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telomeke-bbs · 2 years

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BAD BUDDY RERUN SEASON – EP.2 (NOTES ON THE REWATCH)

As we move on during the BBS rerun season, this write-up is a listing of observations made during my rewatch of Ep.2. 😊 (For notes on the Ep.1 rewatch, see here.)

Ep.2 begins with a little blooper – the establishing shot is the exterior of Pran's home (55/158 Ek Charoen 10 Alley, Lak Hok, Pathum Thani Province; Pat's house is number 55/159) but the interior is Pran's student apartment.

The opening sequence sets up a few things. We are introduced to Pat and Pran's personalities – Pran is ordered and disciplined, likes a schedule, and makes decisions with his head. Pat, on the other hand, does what he likes and lives in the moment.

Pran wakes up on the dot at 7.00am, but takes more than an hour to get ready. Pat gets more than an extra hour of sleep, and dozes through two alarms. But even as Pat barrels out unshowered and rumpled after oversleeping, we see that he still manages to leave earlier than Pran. The boys have differing styles, but their different approaches work in their own way, and neither is necessarily better than the other.

There are also hints to their mindsets when we look at the slogans they've put up in their apartments. Pat's is on his door – "I'm not arguing; I'm just explaining why I'm right" – and summarizes how he has little regard for the status quo once he's latched on to a goal for change. Pran's is pinned to the wall above his computer – "In design, thinking wrong is right" – and seems to be a reminder to him that it's OK to break the rules in the right circumstances.

It's clear that Pran has a lot of respect for rules, mores and discipline in his life – but behind the scenes, free of expectations, we're shown he's just as capable of going rogue for the greater good with partner-in-crime Pat (e.g., when they manipulate their friend groups in an effort to bring about peace in Ep.1, and also when they dupe their parents about their relationship in Ep.12).

We are also shown what becomes a running gag later – just before Pran exits his apartment, he remembers something and goes back for it. He'd almost forgotten his keys (the keychain has a little identifying astronaut that we also see at Ep.2 [2/4] 2.14) AND his earphone case (which we see him open to retrieve the earphones at Ep.2 [1I4] 3.29). Throughout the series and all the way to Ep.12 it's a thing with Pran that he always forgets/misplaces his earphones. This is the first reference to Pran's trademark foible in BBS.

The scene when Pat covers Pran's mouth in the toilet stall (Ep.2 [1I4] 6.22) is played for laughs, and is also a callback to the two scenes in Ep.1 where Pat did the same thing (thanks for pointing this out @weirdetta! 😊👍).

I also think this is the first of several scenes where Pat intrudes inappropriately (but also innocently enough) on Pran's personal space. He's not actually conscious of why he's doing it (e.g., at the music shop in Ep.3 [3I4], and in the staircase when they get spooked by a cat in Ep.4 [1I4]) but it looks like Pat is subconsciously seeking out physical closeness with Pran all the time, and it's not motivated by anything dubious or sinister.

This scene in the toilet stall shows it for what it is – there was no need for Pat to push Pran into the stall and cover his mouth. It's not like Pran was going to yell or anything (unlike the two scenes in the preceding episode – at Ep.1 [3I4] 1.13 and 6.01 – when there was a real risk Pran might have called out in surprise and blown their cover).

Pat was acting on instinct here, but somehow in his golden retriever brain the message of "I must protect Pran" got mixed up with his subconscious "I need to be physically close to Pran", and we get the first comic and chaotic instance of our hero-boy collapsing in on Pran's personal space when it wasn't quite necessary (his unwashed hand also foreshadowing where this closeness will be heading later after they become a couple 😉).

At Ep.2 [1I4] 8.24 Pran is not humming tunelessly to himself while working on an assignment. He's actually trying to write what will become PatPran's personal anthem Our Song (humming the first notes of the chorus) and this shows he'd been working on it for some time – since the beginning of first year at university in fact.

We know from later episodes that Pran isn't going to be able to complete Our Song anytime soon (complaining about how hard the songwriting process is to Wai at Ep.3 [1I4] 1.26). Pran only finishes composing it toward the end of the following year, in Ep.11.

This is in contrast to Just (a) Friend that he co-wrote, apparently quite easily, with Pat in high school. The reasons for his songwriter's block aren't made very clear (it's not just separation from Pat), but there will be clues to the explanation in later episodes. 😉

The idea that their mobile phones are metaphors for their hearts and minds (based on their chat ID exchange in Ep.1, analyzed here) is given resonance by Pat and Pran's text conversation starting at Ep.2 [1I4] 8.51, wherein Pran suggests Pat is behaving like a boyfriend and Pat suggests they're so close they might as well share a bed:

The text exchange on their mobile phones appears to be giving voice to Pat and Pran's own heartfelt, subconscious desires for their deepening relationship. Pat is still clueless about the meaning of his impulses here, but for Pran (who's in love with Pat) the subtext is significant, and he counters it with a vomming emoji:

This is an early example of Pran's constant self-denial, where he outwardly communicates the opposite of what he truly feels inside (another example is his reply "I… hate you" to Pat at Ep.4 [4/4] 17.08).

When Pran leaves Oishi green tea at Pat's door as an (anonymous) apology for eating the misdelivered salad (Ep.2 [1I4] 10.40), he also encloses the receipt folded into an origami bird that Pat interprets (erroneously) as a sign of romantic feelings from a secret admirer:

Although we're not shown any other examples of Pran's paper-folding prowess, it's something that Pat remembers – he mentions origami as one of Pran's favorite hobbies when shouting out his love for Pran during the khan maak challenge at Ep.10 [1I4] 11.25. 💖

When Pat (anonymously) leaves khanom jeep dumplings for Pran to say thank you for the green tea (Ep.2 [1I4] 13.02), Pran's buddies (correctly) interpret this as an attempt at courtship:

The word jeep (จีบ) that Louis mentions at Ep.2 [2/4] 0.32 means pleated when describing these dumplings (and refers to the crimping of the shaomai skin). But khanom aside, jeep also means to court or to flirt, and this is why Louis also says "It's not just some food." (The significance of the dumplings to their Ep.7 courtship competition is explained more in detail here.)

Pat also drew a little heart on the note accompanying the gift, so his romantic intentions here are unmistakable. Underscoring the premise that homophobia is non-existent in the universe of Bad Buddy, Pran's friends also have no problem with the fact that it's clearly a guy hitting on Pran (evidenced by Pat's use of the male particle krap/ครับ).

When Pran's friends tease him with Pat's second anonymous gift of khanom thong yod (Ep.2 [2/4] 4.00), the confectionery actually has a long and interesting backstory (explained here):

When PatPran's rooftop rendezvous (Ep.2 [2/4] 4.55) goes awry because neither was expecting their blind date to be their childhood "enemy", it was actually the first in a series of their encounters at the roof of Chana City Residences, that marked key stages in the progress of their relationship:

Their Ep.2 encounter here was a first (failed) romantic assignation;

At Ep.5 [4/4] 11.35 they have a do-over with the Epic Rooftop Kiss, but then Pran runs because he's not ready;

At Ep.7 [4/4] 1.40 Pran pleads with Pat to take on the role of Riam in the Architecture play, but it turns yet again into a battle of wills – and this is actually part of their own version of the dating phase in their relationship, except that they use competition instead of conventional courtship to draw closer to each other;

At Ep.8 [2/4] 3.10, with PatPran a newly-confirmed couple, they have a private romantic dinner where they learn more about each other's values and norms (e.g., personal boundaries);

At Ep.10 [4/4] 12.42 they support each other as united partners, confronting challenges to their now-established couplehood.

When the subtitles tell us that Pran calls Pat "Mr. Dumpling" on the rooftop, the words that he uses in Thai are actually a bit more barbed – it sounds like Pran is actually addressing him as "P'Num Jeep"(พี่หนุ่มจีบ), which translates to something more like "Big Bro Casanova" or "Mr. Man of Seduction" (explained in the khanom thong yod write-up referred to above, also linked here). This is of course more sarcastic than affectionate, since Pat's romantic efforts to woo his fantasy "Green Tea Girl" had come to naught.

When Pat and Pran hash things out in Pat's apartment at Ep.2 [3I4] 8.36, at first it looks like they're just arguing about each other not controlling their troublemaking friends (and not without reason too).

But then it escalates – to the point where Pran says with outrage "You said you were doing fine without me!" Remembering that they were close friends (behind the scenes) up until the time Pran was sent away, I think this shows that they're not just complaining about each other's friend groups behaving badly here. For Pran at least, there's also an element of emotional hurt at having been replaced so easily by Korn, Mo and Chang ("crap" friends, he calls them) in Pat's life.

Remembering too that their relationship always had (and will continue to have) a competitive, battling dynamic built-in (evident even in Ep.12), it's possible to read their argument here also as PatPran falling back into their comfort zone (especially when they start accusing each other: "You're trying to start a fight"/"Yes. So? YOU'RE starting a fight"). On some level that must also have been familiar and comforting to them, as odd as it may seem.

