Finally at his wit’s end, Rean suffered a mental breakdown and was consumed by his ogre powers, causing him to violently trigger the Great Twilight himself before being taken captive by Osborne and Ishmelga.
After a short period of captivity, Rean was freed by Class VII and their allies. He, along with the SSS and the Liberl Bracer Guild, declined to become part of Musse Egret’s Operation Mille Mirage, instead choosing to oppose Osborne their own way. Rean, as Valimar’s Awakener, decided to partake in the Rivalries to reform the Great One, in hopes of defeating Ishmelga’s curse. He gradually defeated and absorbed power from the other Awakeners until, finally, during Operation Jormungandr, he defeated Osborne and Ishmelga, becoming the pilot of a corrupted Great One. It is at this time when two different futures unfolded: In one, Rean flew the Great One beyond Zemuria’s atmosphere to remove Ishmelga from the continent. In the other, Rean used the power of the Holy Beast of Earth to give Ishmelga’s curse a corporeal form, allowing him and his friends to destroy it. It was this latter future that became Zemuria’s reality, while the former remained hypothetical and unrealized.
Many months after Ishmelga’s defeat, in S.1207, Rean became involved in the incident involving Crossbell and Elysium. While combating enemy forces in the Nord Highlands, Rean started undergoing assimilation with Ishmelga-Rean, an alternate version of himself created by Elysium based on the unrealized timeline from when Ishmelga was first beaten. Later, during the final confrontation with Ishmelga-Rean, the real Rean saw visions of his other self’s sacrifice and finally grasped the devastating effects his past martyr-like behavior had on those he loved. He vowed to make a change before eliminating Ishmelga-Rean, stopping the assimilation.
Sometime after the clash with Elysium, Rean visited Longlai in eastern Calvard with his family, secretly hoping to track down Yun while there. Instead, he encountered members of the Ikaruga jaeger corps, who informed him that Yun was not in Longlai before departing. Rean has since contented himself with his current life as a Thors instructor, sensing that the next incident to befall Zemuria will involve not him, but an entirely different group of heroes.
Analysis: From even a cursory glance at Rean’s story, it is clear he endured much distress and trauma at a young age, and in my view, the result was deep-seated mental illness - namely depression. I am not a psychologist, but I would wager that the violent manner in which his five year-old self lost his home, his mother, and, almost, his own life, was horrific enough for his mind to block all memory of that period as a defense mechanism. This would help explain how Rean did not remember his real parentage until his encounter with Osborne in CS2 jogged his memory. Further stressing Rean were the controversies surrounding his adoption, which were not at all his fault but still interpreted as such by him, and the sudden, gory manner in which he learned of his ogre power. With such a potent combination of stressors burdening his young mind, it is no surprise to me that it took Rean such a long time to overcome his feelings of guilt and worthlessness. He was saddled with depression during the most formative period of his life, and like any mental illness, depression cannot be overcome with just one or two instances of positive reinforcement. It is often something people have to live with for many years, with periods of relative difficulty and relative ease. Looking at it this way, it makes sense for Rean’s arc to have taken as long as it did.
Side note: Obviously, Rean’s story is not the most realistic depiction of depression in fiction, but the manner in which it unfolds and is presented is still enough for me to take it seriously as a journey of struggling with mental health. When Rean receives support or encouragement from his friends and family, it helps in the short-term, but does little to erode the larger problem because that simply isn’t enough. Further, Rean’s progress is not linear, but is marked with occasional setbacks: In CS2, he finally learns to stop fearing his ogre power, but in CS3, we see that he is still vulnerable to losing control of it, and he does so during the Northern War and in the finale of that game. He receives a pendant (“meds?”) and training (“therapy?”) to control said power in CS3, but he still struggles with it. In CS4’s “bad” ending, even after everything he has gone through, Rean falls back into his old habits of self-sacrifice, because that’s how “baked-in” his problems are; he doesn’t even see the issue because he’s lived that way for so long. It is CS3’s finale that is the most striking part of Rean’s journey to me: In my eyes, it is the same as Rean having a mental breakdown, too overcome by his own emotional turmoil to control himself. He becomes consumed by his own demons, literally and figuratively, and it takes the collective effort of his loved ones in CS4 to bring him back to stability.
It is also fitting that Rean’s big turning point - the moment in Reverie where he sees the pain his martyr-esque behavior causes others - is as dramatic as the instances that facilitated Rean’s internal struggle to begin with. What I particularly appreciate about this chunk of Rean’s arc is that it is presented as Rean finally realizing the change he needs to make, rather than him being instantly cured of his ailments. It is simply him resolving to change his outlook on himself and his relationships, and that feels more grounded to me than any alternative route the writers could have taken.

