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Messages - Ageless the Drifter

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31
I remember at one point when I had chicken pox my entire body got pins and needles for like 10 minutes--like when your foot falls asleep and then starts to wake up, but everywhere at once

32
General Discussion / Re: exploding kittens
« on: January 21, 2015, 12:05:55 PM »
fuck the oatmeal

33
General Discussion / Re: so i know we all love to hate reddiot
« on: January 21, 2015, 12:05:12 PM »
I may be in the minority here, but my one significant ex-cheating episode (though it undoubtedly rocked my shit hard at the time) didn't really linger.  Don't get me wrong, I was bona-fide depressed about it at the time... pretty much lost a job (shitty job anyway) because I couldn't keep it together.  But luckily my brain seemed to categorize the episode as specific to her - never really affected later gfs, except maybe to make me more open to just stating up-front that if a girl wanted to be non-exclusive, I'd rather know right away.  That worked out pretty well.

as far as you know

ya but you can say that about literally anything thats ever happened to a person. in this case, it's statistically likely that at some point almost everyone will be cheated on by a S/O, and while some might have worse stories than others, at some point you gotta get over it like most people.

EDIT: I don't mean it like you, ageless, need to do this, just people in general. Everyone in every relationship would like to be able to know about their S/O's comings and goings to know they're not being used/made a fool/etc. That's not weird or unnatural, but actually thinking you have the right to snoop through their shit is wrong and I think most people are just using their old S/O's shitty treatment as a cop-out to be able to know what we all would like to. I know there are absolutely exceptions, but really, you didn't get diagnosed with terminal lung cancer on your fifth birthday, you got cheated on like everyone else has. Either grow suspicious and angry about it, or get over it and realize that some people just suck.

~

it was a joke tho

34
Spamalot / Re: ziakas das berliner
« on: January 21, 2015, 11:54:06 AM »
neckbeard nostalgia

35
Spamalot / Re: I am OK now
« on: January 21, 2015, 11:51:19 AM »
it would be a really interesting end to TZT if, after all these years the remaining members turned into a cult of Maruuk

36
Spamalot / Re: Arctic monkeys
« on: January 20, 2015, 04:21:55 PM »
I haven't heard the Decembrists since college. Hated them a lot back then, may feel differently now, I dunno


I call it nerd music. I really like Hazards of Love album and this new one.

I really like Hazards of Love also but I'm a sucker for concept albums/rock opera

38
Spamalot / Re: what gender are you daums
« on: January 19, 2015, 11:51:15 PM »
i was kindof assuming the 71 is an exaggeration

it isn't.

39
31. It's possible I wasn't vaccinated for it then? I know I got measles, mumps, rubella, whooping cough ect.

You weren't vaccinated for it. It's unlikely anyone here has been.

40
General Discussion / Re: so i know we all love to hate reddiot
« on: January 19, 2015, 02:14:09 PM »
I may be in the minority here, but my one significant ex-cheating episode (though it undoubtedly rocked my shit hard at the time) didn't really linger.  Don't get me wrong, I was bona-fide depressed about it at the time... pretty much lost a job (shitty job anyway) because I couldn't keep it together.  But luckily my brain seemed to categorize the episode as specific to her - never really affected later gfs, except maybe to make me more open to just stating up-front that if a girl wanted to be non-exclusive, I'd rather know right away.  That worked out pretty well.

as far as you know

41
Spamalot / Re: I have seen God
« on: January 19, 2015, 01:07:03 PM »
was He by the river on a rainy afternoon?

42
General Discussion / Re: Who understands Quantum Theory?
« on: January 19, 2015, 12:42:22 PM »
M-Theory, last I knew, is literally just string theory + "maybe the universe comes from extrauniversal membranes touching" which is principally unverifiable and therefore literally pseudoscience. String theory by itself is whatever, but the membrane shit is just fluff.

43
Spamalot / Re: 12 Monkeys miniseries
« on: January 19, 2015, 12:05:06 PM »
he's from the mid west

44
Spamalot / Re: Movies that I've watched recently
« on: January 19, 2015, 01:09:52 AM »
I watched The Long Goodbye not too long ago on a recommendation--I was surprised how much I liked whatsisface as the lead--I'd only ever seen him in American History X as Ed Norton's Mom's boyfriend.

 Not a legendary flick but definitely enjoyable. And you're def right about the theme song

45
Spamalot / Re: 12 Monkeys miniseries
« on: January 19, 2015, 01:06:53 AM »
fair

46
Spamalot / 12 Monkeys miniseries
« on: January 19, 2015, 12:18:46 AM »
My room mates are watching it and I'm drunk eating a burrito across the room. It seems pretty legit so far. The movie was great, but it's not too hard to imagine an improvement taking place in the golden age of television

47
Spamalot / Re: Official garage box thread
« on: January 19, 2015, 12:16:31 AM »
that time may one day come

48
Spamalot / Re: Official garage box thread
« on: January 19, 2015, 12:10:44 AM »
everyone who isn't playing should give/loan me their sweet melee gear so I can pvp without dying or getting snared

you got it dude

49
General Discussion / Re: Who understands Quantum Theory?
« on: January 17, 2015, 06:05:35 PM »
M Theory is a bunch of pseudo-scientific codswallop

50
Interesting how nobody mentions the wider is issue of why so many families are below the poverty line. What metric are they using here anyway?