However, when Pran says "Things don't end well whenever I'm close to you" at Ep.2 [3I4] 9.01, it's a verbatim repeat of what he said at Ep.1 [4/4] 3.28. And in Ep.1 – less than a minute after he says this – he and Pat get caught for fighting by Ajahn Pichai. In Ep.2 – less than a minute after he says the same thing – Pat's dad comes knocking at the door.

Both times, Pran's mantra seems to get some strange cosmic confirmation, and it must have merely reinforced his belief that closeness to Pat would only end (again) in heartbreak. We are also shown the first time Pran learnt this painful lesson, in Pat's flashback at Ep.2 [4/4] 5.36, when the boys collaborated on the high school Christmas Song Contest and Pran got sent away as a result.

In Ep.1 we saw Pran allowing himself a bit of new-found happiness at having Pat, his longtime crush, back in his life again. So when Ming turns up unannounced and almost catches Pran in Pat's room, this mantra of "Things don't end well whenever I'm close to you" must have been ringing in his head again, especially with Ming's extended litany of complaints about him and his family expounded right above his hiding place under the bed – another very real (and almost in-your-face) reminder of how closeness to Pat had always ended badly for him.

This is why he has an immediate change of heart and announces his decision to move out once Ming is safely out of earshot; it seems Pran truly did believe that allowing himself to get close to Pat would only end in heartbreak. He was probably also beating himself up for all his little micro-splashes of happiness as he drew closer to Pat in Ep.1. 😢

In Pat's flashback of the Christmas Song contest, we see the boys exchanging looks across the classroom when Kruu Sunee assigns Pran to be the vocalist for the band (Ep.2 [4/4] 5.30).

The first time around watching this, I interpreted it as the frenemies' trepidation at having to work together, but now on the rewatch we know better – the two good friends behind the scenes finally had an excuse to work closely together, and spend time together, publicly.

So the look the two rascals share is more one of smug, conspiratorial secrecy, not apprehension. But it all ends badly though – when Dissaya got wind of their collaboration, Pran was uprooted and sent away. At Ep.2 [4/4] 7.51 Pat's friends blame him for Pran's transfer and call him Pran's jinx.

This is partly why Pat strives so hard to mend things with Pran later and explains the exchange at the LogTech lift lobby in Ep.3 [2/4] – "I'm your lucky charm"/"More like a jinx". At Ep.2 [4/4] 8.41 (as Pat relives the pain of Pran's transfer) and 9.56 (when he says "I owe you for saving Pa's life. And that time when you got transferred because of me") we see he does blame himself for Pran being sent away.

But when Pat surprises Pran at his condo viewing and offers to move out instead, Pran immediately wrenches control of the narrative at Ep.2 [4/4] 10.16, and shifts the situation into more of their usual dynamic – clashing and one-upmanship – by refusing Pat's offer. In doing this, he blocks Pat from evening out the score between them and keeps the conflict going – which is also his way of keeping them entrenched in their familiar refuge of battling each other. This leads to some physical rough-housing, and then at some point they both suddenly sense the stirrings of impulses that are more than just platonic (Ep.2 [4/4] 11.28):

Pran of course recognizes this moment for what it is, while Pat remains oblivious to the meaning of it all (and will continue to be so, until his senses are awakened in Ep.5).

But I think this scene also foreshadows the portrayal of their impending romantic relationship, in that it will always contain some element of competitive push-and-pull (e.g., when their version of courtship is to compete against each other in Ep.7 – explained here – and when they have a drinking game in the epilogue of Ep.12).

This framing of romance within a context of wrestling and wrangling is further highlighted when Pat barges into the lift afterwards at Ep.2 [4/4] 13.29 – we know there's going to be more rambunctious scuffling afoot as they continue their argument, but the amorous undercurrents are also unmissable since this sequence is clearly a send-up of another well-worn BL trope – the elevator tryst (that gets a callback later in the LogTech lift as well).

The episode then closes with the Archi-Engine fracas in front of the bus-stop – without the peacemaking presence of Pat and Pran, it was bound to happen:

But with the brawl coming so soon after Pat and Pran's squabbling at the condo viewing, it distracts the viewer (or at least it distracted me the first time around) from fully registering the romantic tensions underpinning all of Pat and Pran's own skirmishes in the second half of Ep.2 (their awkward on-bed clinch at Ep.2 [4/4] 11.28 notwithstanding). 👍

[Afterpost Edit: for notes on the rewatch of other episodes, see these links here: Ep.1, Ep.3, Ep.4 and Ep.5. 😊]

#bad buddy #bad buddy analysis #patpran #telomeke #bad buddy episode 2

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education30and40blog · 2 years

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The use and application of learning theory in learning analytics: a scoping review

See on Scoop.it - Education 2.0 & 3.0

Since its inception in 2011, Learning Analytics has matured and expanded in terms of reach (e.g., primary and K-12 education) and in having access to a greater variety, volume and velocity of data (e.g. collecting and analyzing multimodal data). Its roots in multiple disciplines yield a range and richness of theoretical influences resulting in an inherent theoretical pluralism. Such multi-and interdisciplinary origins and influences raise questions around which learning theories inform learning analytics research, and the implications for the field should a particular theory dominate. In establishing the theoretical influences in learning analytics, this scoping review focused on the Learning Analytics and Knowledge Conference (LAK) Proceedings (2011–2020) and the Journal of Learning Analytics (JLA) (2014–2020) as data sources. While learning analytics research is published across a range of scholarly journals, at the time of this study, a significant part of research into learning analytics had been published under the auspices of the Society of Learning Analytics (SoLAR), in the proceedings of the annual LAK conference and the field’s official journal, and as such, provides particular insight into its theoretical underpinnings. The analysis found evidence of a range of theoretical influences. While some learning theories have waned since 2011, others, such as Self-Regulated Learning (SRL), are in the ascendency. We discuss the implications of the use of learning theory in learning analytics research and conclude that this theoretical pluralism is something to be treasured and protected.

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lak-draws · 3 years

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I. Love. Them.

#artists on tumblr #lak-of-discipline #fantasy #digital painting #fan art #the locked tomb #gideon the ninth #harrowhark nonagesimus #harrow the ninth #lgbt art #necromancer

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its-joe-smith · 4 years

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How Drug Treatment Centers Help Cure Addictions

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landofvoiceandcans · 6 years

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youtube

This is this kind of guy you want to punch and the very cosmos will thank you for your service to the universe. Comic by @lak-of-discipline

#LOVAC #New Lovac #comic dub #hobgoblinhero #koncreates #lak-of-discipline

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systlin · 6 years

Note

Hey, just want to let you know that that 'no pockets' cartoon you reblogged was stolen/uncredited from lak-of-discipline.

oh shit thanks for letting me know

#Anonymous

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caryonasppo · 3 years

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Introductie Lumina

Dit schooljaar hebben wij 4 verschillende workshops gehad, met betrekking tot ons lumina profiel. Hieronder staan verschillende kwaliteiten en eigenschappen die ik uit mijn profiel heb gehaald beschreven. Deze kwaliteiten en mijn lumina profiel zullen in de competenties en leeruitkomsten op mijn blog terugkomen.

Mijn 2 leerdoelen voor dit semester zijn: 1. Dit semester wil ik leren om mijzelf open te stellen naar anderen zodat ik later in het veld dit ook kan. Door mijzelf open te stellen wil ik later dat mijn collega’s zich ook naar mij als HR-Manager kunnen openstellen.

2. Dit semester wil ik minder chaotisch zijn, dit ga ik doen door gebruik te maken van een planningsapp. Daarop kan ik aanvinken wat ik wel en niet heb gedaan. Per maand kan ik dan de verandering in mijn structuur zien.

Kernkwaliteit - Vindingrijk Wanneer zet je dit talent al in? Tijdens een situatie die compleet nieuw voor mij is. Bijvoorbeeld de nieuwe schoolprojecten/opdrachten.