Personality

Rean is a kind, courageous, selfless individual who greatly cares about those around him. Despite his own low self-esteem, he is a gifted speaker and possesses the spirit of a natural-born leader. It is this charisma that quickly made him the de facto leader of Class VII, as he often served as an intermediary for the interpersonal clashes between his other classmates (see: Machias/Jusis and Fie/Laura). He often goes out of his way to help his peers solve problems or make their lives easier. This behavior is propelled by his own feelings of worthlessness, which causes his generosity to often escalate to self-sacrificial activity. On the occasions when Rean is unable to help someone, he often feels guilty, even if the problem at hand was not his fault or was out of his control (examples include his inability to stop Vulcan and Crow from dying in CS2).
Rean is also extraordinarily perceptive thanks to his Unclouded Eye technique, which he learned from Yun Ka-fai. This allows him to set aside any preconceived notions or prejudices he may have and accurately discern a person’s true nature. His training also allows him to notice things others may not, such as objects moving at high speed or unseen people/creatures in his vicinity. At the same time, there are things he struggles to pick up on, namely when it comes to others’ feelings regarding him. Rean often fumbles when it comes to romantic/intimate interactions with the girls in his life, either unintentionally flustering them or failing to understand how deep their feelings run. Rean also fails to understand how his martyr behavior hurts those he cares about, despite numerous incidents ending with people refusing to abandon him and calling him out for perceived recklessness.
Analysis: One thing I’ve always appreciated about Rean is that, despite his serious personal problems, he never comes off as whiny, annoying, cringe, etc. He knows how to compartmentalize and portray an air of confidence and amicability; I would attribute this to his noble upbringing, as we see similar behavior in other noble characters like Laura and Jusis. His natural ability as a speaker and leader are reminiscent of Osborne’s, as is his penchant for self-sacrificial behavior; Osborne was, after all, willing to bond with Ishmelga, literally give his heart to his son, and turn himself into a villain for the sake of his people.
There are considerable differences between Rean and the three protagonists who preceded him. He is almost the antithesis of Estelle: She is lively, spontaneous, and unafraid to open up to others emotionally, Rean is more reserved and measured, and is initially guarded, though he does learn to express himself over time. While he does share similar backstory details to Kevin, their outward personalities are starkly different, with Kevin being suave and laid-back and Rean being more serious and passive. As for Lloyd, while Rean does share his kindness, perception, and leadership ability, the two do have their differences as well. Lloyd’s arc is about starting from nothing and overcoming barriers, gaining strength along the way. He is driven by a commitment to justice and a zealous patriotic spirit. Rean, on the other hand, starts out with great power at a young age but struggles to control it, making his journey more internal and personal than Lloyd’s. Additionally, his fighting spirit comes not from burning passion, but from steely nerve and trust in his companions. And, of course, he is not morally gray like his successor, Van.

Relationships

Due to the sheer number of people Rean becomes involved with, I will only address his more notable relationships. Many will be in clusters, with only a select few individuals receiving their own entries.