That was my thought as well. There's only so much schools are going to be able to do for kids below the poverty line no matter how much money we throw at them.

51
I guess they aren't necessary in this case

but I use them instead of quoting because quoting makes text tiny in the theme I use and I assume most others as well, and who wants to read huge articles in tiny text

52
General Discussion / Over 50% of public school children are in poverty
« on: January 16, 2015, 09:15:40 PM »





http://www.washingtonpost.com/local/education/majority-of-us-public-school-students-are-in-poverty/2015/01/15/df7171d0-9ce9-11e4-a7ee-526210d665b4_story.html?tid=sm_fb
Three-year-old Saria Amaya waits with her mother after receiving shoes and school supplies during a charity event in October to help more than 4,000 underprivileged children at the Fred Jordan Mission in the Skid Row area of Los Angeles. Children from low-income families now make up a majority of public school students in the nation, according to a new report. (Mark Ralston/AFP/Getty Images)
By Lyndsey Layton January 16 at 7:40 PM

For the first time in at least 50 years, a majority of U.S. public school students come from low-income families, according to a new analysis of 2013 federal data, a statistic that has profound implications for the nation.

The Southern Education Foundation reports that 51 percent of students in pre-kindergarten through 12th grade in the 2012-2013 school year were eligible for the federal program that provides free and reduced-price lunches. The lunch program is a rough proxy for poverty, but the explosion in the number of needy children in the nation’s public classrooms is a recent phenomenon that has been gaining attention among educators, public officials and researchers.

“We’ve all known this was the trend, that we would get to a majority, but it’s here sooner rather than later,” said Michael A. Rebell of the Campaign for Educational Equity at Teachers College at Columbia University, noting that the poverty rate has been increasing even as the economy has improved. “A lot of people at the top are doing much better, but the people at the bottom are not doing better at all. Those are the people who have the most children and send their children to public school.”

The shift to a majority-poor student population means that in public schools, a growing number of children start kindergarten already trailing their more privileged peers and rarely, if ever, catch up. They are less likely to have support at home, are less frequently exposed to enriching activities outside of school, and are more likely to drop out and never attend college.

It also means that education policy, funding decisions and classroom instruction must adapt to the needy children who arrive at school each day.

“When they first come in my door in the morning, the first thing I do is an inventory of immediate needs: Did you eat? Are you clean? A big part of my job is making them feel safe,” said Sonya Romero-Smith, a veteran teacher at Lew Wallace Elementary School in Albuquerque. Fourteen of her 18 kindergartners are eligible for free lunches.

She helps them clean up with bathroom wipes and toothbrushes, and she stocks a drawer with clean socks, underwear, pants and shoes.

Romero-Smith, 40, who has been a teacher for 19 years, became a foster mother in November to two girls, sisters who attend her school. They had been homeless, their father living on the streets and their mother in jail, she said. When she brought the girls home, she was shocked by the disarray of their young lives.

“Getting rid of bedbugs, that took us a while. Night terrors, that took a little while. Hoarding food, flushing a toilet and washing hands, it took us a little while,” she said. “You spend some time with little ones like this and it’s gut wrenching. . . . These kids aren’t thinking, ‘Am I going to take a test today?’ They’re thinking, ‘Am I going to be okay?’ ”

The job of teacher has expanded to “counselor, therapist, doctor, parent, attorney,” she said.

Schools, already under intense pressure to deliver better test results and meet more rigorous standards, face the doubly difficult task of trying to raise the achievement of poor children so that they approach the same level as their more affluent peers.

“This is a watershed moment when you look at that map,” said Kent McGuire, president of the Southern Education Foundation, the nation’s oldest education philanthropy, referring to a large swath of the country filled with high-poverty schools.

“The fact is, we’ve had growing inequality in the country for many years,” he said. “It didn’t happen overnight, but it’s steadily been happening. Government used to be a source of leadership and innovation around issues of economic prosperity and upward mobility. Now we’re a country disinclined to invest in our young people.”

The data show poor students spread across the country, but the highest rates are concentrated in Southern and Western states. In 21 states, at least half the public school children were eligible for free and reduced-price lunches — ranging from Mississippi, where more than 70 percent of students were from low-income families, to Illinois, where one of every two students was low-income.

Carey Wright, Mississippi’s state superintendent of education, said quality preschool is the key to helping poor children.

“That’s huge,” she said. “These children can learn at the highest levels, but you have to provide for them. You can’t assume they have books at home, or they visit the library or go on vacations. You have to think about what you’re doing across the state and ensuring they’re getting what other children get.”