Onderzoek eens een recente situatie waarin jij dit talent hebt ingezet. Wat maakte dat het hier tot zijn recht kwam? Tijdens het 2e project wisten we niet zo goed hoe we een begin moesten maken aan de flowchart. Ik kwam met het idee om globaal te beginnen met post-its. Dit voelde goed omdat de creatieve energie in de groep werd opgewekt. Welke omgevingsfactoren helpen jou om dit talent in te zetten? Mijn collega’s/klasgenoten inspireren mij. Op welke momenten zou je dit talent nog meer kunnen benutten? Wanneer ik door mijn minder goede planning skills aan tijd te kort kom. Een vindingrijke manier om mijn tijd te benutten zou heel handig zijn in dat soort situaties. Gekozen eigenschap “Verborgen: Resoluut Hoe komt het dat je dit talent dagelijks niet altijd inzet? Ik twijfel te veel. Dit is deels door onzekerheid denk ik. Ben je jezelf hier bewust van? Ja. Weten mensen in jouw omgeving dat dit iets is wat jij goed kan en graag doet? Zo niet, hoe komt dit? Ja, omdat de mensen in mijn omgeving nog terughoudender zijn. Dit zorgt ervoor dat ik geforceerd wordt om wel eens beslissingen te nemen en resoluut te zijn. Hoe zou het kunnen helpen als je deze eigenschap meer inzet op je studie/werk? Kan tijdsbesparing opleveren. Het kan er ook voor zorgen dat er doelbewuster wordt gewerkt. Wat loop je mogelijk mis als je deze eigenschap niet inzet? Belangrijke keuzes die ik laat gaan of te lang over nadenk. Zoals het niet weten wat voor opleiding of vervolgopleiding ik zal doen. Op welke momenten zou je dit talent nog meer kunnen benutten? In het dagelijks leven. Veel minder twijfelen of kleine en grote dingen, want eigenlijk heb ik onbewust de keuze toch al gemaakt. Gekozen eigenschap “Aangeleerd/bewust ingezet”: Betrouwbaar Ben je jezelf ervan bewust dat dit mogelijk aangeleerd gedrag kan zijn? Ja, ik weet dat ik van nature laks ben. Ik geniet ervan om met de flow mee te gaan. (Helaas) is er in het dagelijkse leven geen flow maar een structuur. Kost het inzetten van deze eigenschap je energie of geeft het je energie? Het kost energie. Het kost energie om steeds aan afspraken te moeten houden en een agenda bij te houden. Sinds ik erachter ben gekomen dat dit mij veel energie kost, heb ik een app gedownload. Het heet to-doist. Deze app houdt bij wat ik dagelijks moet doen. Hierin staan voornamelijk schoolopdrachten maar ook wanneer het bijvoorbeeld weer tijd is om boodschappen te doen. Zou je een verklaring kunnen vinden waarom je deze eigenschap dagelijkst inzet? Ja, omdat het discipline toevoegt aan mijn leven. Mensen vertrouwen ook op mij. Ik vind het zelf enorm fijn als ik iemand anders kan vertrouwen, daarom probeer ik mijn best te doen om ook betrouwbaar te zijn voor anderen. Ondanks dat dit onbewust veel energie kan kosten. Inden deze eigenschap energie kost, kun je deze eigenschap op bepaalde momenten minder inzetten? Zo ja, hoe? Ja, in het weekend. Dan heb ik weinig verplichtingen. Ik zorg er voor dat ik iedere zondag geen afspraken of taken inplan. Dan is dat mijn eigen dag waar ik wel met mijn eigen flow aan de gang zijn. Zodat ik dan kan opladen en de opgespaarde energie kan gebruiken. Gekozen eigenschap “Mogelijke zwakke plekken”: Sturend Is je lage score herkenbaar voor jou? (zowel instinctief als dagelijks) Ja, ik ben iemand die de groep eerder volgt dan stuurt. Ik vind dat ik beter functioneer achter de schermen. Is er onlangs een situatie geweest waarin je deze eigenschap bij jezelf miste? Zo ja, in welke situatie was dit? Ja, in ons projectgroep zijn we best een tijd afwachtend geweest. Als iemand eerder elkaar de juiste richting op zou wijzen, hadden we geen tijd verloren. Denk je dat het helpt om deze eigenschap verder te ontwikkelen voor de werkzaamheden die je nu doet? Zo ja, wat brengt dit jou? Nee, op het moment kan ik niet groeien in mijn functie. Later zou het sturende eigenschap goed van pas komen mocht ik een manager zijn van een redelijk groot HR-team. Wie of wat zou je hierbij kunnen helpen om dit te realiseren? (indien je deze eigenschap zelf wilt ontwikkelen) Dit oefenen door bij een grote organisatie stage te lopen.

#lumina #methodisch handelen #omgevingsbewust #kernkwadrant #semester 1 #leerdoelen #plannen en organiseren #kernkwaliteiten

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ikmichiel · 6 years

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De Kamerkaper

- November 2017

Gent, stationsbuurt om half tien in een appartement met ruiten die kristallen op hun palet rijk zijn. Adem die ijs werd toen twee geliefden in eenzelfde vlot op een grote oceaan van donkerte wegdreven in wat een stroom van dromen genoemd mocht worden. Aan een bureau dat kennis verschaft had zittende met een Europese vlag op boekenkaften geprint en zinsconstructies die enkel gelezen, niet gesproken, dienden te worden. Wetsartikelen, waar hij lak aan had, zij het in zijn eigen teksten die tenslotte ook in paragrafen opgedeeld werden. “Voor de duidelijkheid,” zei meneer dan. Maar dat had ook de architect gezegd die de Minotaurus had weten opsluiten in een labyrint dat ingewikkelder was dan uw eigenste brein, m’n beste. En zo zou het altijd zijn.

Kamerkapers, daartoe wou hij komen. Mensen met een stem als een klok en een présence om U tegen te zeggen, zonder enige vorm van jaloezie op te wekken, doch een gevoel van aantrekking, maar dan niet van zulke aard dat het vadsig werd. ‘k Heb al spijt van dat laatste woord voor deze zin, maar het cadans klonk dan wel bovenmatig. En als u dat niet gelooft... Waar ik dus toe komen wou: Meneer had een zwak voor retorisch talent, oratorische wonderen, spreekwatervallen die nooit opdroogden, ambitievolle levens die het zich beklaagden er maar eentje te hebben - al wisten we dit natuurlijk niet - en kanjers van die soort die nog maar verschijnen moesten en alle aandacht tot zich richtten. Kortom: kamerkapers.

Zo wou hij geweest zijn. Erger, zo zou hij moeten worden! Het komende jaar zou hij - nog meer dan tevoren - niet enkel met het hoofd, maar ook met ellebogen moeten werken. Wie de trein miste, kon enkele jaren op het lege perron staan wachten waar een enkeling over dezelfde levensmoeheid klaagde. Het zou koorddansen worden. Balanceren tussen authenticiteit en arrogantie was een der moeilijkste disciplines geweest op de Olympische halfronden der democratieën, m’n waarde. En ook hier weer los door de bocht dreigen te gaan in de koninginnenrit. Of de nectar zoet smaken zou, moest blijken op de volgende keer dat bladeren rood zouden kleuren. Het was dus nog een hele poos. En die kon hij gebruiken.

Hij moest af van mond-en-klauwzeer. Nooit meer gekruiste armen, maar open blik naar buiten toe. Op werkelijk alles ‘ja’ zeggen, en populus van het volk worden. Het volk, een term die hij trouwens nooit gebruiken mocht. Niet omdat het iets negatiefs was, want wat negatief werd, was niet enkel contextbepaald, maar ook door de leden van dat volk zelf. Neen, omdat het over een kam scheren was, en dat moest vermeden worden. Veel meer ‘moest’ niet. Demagogen - het zelfverklaarde werkwoord, niet het meervoud - was nog te vroeg. Bovendien waren er zovele factoren die bepaalde of je tot zulk werk kon overgaan; economische crisis, terrorisme, etc. Dat, dat zou waarschijnlijk voor een volgend leven zijn.

Soit, afronden in de met kristallen bezaaide ruiten kamer waar zonlicht zich als een warm bad naar binnen wrong. Tot een echte conclusie was hij niet gekomen. Maar nodig was dat niet. Hij zou het over enkele maanden wel eens teruglezen en denken aan de niet zo wijze woorden die ontsproten uit zijn malle hoofd. Akte nemen.

De Kamerkaper.

#ikmichiel

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ithurtsnotolaugh · 7 years

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Hello! I really hope I don't come off as rude because that's not my intention. You reblogged a post about fake pockets but the post is actually stolen by someone you translated the original post into Spanish, without their consent. The original artist is called lak-of-discipline. I'm not saying that you did anything wrong but I think it's best if you remove the post since it's stolen. You don't have to listen to me though I'm just trying to help

omg wtf ! I’m deleting it asap. thank you sm for telling me.

#i hate it when people steal posts #just be creative #anonymous #asks

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antonieniessen · 7 years

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50PLUS over immigratie en integratie

• 50PLUS staat voor een streng, rechtvaardig en humaan vreemdelingenbeleid. • Economische vluchtelingen en uitgeprocedeerde asielzoekers worden teruggestuurd naar het land van herkomst. • Nederland neemt een beperkt aantal vluchtelingen op, naar rato verdeeld over de landen van Europa en op basis van de bevolkingsdichtheid. • Het Nederlandse paspoort wordt pas aan nieuwkomers verstrekt na een termijn van tien jaar, een gemeentelijk ‘bewijs van goed gedrag’, goede beheersing van de Nederlandse taal en een af te leggen verklaring over de Nederlandse Grondwet. • Introductie van een ‘nieuwkomersverklaring’ (net als in België). • Meer controle Nederlandse grenzen en betere bewaking Europese buitengrenzen. • Bestrijden van mensensmokkel door strengere straffen. • Duidelijke voorlichting in landen van herkomst over de beperkte mogelijkheden in Nederland. • 50PLUS wil zoveel mogelijk opvang van vluchtelingen in de regio. • 50PLUS is, daar waar het kan, tegen een dubbele nationaliteit.