• Old Class VII: Old Class VII is Rean’s core friend group through the entire Cold Steel arc. They are the ones who fight by his side during the arc’s major events, including the Erebonian civil war, the Great Twilight, and more. Although Emma Millstein was class president during their student years, Rean gradually becomes Old Class VII’s’ de facto leader in the field due to his good rapport with all its members and his role in helping them bond with each other. By the end of CS1, he is very much the proverbial glue that holds Old Class VII together, and Rean executes this role flawlessly in CS2 by bringing their scattered members back together again. Despite his love for his classmates, Rean largely hesitates to seek them out for emotional support due to his low self-worth, and it isn’t until he sees their heartbroken reactions to his “death” in Reverie when he realizes how much he means to them.
• New Class VII: Rean is New Class VII’s teacher at Thors’s branch campus starting in CS3. Over the course of the game and its sequels, he forms a unique bond with each of his five students: A father-like figure for Altina, a tough-love mentor for Ash, a source of confidence for Kurt, a role model for Juna and… uh… maybe I shouldn’t discuss Musse. Anyway, the wisdom Rean imparts on New Class VII helps them all mature into capable young adults, particularly Juna, who essentially fills Rean’s shoes in CS4 Chapter 1 and leads the charge to rescue him from Osborne.
• Schwarzer family: Rean’s adopted parents and sister. Rean cares deeply about the Schwarzers, to the point where seeing them being physically threatened causes his ogre powers to manifest uncontrollably in CS1-2. At the same time, despite having the Schwarzer’s unconditional love and support, Rean feels like a significant burden to them for much of his young life, particularly to Teo. This matter is eventually settled by the end of CS2. There is also the matter of Elise, his younger sister, who develops feelings for him as they age (writing that did not sit well with me at all, but the show must go on…). Rean, for his part, is exceptionally protective of Elise until she finally rebuffs this part of him in Reverie, arguing that she is strong enough to take care of herself.
• Crow Armbrust: If any one member of Class VII, new or old, deserves an individual mention, it is unquestionably Crow. Crow and Rean share a unique, dynamic relationship that evolves considerably over the four Cold Steel games. In the beginning, Crow is Rean’s rival and superior in many ways. He is older, more cunning, and a stronger Awakener than Rean (at least when piloting Ordine). But over time, Rean gains strength and confidence, which allows him to beat Crow in CS2, and then defeat him again in CS4, at which point he essentially becomes Crow's lord and retainer by sparing his life.
  • The two are very much foils for one another, with similarities and differences: Both are young men who are descended from political leaders (who were themselves bitter enemies). Both are Awakeners guided by witches - Crow by the mighty Vita and Rean by the fledgling Emma and Celine. At the same time they are almost total opposites as people, with Crow being cocky, deceptive, and rebellious, while Rean is modest, honest, and upstanding. Even their hair colors contrast! In that sense, Crow also serves as a benchmark for Rean's growth, as their relationship roles essentially switch in CS4, with Rean gaining dominance over Crow.
• Yun Ka-fai: Because there is still much mystery surrounding Yun Ka-fai, it is difficult to dissect him in the context of this write-up. However, we do know that Rean was Yun's last discipline - the last of four. Rean also receives correspondence from Yun at various points in the story, largely to give life updates and confer higher ranks onto Rean (Is this the Trails equivalent of Zoom classes? No, wait, they have actual tech for that…). From the content of his letters, Yun seems to think highly of Rean as both a person and a swordsman. Despite not being present for Rean's final few years of training, Yun understands Rean's journey intimately, to the point where he feels comfortable making Rean a Divine Blade through a proxy in CS4. This begs questions: How does Yun know so much? Does he possess some form of the Unclouded Eye that lets him detect such things in his students? Is he basically Yoda? Or is someone watching Rean on Yun's behalf? Furthermore, in his letter to Rean in CS3, he says he will impart his final teachings onto Rean “when” they meet again. This might be reading too much into it, but Yun seems quite confident he will see Rean again. My guess is that Yun has something planned, if not for Rean, then for all of his disciples. And I suspect that that plan was part of why Yun chose to promote Rean to Divine Blade when he did. The timing, right before the final battle at the Duatha de Danann, is too convenient for me to ignore. Either Yun wanted to help Rean reach peak form in time, or he had some other motive. Or both.
• Giliath Osborne: Osborne is Rean's biological father. Despite coming off as callous at first, it becomes clear in CS4 and Reverie that Osborne truly loved his son and was willing to sacrifice everything for him, including his heart (literally) and his humanity. Rean inherited a number of traits from Osborne, including his charisma, leadership ability, flawed selflessness, and strength of spirit. The two share an innate need to put others’ happiness over their own, albeit for different reasons, and both suffered in silence for years because of it. This is part of why, despite having the same goal, Rean and Osborne both fought each other with all they had during the final Rivalry: Neither wanted to see the other inherit the curse's full power, Osborne because he didn't want to see Rean suffer any longer and Rean because he essentially accepted that he was the curse's Sacrifice. After CS4, Rean learns more about Osborne's inner thoughts and motives, developing a deep admiration for his father and a desire to make his sacrifice worthwhile.
• Lloyd Bannings: Lloyd and Rean are quite comparable. They are the main protagonists of their respective arcs, both are leaders in their own right, both embody aspects of the “dense male protagonist” trope, and both are overall kind, perceptive (outside of romance), overall heroic young men. But like Crow, Lloyd is a foil for Rean, and this is apparent from their very first meeting, in CS2's Divertissement. Lloyd and Rean's circumstances were polar opposites: Lloyd was a vigilante, relegated to the shadows, with only a skeleton crew for support, while Rean was an Erebonian national hero with a Divine Knight and the full power of his country behind him. At the same time, Rean had no agency during this time, as he had been manipulated by Osborne into accepting such status and becoming part of a reprehensible operation. Lloyd, on the other hand, was a free agent, uncompromising in his ideals and fighting tirelessly for true justice. In short, Lloyd was powerless but free, while Rean was powerful but trapped. In that moment, it is obvious that Rean respected Lloyd's convictions and may have even envied him. Fortunately for the two, they find themselves on the same side in CS4 and a proper friendship between the two forms.
• Patrick Hyarms: Patrick and Rean’s relationship had an uneasy start. Although Patrick initially tried to ingratiate himself with Rean, he was rebuffed due to his elitist attitude towards commoners and other non-nobles. Patrick was quick to change his disposition towards Rean, treating him with disgust due to his unknown origins and lack of noble blood. After being humiliated by Rean and the other non-noble men of Class VII, Patrick starts to reassess his mindset and eventually becomes more accepting of non-nobles. This, in turn, leads to Rean and Patrick becoming friends, and in CS3, the two are shown to be trusted partners in certain areas. The friendship is somewhat complicated by Patrick’s romantic interest in Elise, of whom Rean is especially protective.