Darren Walker, president of the Ford Foundation, was born in a charity hospital in 1959 to a single mother. Federal programs helped shrink the obstacles he faced, first by providing him with Head Start, the early-childhood education program, and later, Pell grants to help pay tuition at the University of Texas, he said.

The country needs to make that same commitment today to help poor children, he said.

“Even at 8 or 9 years old, I knew that America wanted me to succeed,” he said. “What we know is that the mobility escalator has simply stopped for some Americans. I was able to ride that mobility escalator in part because there were so many people, and parts of our society, cheering me on.”

“We need to fix the escalator,” he said. “We fix it by recommitting ourselves to the idea of public education. We have the capacity. The question is, do we have the will?”

The new report raises questions among educators and officials about whether states and the federal government are devoting enough money — and using it effectively — to meet the complex needs of poor children.

The Obama administration wants Congress to add $1 billion to the $14.4 billion it spends annually to help states educate poor children. It also wants Congress to fund preschool for those from low-income families. Collectively, the states and the federal government spend about $500 billion annually on primary and secondary schools, about $79 billion of it from Washington.

The amount spent on each student can vary wildly from state to state. States with high student-poverty rates tend to spend less per student: Of the 27 states with the highest percentages of student poverty, all but five spent less than the national average of $10,938 per student.

Republicans in Congress have been wary of new spending programs, arguing that more money is not necessarily the answer and that federal dollars could be more effective if redundant programs were streamlined and more power was given to states.

Many Republicans also think that the government ought to give tax dollars to low-income families to use as vouchers for private-school tuition, believing that is a better alternative to public schools.

GOP leaders in Congress have rebuffed President Obama’s calls to fund preschool for low-income families, although a number of Republican and Democratic governors have initiated state programs in the past several years.

The report comes as Congress begins debate about rewriting the country’s main federal education law, first passed as part of President Lyndon B. Johnson’s “War on Poverty” and designed to help states educate poor children. The most recent version of the law, known as No Child Left Behind, has emphasized accountability and outcomes, measuring whether schools met benchmarks and sanctioning them when they fell short.

That federal focus on results, as opposed to need, is wrong­headed, Rebell said.

“We have to think about how to give these kids a meaningful education,” he said. “We have to give them quality teachers, small class sizes, up-to-date equipment. But in addition, if we’re serious, we have to do things that overcome the damages­ of poverty. We have to meet their health needs, their mental health needs, after-school programs, summer programs, parent engagement, early-childhood services. These are the so-called wraparound services. Some people think of them as add-ons. They’re not. They’re imperative.”




53
Spamalot / Conceiving the sumiverse
« on: January 16, 2015, 09:00:08 PM »

54
Spamalot / Re: got free bottle service and i only had one job
« on: January 16, 2015, 08:47:14 PM »
I can go either way--on the one hand, definitely this:
  Man when you're getting it on w/some girl who doesn't even seem all that freaky then she starts some light biting that's like the best shit in the world.

but on the other hand, if a chick bites me so hard I feel like my lip's gonna come off in her teeth that shit is not sexy at all

55
Spamalot / Re: Arctic monkeys
« on: January 16, 2015, 12:10:38 PM »
Decemberists, DCFC and Sufjan Stevens all have albums coming out between now and March--I'm p excite

56
General Discussion / Re: Who understands Quantum Theory?
« on: January 16, 2015, 12:09:42 PM »
I'm not much help here, either. If you've read most of the relevant wikipedias you probably know as much qualitative info on QM as I do, and the quantitative aspects aren't particularly enlightening (or accessible)

57
General Discussion / Re: Ivengar's once every two years new topic
« on: January 16, 2015, 11:36:36 AM »
tipping is counter-revolutionary

58
Spamalot / Re: Arctic monkeys
« on: January 16, 2015, 11:34:25 AM »
Yeah AM is a solid album.

59
Spamalot / Re: Conceiving the umiverse
« on: January 16, 2015, 11:33:50 AM »
although to be fair, there are an infinite number of representations of a given rational or real number according to those definitions

60
Spamalot / Re: Conceiving the umiverse
« on: January 16, 2015, 11:31:06 AM »
a finite, non-negative whole number is not an infinite set--it's the set that contains all the finite, non-negative whole numbers less than it. (Zero is the empty set, 1 is the set containing the empty set, two contains the empty set and 1, and so forth)

The set of natural numbers is the set that contains all finite, non-negative whole numbers. Negative integers are defined by addition, ie -a = x such that x+a=0

the rational numbers are the set of equivalence classes of all ordered pairs, (p,q) with p!=0, with (p,q)=(r,s) if and only if ps=qr

the real numbers can be constructed a bunch of ways--one way being to define them as limits of sequences of rational numbers, eg sqrt(2) could be the upper bound of an increasing sequence of rational numbers whose square is less than 2.

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