Ondernemerparij over immigratie, integratie en veiligheid

Immigratie, integratie en veiligheid

Op 4 augustus jl. hebben we onze leden geïnformeerd over het feit dat we een extra pijler "immigratie, integratie en veiligheid" gaan toevoegen aan ons verkiezingsprogramma. De beweegreden is simpel. Veiligheid is een kerntaak van de overheid. Veiligheid wordt steeds belangrijker in onze maatschappij. Daarnaast vinden wij "zonder veiligheid geen ondernemen" Tijdens onze kandidaatstellingsvergadering op 26 november gaan onze leden het verkiezingsprogramma vaststellen.

Politie, Koninklijke Marechaussee en Defensie

De jarenlange bezuinigingen en mede de reorganisatie van de politie heeft ervoor gezorgd dat de begroting van de politie onder grote druk is komen te staan. Zaken die niet worden opgepakt en fouten die in het opsporings- en rechterlijke traject worden gemaakt, zijn het resultaat. De begroting van de politie dient met 25% te worden opgehoogd. Het defensiebudget dient zo spoedig mogelijk op het niveau te zijn van de NAVO norm. Te weten 2% van het BBP. Hiervan dient tenminste een verhoging van 25% op het huidige budget aan de Koninklijke Marechaussee te worden besteed.

Invoeren Ministerie immigratie en integratie, politie onderbrengen onder Binnenlandse zaken

De ministeries van Veiligheid en Justitie moet opnieuw gesplitst worden. De politiek is te dicht bij de uitvoering terecht gekomen en daardoor wordt politie en justitie té politiek geleid. Politie dient opnieuw onder het ministerie van Binnenlandse Zaken te vallen en er dient opnieuw een ministerie van Justitie te komen.

Daarnaast dient er een apart ministerie voor Immigratie en Integratie te komen. Immigratie en integratie is een zeer belangrijk en groot onderwerp waar Nederland de komende decennia mee te maken krijgt. Hier dient een minister sturing aan te geven. Deze kan gelijk beginnen met het stoppen van bijvoorbeeld de remigratie-uitkering.

Stoppen met de remigratie-uitkering

Deze uitkering is bedoelt om migranten te bewegen te remigreren naar het land van herkomst. Deze uitkering werkt oneigenlijk gebruik in de hand en is een klap in het gezicht van de hardwerkende Nederlandse ondernemer.

Controleplan Salafisme en moskeeën

De overheid is ongelooflijk laks en naïef met het optreden tegen foute moskeeën. Veel moskeeën laten een anti integratief geluid horen. Dit gebeurt met name door Salafistische invloeden. De OP stelt derhalve de volgende maatregelen voor in een integraal veiligheidsplan moskeeën.

Integraal veiligheidsplan onder verantwoordelijkheid Ministerie en niet meer onder burgemeesters

Geen financiering moskeeën met buitenlandse gelden

Moskeeën dienen jaarlijks een sluitende begroting inclusief accountantsverklaring in te dienen. Indien dit niet gebeurt volgt sluiting van de moskee.

Geen goedkeuring nieuwbouw Salafistische moskeeën

Alle preken dienen minimaal in het Nederlands gehouden te worden

Standaard snelrecht én compensatie detailhandel bij winkeldiefstal

Ondernemers leiden verliezen door kleine winkeldiefstallen. De weglek in de Nederlandse winkels in de detailhandel overtreft volgens de aangiftes reeds de 1,2 miljard euro. Hierbij zijn de aangiftecijfers leidend. Vele ondernemers doen om verschillende redenen geen aangifte, waardoor het kapitaalverlies door criminaliteit en terrorisme mogelijk nog vele honderden miljoenen euro’s groter is.

De OP wil om te beginnen standaard snelrecht bij winkeldiefstal of andere economische vermogensdelicten. Tevens dient de rechter naast de straf, standaard de dief het maximum bedrag aan schadevergoeding voor de middenstander op te leggen, zijnde 168 euro. Door een verhoging van het budget van de politie kan hier weer meer tijd voor vrijgemaakt worden.

Einde van het Schengen akkoord

Nederland moet erkennen dat het Schengen akkoord in de huidige situatie compleet mislukt is. De afspraken worden door de 26 deelnemers niet allemaal nageleefd. De rijke West-Europese landen zijn het afvoerputje van Europa geworden. De trek door Europa zal ophouden als de 5 oorspronkelijke landen, te weten Nederland, België, Luxemburg, Duitsland en Frankrijk, een Schengen 2.0 gaan afspreken. Dat betekent dat in deze landen grensbewaking wordt afgesproken. Tot die tijd moet Nederland haar grensposten gaan bemannen en onze grenzen gaan bewaken.

Nieuwe Wegen over integratie

Integratie is een van de onderwerpen in onze samenleving waar men zich grote zorgen over maakt. Overal om ons heen zijn de resultaten zichtbaar van het, door de politiek, jarenlang ontkennen en wegkijken van de problemen rondom integratie. We hoeven maar de statistieken van het CBS op het gebied van criminaliteit erbij te pakken en we zien de percentages bij bijvoorbeeld Marokkaanse Nederlanders, Antillianen en Surinamers die vele malen hoger liggen dan bij autochtone Nederlanders. De cijfers van het CBS komen overeen met het gevoel wat onder de Nederlandse bevolking leeft. Toch heeft het Kabinet Rutte in hun regeringsperiode van 6 jaar hier geen gehoor aan kunnen geven en zijn de problemen en tegenstellingen in onze samenleving in 6 jaar tijd flink verslechterd.

Deze problemen spelen reeds decennialang en uiten zich nu in verdergaande polarisatie van de samenleving. Burgers van “autochtone” afkomst en burgers van “allochtone” afkomst komen steeds vaker lijnrecht tegenover elkaar te staan. De huidige politieke elite is schijnbaar blind voor de problemen in de samenleving en is hierdoor mijlenver weg komen te staan van de burger.

Als echtgenoot en vader van twee kinderen maak ik mij ernstig zorgen over de verdergaande polarisatie welke nu gaande is in onze samenleving. Mijn kinderen zijn 2egeneratie geboren Nederlanders met een Surinaams – Hindoestaanse afkomst. ’s Avonds lig ik weleens in mijn bed te piekeren of er over 20 jaar nog wel een toekomst voor ze is in Nederland. Kunnen zij over 20 jaar nog een baan krijgen zonder dat hun huidskleur daarbij een rol speelt? Kunnen zij nog wel een avondje uitgaan, zonder daarbij geweigerd te worden aan de deur vanwege hun afkomst? Kunnen zij nog wel in de toekomst met hun “blanke” vriendjes en vriendinnetjes spelen, zonder dat iemand daar een oordeel over heeft?

Criminaliteit van vluchtelingen en Nederlanders met een migrantenachtergrond

De cijfers van het CBS zijn overduidelijk, meer dan 1 op de 10 Marokkaanse Nederlanders onder de 20 jaar wordt weleens verdacht van een misdrijf. Vergelijkbaar met Turkse Nederlanders ligt dat aantal flink lager, met minder dan 0,4 op de 10 verdachten van een misdrijf. Tegenover autochtone Nederlanders waar dat aantal nog lager ligt met 0,1 op de 10 die verdacht worden van een misdrijf.

Het verband tussen integratie en polarisatie

De verslechterde situatie rondom de integratie van veel Nederlanders met een etnische achtergrond en de veelal mislukte pogingen om vluchtelingen te laten integreren, staat naar mijn mening direct in verband met de verdergaande polarisatie. Op het moment dat in de samenleving zichtbaar wordt dat een gedeelte van de Nederlanders met een etnische achtergrond de taal niet of nauwelijks spreekt, oververtegenwoordigd is in de criminaliteit, het geloof en de cultuur de overheersende cultuur proberen te maken in Nederland, etc. etc., en er vanuit de politiek wordt weggekeken, kan er aversie ontstaan door een andere groep in de samenleving naar groepen met een etnische achtergrond. Populistische partijen maken hier gretig gebruik van voor eigen gewin, waardoor we als samenleving op het gebied van integratie in een neerwaartse spiraal belanden met als gevolg een totaal versplinterde samenleving.

Aanpak integratie

De afgelopen 30 jaar heeft geen enkele aanpak kunnen resulteren in het terugdringen van bijvoorbeeld criminaliteit onder allochtonen en bevorderen van de integratie van met name nieuwkomers zoals vluchtelingen met een niet westerse achtergrond. Schijnbaar zijn alle maatregelen te soft geweest en zijn er hardere maatregelen nodig dit structureel aan te pakken. Hieronder enkele voorgestelde maatregelen:

Bij jonge criminele veelplegers met of zonder dubbele nationaliteit waarbij sprake is van uitzicht om in de toekomst te vervallen in zware misdaad, zou je kunnen overwegen om i.p.v. taakstraffen of jeugdetentie, deze personen voor langere tijd te plaatsen in het leger. Hier leren ze discipline en leren ze wat hard werken is. Overigens vind ik dat de dienstplicht weer ingevoerd moet worden, maar dat is een andere discussie. Maar samen met de herinvoering van de dienstplicht zou dit een goede maatregel kunnen zijn.

Een ander verdergaande maatregel zou kunnen zijn om bij dubbele nationaliteit de Nederlandse nationaliteit af te pakken en de toegang tot Nederland levenslang te ontzeggen, als er sprake is van het herhaaldelijk in aanraking komen met Justitie of plegen van misdrijven.