Future

As a main series protagonist, Rean is basically guaranteed to return in a future game. Whether or not he will be playable or have a significant role in said game is difficult to ascertain, but given his lengthy period of stardom in the Cold Steel games and Trails’s treatment of other past protagonists, my guess is that he will take more of a side role. Since Rean was looking for Yun Ka-fai after Reverie, and Yun is set to appear in Kai no Kiseki, I wouldn’t be surprised to see Rean in that game at all - at least in flashback form. Failing that, Rean will surely appear in or close to the series finale. Of this I am certain.

Misc. Notes/Commentary

• Funnily enough, Rean’s final struggle with his powers in CS3-4 reminds me somewhat of the finale of Steven Universe Future, which similarly ends with the protagonist losing control of his powers and turning into a raging monster. It is only through the love and reassurance of Steven’s friends and family that he is able to return to normal, and like Rean, he is not necessarily “cured” of anything; he simply has a newfound resolve to get better.
• For those curious: I did not include discussion of Rean’s “harem” in this analysis because I do not see it as a core part of his character. The dating sim aspect of the Cold Steel games is just a silly fanservice gimmick and has no bearing on Rean’s growth or development. While it might have indirectly limited the interpersonal relationships the female characters of CS could form with other males, it did not have a similar effect on Rean.
  • Ftr, I romanced Alisa in CS2 and Sara in CS4.
• Rean’s two big “power of friendship” moments in the series - unlocking Spirit Unification in CS2’s Intermission and snapping out of his ogre rage in CS4’s Fragments chapter - both involve him being faced with a golden crystal which symbolizes his many loving relationships. This is a minor detail, but I do appreciate the parallels at work here.