Er dient een instantie te komen die gaat toetsen of vluchtelingen die hier al langere periode zijn wel geïntegreerd zijn (bijv. 7 op de 10 Somaliërs zit in de bijstaand (bron: CBS)). Dit kun je toetsen door te kijken of iemand inmiddels gediplomeerd is, een baan heeft, de taal spreekt (vergelijkbaar met het niveau van een 4-jarig Nederlands kind), etc., etc. Is dit niet het geval kun je als er sprake is van een verblijfsstatus of dubbele nationaliteit deze mensen uitzetten en de toegang tot Nederland levenslang ontzeggen. Bij een Nederlandse nationaliteit kun je boetes opleggen.

Daarnaast dienen we de Nederlandse grenzen weer te controleren. Dichtgooien zou mij een te vergaande maatregel zijn, maar de onbegrensde toestroom van vluchtelingen moet stoppen. Nederland moet bereid zijn om vluchtelingen op te vangen, maar alleen daar waar er aantoonbaar sprake is van gezinnen met vrouwen en kinderen die opvang nodig hebben. De stroom van (jonge) alleenstaande mannen moet worden gestopt.

(morgen DENK en Artikel 1 en woensdag aandacht voor het rechtse blok)

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lak-draws · 3 years

Text

“It’s common practice in the Empire for priests and priestesses to consecrate their hands with gold paint before important ceremonies”

#worldbuilding #art #fantasy #lak-of-discipline #artists on tumblr #original #pretty #character art #character design

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things2mustdo · 3 years

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[Editor’s Note: This is just one of thirteen essays in our newly-released collection of first-hand reports about the reality of race, Face to Face with Race.]

I recall a bad joke that explains, in crude terms, the relationship between blacks and whites in America today:

“What do you call a white man surrounded by 20 blacks?”

“Coach.”

“What do you call a white man surrounded by 1,000 blacks?”

“Warden.”

I might add another line to this joke: “What do you call a white man surrounded by 30 blacks?”

“Teacher.”

Until recently I taught at a predominantly black high school in a southeastern state. I took the job because I wasn’t knowledgeable about race at the time, and black schools aren’t picky. The school offered me a job and suddenly I was in darkest Africa. Except, I wasn’t in Africa; I was in America.

Blacks outnumbered whites about five to one at this school and there were hardly any Hispanics. Some of my classes were all-black, or nearly so, because the gifted and advanced classes siphoned off most of the white students and I taught regular classes. There were some black teachers but the majority were white.

Most of the blacks I taught were from the area. They did not tend to travel very much, and I am sure there are regional differences in the ways in which blacks speak and act. However, I suspect my experiences were generally typical, certainly for Southern blacks.

The mainstream press gives a hint of what conditions are like in black schools, but only a hint. Expressions journalists use like “chaotic” or “poor learning environment” or “lack of discipline” do not capture what really happens. There is nothing like the day-to-day experience of teaching black children and that is what I will try to convey.

Noise

Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock. One of the most immediately striking things about my students was that they were loud. They had little conception of ordinary white decorum. It was not unusual for five blacks to be screaming at me at once. Instead of calming down and waiting for a lull in the din to make their point — something that occurs to even the dimmest white students — blacks just tried to yell over each other.

It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

Anyone who is around young blacks will get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim — in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

Many rap lyrics are crude but some are simply incomprehensible. Not so long ago, there was a popular rap called “Tat it up.” I heard the words from hundreds of black mouths for weeks. Some of the lyrics are:

Tat tat tat it up.

ATL tat it up.

New York tat it up.

Tat tat tat it up.

Rap is one of the most degenerate things to have come out of our country, and it is tragic that it has infected whites to the extent it has.

Black women love to dance — in a way white people might call gyrating. They dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

“Black women be big Mr. Jackson,” my students would explain.

“Is it okay in the black community to be a little overweight?” I ask.

Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

Blacks are the most directly critical people I have ever met: “Dat shirt stupid. Yo’ kid a bastard. Yo’ lips big.” Unlike whites, who tread gingerly around the subject of race, they can be brutally to the point. Once I needed to send a student to the office to deliver a message. I asked for volunteers, and suddenly you would think my classroom was a bastion of civic engagement. Thirty dark hands shot into the air. My students loved to leave the classroom and slack off, even if just for a few minutes, away from the eye of white authority. I picked a light-skinned boy to deliver the message. One very black student was indignant: “You pick da half-breed.” And immediately other blacks take up the cry, and half a dozen mouths are screaming, “He half-breed.”

For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

Anyone who teaches blacks soon learns that they have a completely different view of government from whites. Once I decided to fill 25 minutes by having students write about one thing the government should do to improve America. I gave this question to three classes totaling about 100 students, approximately 80 of whom were black. My few white students came back with generally “conservative” ideas. “We need to cut off people who don’t work,” was the most common suggestion. Nearly every black gave a variation on the theme of “We need more government services.”

My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

“Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

How the world looks to blacks

One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth-century Britain. You can probably guess what they said to that: “Dat racis’!”

One student accused me of deliberately failing him on a test because I didn’t like black people.

“Do you think I really hate black people?”

“Yeah.”

“Have I done anything to make you feel this way? How do you know?”

“You just do.”

“Why do you say that?”

He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family. From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive.

Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!”

Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

They could go on like this, repeating the same insults over and over.

My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. White parents would do well to keep their daughters well away from black schools. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no. There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

Black schools are violent and the few whites who are too poor to escape are caught in the storm. The violence is astonishing, not so much that it happens, but the atmosphere in which it happens. Blacks can be smiling, seemingly perfectly content with what they are doing, having a good time, and then, suddenly start fighting. It’s uncanny. Not long ago, I was walking through the halls and a group of black boys were walking in front of me. All of a sudden they started fighting with another group in the hallway.

Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

There was a lot of promiscuous sex among my students and this led to violence. Black girls were constantly fighting over black boys. It was not uncommon to see two girls literally ripping each other’s hair out with a police officer in the middle trying to break up the fight. The black boy they were fighting over would be standing by with a smile, enjoying the show he had created. For reasons I cannot explain, boys seldom fought over girls.

Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

Rural black schools have to have security too but they are usually safer. One reason is that the absolute numbers are smaller. A mostly-black school of 300 students is safer than a mostly-black school of 2,000. Also, students in rural areas — both black and white — tend to have grown up together and know each other, at least by sight.

There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13, and there he was sitting next to little, white Caroline.

One day, I asked him, “Why do you come to school?”

He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

“What is the green?” I asked. “Money or dope?”

“Both,” said Yidarius with a smile.

A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day.

“Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good. Many of these children should have been failed, but the system would crack under their weight if they were all held back.

How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy — in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers — and yet the blacks fail while the whites pass.

One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food — not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example, but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

There is an unutterable secret among teachers: Almost all realize that blacks do not respond to traditional white instruction. Does that put the lie to environmentalism? Not at all. It is what brings about endless, pointless innovation that is supposed to bring blacks up to the white level.

The solution is more diversity — or put more generally, the solution is change. Change is an almost holy word in education, and you can fail a million times as long as you keep changing. That is why liberals keep revamping the curriculum and the way it is taught. For example, teachers are told that blacks need hands-on instruction and more group work. Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

Whites have learned a certain way for centuries but it just doesn’t work with blacks. Of course, this implies racial differences but if pressed, most liberal teachers would say different racial learning styles come from some indefinable cultural characteristic unique to blacks. Therefore, schools must change, America must change. But into what? How do you turn quantum physics into hands-on instruction or group work? No one knows, but we must keep changing until we find something that works.

Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc. — sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere.

Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff. These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

Teaching as a career

It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world. Many white students possess a certain innocence; their cheeks still blush.

Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful — whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika. The writing on that wall somehow symbolized the futility of integration. No child should be have to try to learn in such conditions. It was not racists who created those conditions and it wasn’t poverty either; it was ignorant, white liberals. It reminds me of Nietzsche: “I call an animal, a species, an individual corrupt, when it loses its instincts, when it prefers what is injurious to it.”

One often hears from egalitarians that it doesn’t matter what color predominates in a future America so long as we preserve our values, since we are a “proposition nation.” Even if we were prepared to hand over our country to aliens who were going to “preserve our values,” it simply cannot be done with blacks.

The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics. Many of my students were functionally illiterate. It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

Once I asked my students, “What do you think of the Constitution?”

“It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

“What happened to your old job?” the expatriate white asked.

The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

“We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

For those of you with children, better a smaller house in a white district than a fancy one near a black school. Much better an older car than your most precious jewels cast into a school where they will be a minority.

I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a white school.

Of course, even the whitest schools are riddled with liberalism. There is only one way to educate your children in a way that does not poison their minds. If at all possible, home school your children. Educate them yourself.

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Bill O'Neill. Trivia Madness : 1000 fun trivia questions. Wiq Media, 2016.

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Bill O'Neill. Trivia Madness : 1000 fun trivia questions about anything. LAK Publishing, 2017. The complete manual providing trivia, trivia facts, interesting facts, trivia questions, random facts, brain teaser quizzes, and brain games to strengthen your knowledge base!.

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Evan Salveson. Game night trivia : 2,000 trivia questions to stump your friends. Lexington, KY, : 2019.

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Eskew, Glenn T. But for Birmingham : the local and national movements in the civil rights struggle. Chapel Hill, NC : University of North Carolina Press, c1997. Provides an analysis of the struggle for desegregation in Birmingham, Alabama in the 1960s, during which the Southern Christian Leadership Conference urged the African-American community into a mass protest that ultimately resulted in the Civil Rights Act of 1964.

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Wilson, Edward O. The diversity of life. Cambridge, Mass. : Belknap Press of Harvard University Press, 1992.

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Stengel, Richard, author. Information wars : how we lost the global battle against disinformation and what we can do about it. First edition. Welcome to State -- Getting There -- The Job -- Information War -- The Battle Is Engaged -- Disruption -- What to Do About Disinformation. "In February of 2013, Richard Stengel, the former editor-in-chief of Time, joined the Obama administration as Under Secretary of State for Public Diplomacy and Public Affairs. Within days, two shocking events made world-wide headlines: ISIS executed American journalist James Foley on a graphic video seen by tens of millions, and Vladimir Putin's "little green men"-Russian special forces-invaded Crimea, amid a blizzard of Russian denials and false flags. What these events had in common besides their violent law-lessness is that they were the opening salvos in a new era of global information war, where countries and non-state actors use social media and disinformation to create their own narratives and undermine anyone who opposes them. Stengel was thrust onto the front lines of this battle as he was tasked with responding to the relentless weaponizing of information and grievance by ISIS, Russia, China, and others. He saw the scale of what he was up against and found himself hopelessly outgunned. Then, in 2016, the wars Stengel was fighting abroad came home during the presidential election, as "fake news" became a rallying cry and the Russians used the techniques they learned in Ukraine to influence the election here. Rarely has an accomplished journalist been not only a close observer but also a principal participant in the debates and decisions of American foreign policy. Stengel takes you behind the scenes in the ritualized world of diplomacy, from the daily 8:30 morning huddle with a restless John Kerry to a midnight sit-down in Saudi Arabia with the prince of darkness Mohammed bin Salman. The result is a rich account of a losing battle against trolls and bots-who are every bit as insidious as their names imply."--.

355.8 K

Kean, Sam, author. The bastard brigade : the true story of the renegade scientists and spies who sabotaged the Nazi atomic bomb. First edition. Prologue: Summer of '44 -- Prewar, to 1939 -- 1940-1941 -- 1942 -- 1943 -- 1944 -- 1945. The leaders of the Manhattan Project were alarmed to learn that Nazi Germany was far outpacing the Allies in nuclear weapons research. Hitler would soon have the capability to reverse the entire D-Day operation and conquer Europe. Kean tells the story of a rough and motley crew of geniuses-- dubbed the Alsos Mission-- sent into Axis territory to spy on, sabotage, and even assassinate members of Nazi Germany's feared Uranium Club. The Mission included Moe Berg, a major league catcher and multilingual international spy; Joe Kennedy Jr, whose need for adventure lead him to volunteer for the dangerous mission; and Irène and Frederic Joliot-Curie, a physics Nobel-Prize winning power couple who became active members of the resistance. -- adapted from jacket.

364.152 C

Cep, Casey N., author. Furious hours : murder, fraud, and the last trial of Harper Lee. First edition. "The stunning story of an Alabama serial killer and the true-crime book that Harper Lee worked on obsessively in the years after To Kill a Mockingbird. Reverend Willie Maxwell was a rural preacher accused of murdering five of his family members for insurance money in the 1970s. With the help of a savvy lawyer, he escaped justice for years until a relative shot him dead at the funeral of his last victim. Despite hundreds of witnesses, Maxwell's murderer was acquitted -- thanks to the same attorney who had previously defended the Reverend. Sitting in the audience during the vigilante's trial was Harper Lee, who had traveled from New York City to her native Alabama with the idea of writing her own In Cold Blood, the true-crime classic she had helped her friend Truman Capote research seventeen years earlier. Lee spent a year in town reporting, and many more working on her own version of the case. Now Casey Cep brings this nearly inconceivable story to life, from the shocking murders to the courtroom drama to the racial politics of the Deep South. At the same time, she offers a deeply moving portrait of one of the country's most beloved writers and her struggle with fame, success, and the mystery of artistic creativity."--.

419.07 B

Butterworth, Rod R. Signing made easy; : a complete program for learning sign language... Putnam, 1989. ...includes sentence drills and exercises for increase comprehension and signing skill.

419.7 D

Duke, Irene. The everything sign language book : American Sign Language made easy. 2nd ed. Avon, Mass. : Adams Media, c2009. Explains basic communication using American Sign Language, including proper handshapes, body language, signing etiquette, and communicating with the hearing impaired.

419.7 G

Guido, James W., author. Learn American sign language : everything you need to start signing now. Alphabet -- Numbers -- Basics -- Days & times -- Family & friends -- Body & health -- At home -- Out & about -- School & work -- Food & drink -- Activities -- Social -- Nature -- Misc. verbs -- Descriptors. American Sign Language (ASL) is a vibrant, easy-to-learn language that is used by approximately half a million people each day. Current with the latest additions to ASL and filled with thousands of brand new photographs by Deaf actors, Learn American Sign Language is the most comprehensive guide of its kind.- Learn more than 800 signs, including signs for school, the workplace, around the house, out and about, food and drink, nature, emotions, small talk, and more.- Unlock the storytelling possibilities of ASL with classifiers, easy ways to modify signs that can turn "fishing" into "catching a big fish" and "walking" into "walking with a group."--Find out how to make sentences with signs, use the proper facial expressions with your signs, and other vital tips.

636.7 D

Davis, Kathy Diamond. Therapy dogs : training your dog to help others. 2nd ed. Wenatchee, Wash. : Dogwise Pub., c2002. Benefits therapy dogs provide -- Orientation to reality -- Focal point for attention-deficit problems -- Morale -- Antidote to depression -- Cooperation -- Social stimulation.

649.1 G

Ginott, Haim G. Between parent and child : the bestselling classic that revolutionized parent-child communication. Rev. and updated /Orig. pub.: Macmillan, 1965. New York : Three Rivers Press, c2003. The code of communication : parent-child conversations -- The power of words : better ways to encourage and guide -- Self-defeating patterns : there's no right way to do a wrong thing -- Responsibility : transmitting values rather than demanding compliance -- Discipline : finding effective alternatives to punishment --A day in a child's life -- Jealousy : the tragic tradition -- Some sources of anxiety in children : providing emotional safety -- Sex and human values : sensitive handling of an important subject -- Summing up : lessons to guide your parenting -- Epilogue.

796.334 A

Adams, Sean, 1977-. Mia Hamm. New York : Barnes & Noble Books, 2003.

809.1 C

Classic writings on poetry. New York : Columbia University Press, c2003.

810.8 O

The outlaw bible of American literature. New York : Thunder's Mouth Press ;, c2004.

811 D

Davis, Geffrey M., 1983- author. Night angler : poems. First edition. The fidelity of water -- Hymn or hum -- The radiance -- The night angler -- Bop: no more your mirror/Side a: my son's prelude -- Survivor -- First blood -- Human note -- The epistemology of cheerios -- Prayer with miscarriage/Grant us the ruined grounds -- A proposal from the previously divorced -- Pillow kombat with the ultimate sleep fighter -- Son's face -- What I mean when I say harmony -- Self-portrait with headwaters -- Self-portrait as a dead black boy -- I have my father's hands -- Smolder -- The book of family -- What make a man -- From the country notebooks -- The fidelity of music -- The night angler -- Poem in which my son wakes crying -- Arkansas aubade -- What I mean when I say harmony -- 3:16: whosoever -- 3:16: so loved -- 3:16: for 56 -- 3:16: world -- 3:16: blackout -- Like a river -- From the suicide notebooks -- The fidelity of angles -- What i mean when I say harmony -- Bop: no more your mirror/Side b: my wife's fugue -- Pleasures of place -- The epistemology of growing pains -- West Virginia nocturne -- Hear the light -- For the child's mole -- The night angler.

812 G

Williams, Jaston. Greater Tuna. New York : S. French, c1983. Play.

812.54 W

Wilson, August. The piano lesson. New York : Plume, c1990. Dramatizes the struggles of an African-American family as they consider selling a prized possession, an ornate upright piano, in order to buy the tract of land upon which they were once enslaved.

813 B

Baldwin, James, 1924-1987, author. Later novels.

821 B

Byron, George Gordon Byron, Baron, 1788-1824. The major works. Oxford ; : Oxford University Press, 2008.

821 D

John Donne : Selected poems. Phoenix Edition, 2003. London (UK) : Orion Publishing Group, 2003.

821.008 C

Roy J. Cook. One Hundred and One Famous Poems. 122 Fifth Avenue New York, NY 10011 : Barnes & Noble, Inc, 2009.

821.809

Hay, Daisy, 1981-. Young romantics : the Shelleys, Byron, and other tangled lives. 1st American ed. New York : Farrar Straus & Giroux, c2010. A group biography that tells the story of the interlinked lives of England's young Romantic poets. Focuses on the network of writers and readers who gathered around Percy Bysshe Shelley and the campaigning journalist Leigh Hunt. They included Lord Byron, John Keats, and Mary Shelley, as well as a host of lesser-known figures: Mary Shelley's stepsister and Byron's mistress, Claire Clairmont; Hunt's botanist sister-in-law, Elizabeth Kent; the musician Vincent Novello; the painters Benjamin Haydon and Joseph Severn; and writers such as Charles and Mary Lamb, Thomas Love Peacock, and William Hazlitt. They were characterized by talent, idealism, and youthful ardor, and these qualities shaped and informed their politically oppositional stances--as did their chaotic family arrangements, which often left the young women, despite their talents, facing the consequences of the men's philosophies.

823.9 L

Lewis, C. S. (Clive Staples), 1898-1963. Till we have faces : a myth retold. 1st Harvest/HBJ ed. New York : Harcourt Brace Jovanovich, 1980, c1956.

828.609

Gordon, Charlotte. Romantic outlaws : the extraordinary lives of Mary Wollstonecraft and her daughter Mary Shelley. First U.S. edition. "Mary Wollstonecraft (1759-1797) and her daughter Mary Shelley (1797-1851) have each been the subject of numerous biographies by top tier writers, yet no author has ever examined their lives in tandem. Perhaps this is because these two amazing women never knew each other--Wollstonecraft died of infection at the age of 38, a week after giving birth to her daughter. Nevertheless their lives were closely intertwined, their choices, dreams and tragedies so eerily similar, it seems impossible to consider one without the other: both became famous writers; both fell in love with brilliant but impossible authors; both were single mothers and had children out of wedlock (a shocking and self-destructive act in their day); both broke out of the rigid conventions of their era and lived in exile; and both played important roles in the Romantic era during which they lived. The lives of both Marys were nothing less than extraordinary, providing fabulous material for Charlotte Gordon, a gifted story teller. She seamlessly weaves their lives together in back and forth narratives, taking readers on a vivid journey across Revolutionary France and Victorian England, from the Italian seaports to the highlands of Scotland, in a book that reads like a richly textured historical novel"--.

914.304 G

The vagabonds : the story of Henry Ford and Thomas Edison'sTen-Year Road Trip. First Simon & Schuster Hardback Edition, 2019. New York, NY : Simon & Schuster, 2019. Prologue: Paris, Michigan : mid-August 1923 -- 1914 -- 1915 -- 1916 -- 1918 -- 1919 -- 1920 -- 1921 -- Interim: November 1921-June 1923 -- 1923 -- 1924 -- Jep Bisbee is famous. "A brilliant portrait of two American giants, Thomas Edison and Henry Ford, and America entering the automobile age, told through the fascinating but little-known narrative of the summer road trips taken by Edison and Ford"-- Provided by publisher.

920.72 C

Clinton, Hillary Rodham, author. The book of gutsy women. First Simon and Schuster hardcover edition. EARLY INSPIRATIONS. Harriet Tubman -- Anna Pavlova, Isadora Duncan, Maria Tallchief, and Virginia Johnson -- Helen Keller -- Margaret Chase Smith -- Margaret Bourke-White -- Maria von Trapp -- Anne Frank -- Rigoberta Menchú Tum -- Jackie Joyner-Kersee and Florence Griffith Joyner -- EDUCATION PIONEERS. Sor Juana Inés de la Cruz -- Margaret Bancroft -- Juliette Gordon Low -- Maria Montessori and Joan Ganz Cooney -- Mary McLeod Bethune -- Esther Martinez -- Daisy Bates -- Patsy Mink, Bernice Sandler, and Edith Green -- Ruby Bridges Hall -- Malala Yousafzai -- EARTH DEFENDERS. Marjory Stoneman Douglas -- Rachel Carson -- Jane Jacobs and Peggy Shepard -- Jane Goodall and "The Trimates" -- Wangari Maathai -- Alice Min Soo Chun -- Greta Thunberg -- EXPLORERS AND INVENTORS. Caroline Herschel and Vera Rubin -- Ada Lovelace and Grace Hopper -- Margaret Knight and Madam C.J. Walker -- Marie Curie and Irène Jolior-Curie -- Hedy Lamarr -- Sylvia Earle -- Sally Ride -- Mae Jemison -- HEALERS. Florence Nightingale -- Clara Barton -- Elizabeth Blackwell, Rebecca Lee Crumpler, and Mary Edwards Walker -- Betty Ford -- Mathilde Krim -- Dr. Gao Yaojie -- Dr. Hawa Abdi -- Flossie Wong-Staal -- Molly Melching -- Dr. Mona Hanna-Attisha -- Vaccinators -- ATHLETES. Alice Coachman and Wilma Rudolph -- Junko Tabei -- Billie Jean King -- Diana Nyad -- Abby Wambach -- Michelle Kwan -- Venus and Serena Williams -- Ibtihaj Muhammad -- Tatyana McFadden -- Caster Semenya -- Aly Raisman -- ADVOCATES AND ACTIVISTS. Dorothy Height and Sojourner Truth -- Ida B. Wells -- Eleanor Roosevelt -- Elizabeth Peratrovich -- Rosa Parks and Claudette Colvin -- Coretta Scott King -- Dolores Huerta -- The Peacemakers -- Victoria Mxenge -- Ai-jen Poo -- Sarah Brady, Gabby Giffords, Nelba Màrquez-Greene, Shannon Watts, and Lucy McBath -- Nza-Ari Khepra, Emma Gonzàlez, Naomi Wadler, Edna Chavez, Jazmine Wildcat, and Julia Spoor -- Becca Heller -- STORYTELLERS. Maya Angelou -- Mary Beard -- Jineth Bedoya Lima -- Chimamanda Ngozi Adichie -- America Ferrera -- Ali Stoker -- Amani Al-Khatahtbeh -- ELECTED LEADERS. Bella Abzug -- Shirley Chisholm -- Ann Richards -- Geraldine Ferraro -- Barbara Jordan -- Barbara Mikulski -- Ellen Johnson Sirleaf -- Wilma Mankiller -- Michelle Bachelet -- Danica Roem -- GROUNDBREAKERS. Frances Perkins -- Katharine Graham -- Constance Baker Motley -- Edie Windsor -- Ela Bhatt -- Temple Grandin -- Ellen DeGeneres -- Maya Lin -- Sally Yates -- Kimberly Bryant and Reshma Saujani -- WOMEN'S RIGHTS CHAMPIONS. Rosa May Billinghurst -- The Suffragists -- Sophia Duleep Singh -- Fraidy Reiss -- Manal al Sharif -- Nadia Murad. Hillary Rodham Clinton and her daughter, Chelsea, share the stories of the gutsy women who have inspired them -- women with the courage to stand up to the status quo, ask hard questions, and get the job done. Ensuring the rights and opportunities of women and girls remains a big piece of the unfinished business of the twenty-first century. While there's a lot of work to do, we know that throughout history and around the globe women have overcome the toughest resistance imaginable to win victories that have made progress possible for all of us. That is the achievement of each of the women in this book. So how did they do it? The answers are as unique as the women themselves. Civil rights activist Dorothy Height, LGBTQ trailblazer Edie Windsor, and swimmer Diana Nyad kept pushing forward, no matter what. Writers like Rachel Carson and Chimamanda Ngozi Adichie named something no one had dared talk about before. Historian Mary Beard used wit to open doors that were once closed, and Wangari Maathai, who sparked a movement to plant trees, understood the power of role modeling. Harriet Tubman and Malala Yousafzai looked fear in the face and persevered. Nearly every single one of these women was fiercely optimistic -- they had faith that their actions could make a difference. And they were right. To us, they are all gutsy women -- leaders with the courage to stand up to the status quo, ask hard questions, and get the job done. So in the moments when the long haul seems awfully long, we hope you will draw strength from these stories. We do. Because if history shows one thing, it's that the world needs gutsy women.

940.54 S

Smith, Jean Edward, author. The liberation of Paris : how Eisenhower, De Gaulle, and Von Choltitz saved the City of Light. First Simon & Schuster hardcover edition. Paris occupied -- De Gaulle and the resistance -- The Allies advance -- The German defense -- The resistance rises -- Eisenhower changes plans -- Leclerc moves out -- A field of ruins -- Day of liberation -- De Gaulle triumphant. "The liberation of Paris tells the dramatic story of the Allied decision in World War II to divert from the strategic plan in order to save the City of Light from chaos and assist de Gaulle's efforts to become France's new leader even as the German general in charge of the occupation defied his orders to destroy the city as the Allies closed in"--.

942.01 A

Alexander, Michael, 1941-. Medievalism : the Middle Ages in modern England. New Haven : Yale University Press, c2007. Introduction -- The advent of the Goths : the medieval in the 1760s -- Chivalry, romances and revival : Chaucer into Scott : The lay of the last minstrel and Ivanhoe -- Dim religious lights -- The lay, Christabel and 'The eve of St Agnes' -- 'Residences for the poor' : the Pugin of Contrasts -- Back to the future in the 1840s : Carlyle, Ruskin, Sybil, Newman -- 'The death of Arthur was the favourite volume' : Malory into Tennyson -- History, the revival and the PRB -- Westminster, Ivanhoe, visions and revisions -- History and legend : the subjects of poetry and painting -- The working men and the common good : Madox Brown, Maurice, Morris, Hopkins -- Among the lilies and the weeds : Hopkins, Whistler, Burne-Jones, Beardsley -- 'I have seen-- a white horse' : Chesterton, Yeats, Ford, Pound -- Modernist medievalism : Eliot, Pound, Jones -- Twentieth-century Christendom : Waugh, Auden, Inklings, Hill -- Epilogue : 'riding through the glen.

944.05 N

Napoleon : the art of war & power. 2018. London (UK) : Sirius Publishing; a division of Arcturus Publishing, Ltd, 2018.

973 G

Gates, Henry Louis, Jr., author. Stony the Road : Reconstruction, White Supremacy, and the Rise of Jim Crow. Antislavery/antislave backlash : the white resistance to black Reconstruction -- The old Negro : race, science, literature, and the birth of Jim Crow -- Chains of being : the black body and the white mind -- Framing blackness : Sambo art and the visual rhetoric of white supremacy -- The United States of race : mass-producing stereotypes and fear -- The new Negro : redeeming the race from the redeemers -- Reframing race : enter the new Negro -- Epilogue. "A profound new rendering of the struggle by African-Americans for equality after the Civil War and the violent counterrevolution that resubjugated them as seen through the prism of the war of images and ideas that have left an enduring stain on the American mind. The abolition of slavery in the aftermath of the Civil War is a familiar story, as is the civil rights revolution that transformed the nation after World War II. But the century in between remains a mystery: if emancipation came in Lincoln's America, why was it necessary to march in Martin Luther King, Jr.'s America? In this new book, Henry Louis Gates, Jr., one of our leading chroniclers of the African-American experience, seeks to answer that question in a history that moves from the Reconstruction Era to the 'nadir' of the African-American experience under Jim Crow, through to World War I and the Harlem Renaissance. Through his close reading of the visual culture of this tragic era, Gates reveals the many faces of Jim Crow and how, together, they reinforced a stark color line between white and black Americans. Bringing a lifetime of wisdom to bear as a scholar, filmmaker, and public intellectual, Gates uncovers the roots of structural racism in our own time, while showing how African Americans after slavery combatted it by articulating a vision of a "New Negro" to force the nation to recognize their humanity and unique contributions to America as it hurtled toward the modern age. The book will be accompanied by a new PBS documentary series on the same topic, with full promotional support from PBS"--.

973.09 G

Goodwin, Doris Kearns, author. Leadership in turbulent times. First Simon & Schuster hardcover edition. Part 1. Ambition and the recognition of leadership -- Abraham: "Every man is said to have his peculiar ambition" -- Theodore: "I rose like a rocket" -- Franklin: "No, call me Franklin" -- Lyndon: "A steam engine in pants" -- Part 2. Adversity and growth -- Abraham Lincoln: "I must die or be better" -- Theodore Roosevelt: "The light has gone out of my life" -- Franklin Roosevelt: "Above all, try something" -- Lyndon Johnson: "The most miserable period of my life" -- Part 3. How they led: man and the times -- Transformational leadership: Lincoln and the Emancipation Proclamation -- Crisis management: Theodore Roosevelt and the Coal Strike -- Turnaround leadership: Franklin Roosevelt and the Hundred Days -- Visionary leadership: Lyndon Johnson and Civil Rights -- Epilogue: Of death and legacy. Are leaders born or made? Where does ambition come from? How does adversity affect the growth of leadership? Does the leader make the times or do the times make the leader? Historian Doris Kearns Goodwin draws upon the four presidents she has studied most closely -- Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Lyndon B. Johnson (in civil rights) -- to show how they recognized leadership qualities within themselves and were recognized as leaders by others. By looking back to their first entries into public life, we encounter them at a time when their paths were filled with confusion, fear, and hope. They all collided with dramatic reversals that disrupted their lives and threatened to shatter forever their ambitions. Nonetheless, they all emerged fitted to confront the contours and dilemmas of their times. No common pattern describes the trajectory of leadership. Although set apart in background, abilities, and temperament, these men shared a fierce ambition and a deep-seated resilience that enabled them to surmount uncommon hardships. At their best, all four were guided by a sense of moral purpose. At moments of great challenge, they were able to summon their talents to enlarge the opportunities and lives of others.

973.91 G

Goodwin, Doris Kearns. The bully pulpit : Theodore Roosevelt, William Howard Taft, and the Golden Age of journalism. First Simon & Schuster hardcover edition.

92 Bagehot

Grant, James, 1946- author. Bagehot : the life and times of the greatest Victorian. First edition. Prologue: "With devouring fury" -- "Large, wild, fiery, black" -- "In mirth and refutation; in ridicule and laughter" -- "Vive la guillotine" -- The literary banker -- "The ruin inflicted on innocent creditors" -- "The young gentleman out of Miss Austen's novels" -- A death in India -- The "problem" of W.E. Gladstone -- "Therefore, we entirely approve" -- "The muddy slime of Bagehot's crotchets and heresies" -- The great scrum of reform -- A loser by seven bought votes -- By "influence and corruption" -- "In the first rank" -- Never a bullish word -- Government bears the cost -- "I wonder what my eminence is?". "The definitive biography of a banker, essayist, and editor of the Economist, by an acclaimed financial historian. During the upheavals of 2007-9, the chairman of the Federal Reserve had the name of a Victorian icon on the tip of his tongue: Walter Bagehot. Banker, man of letters, inventor of the Treasury bill, and author of Lombard Street, Bagehot prescribed the doctrines that--decades later--inspired the radical responses to the world's worst financial crises. In James Grant's colorful and groundbreaking biography, Bagehot appears as both an ornament to his own age and a muse to our own. Brilliant and precocious, he was influential in political circles, making high-profile friends, including William Gladstone--and enemies: Lord Overstone, Benjamin Disraeli. As an essayist on wide-ranging topics, he won the admiration of Matthew Arnold and Woodrow Wilson. He was also a misogynist, and while he opposed slavery, he misjudged Abraham Lincoln and the Civil War. As editor of the Economist, he offered astute commentary on the financial issues of his day, and his name lives on in an eponymous weekly column"--.

92 Napoleon

Napoleon : a life. 2015. New York, NY : Penguin Books, 2015. Introduction -- Rise. Corsica ; Revolution ; Desire ; Italy ; Victory ; Peace ; Egypt ; Acre ; Brumaire -- Mastery. Consul ; Marengo ; Lawgiver ; Plots ; Amiens ; Coronation ; Austerlitz ; Jena ; Blockades ; Tilsit ; Iberia ; Wagram ; Zenith -- Denouement. Russia ; Trapped ; Retreat ; Resilience ; Leipzig ; Defiance ; Elba ; Waterloo ; St Helena. " ... the first single-volume, cradle-to-grave biography to take advantage of the recent publication of Napoleon's thirty-three thousand letters, which radically transform our understanding of his character and motivation"--Jacket.

92 Napoleon

Brown, Adam. Napoleon Bonaparte : the biography of a leader who changed the history of France (including the French Revolution). 2018.

92 Roosevelt

Ryan Swanson. The Strenuous life : Theodore Roosevelt and the making of the American athlete. New York, NY : Diversion Publishing Corp, 2019.

CD Hob

Tolkien, J. R. R. (John Ronald Reuel), 1892-1973. The Hobbit. Complete and unabridged ed. London : HarperCollins, 2002. Read by Rob Inglis. Bilbo Baggins enjoys a quiet and contented life, with no desire to travel far from the comforts of home; then one day the wizard Gandalf and a band of dwarves arrive unexpectedly and enlist his services - as a burglar - on a dangerous expedition to raid the treasure-hoard of Smaug the dragon. Bilbo's life is never to be the same again.

CD Rai

Hansberry, Lorraine, 1930-1965. A raisin in the sun. 2008 by Recorded Books, LCC. Recorded by arrangement with HarperCollins Publishers. Starring Ossie Davis, Ruby Dee, Claudia McNeil, Diana Sands, Leonard Jackson, Sakes Mokae, Sam Schacht, and Harold Scott; Lloyd Richards, director.

DVD Bir

The birth of a nation. [Blu-ray/DVD combo]. Nate Parker, Armie Hammer, Mark Boone Jr., Colman Domingo, Aunjanue Ellis, Dwight Henry, Aja Naomi King, Esther Scott, Roger Guenveur Smith, Gabrielle Union, with Penelope Ann Miller and Jackie Earle Haley. In 1831, when Virginia slave Nat Turner learns of slavery conditions in other parts of the state, he leads an uprising against slave owners in the area.

DVD Gre

Based on the novel by F. Scott Fitzgerald. The Great Gatsby [2013]. DVD. Joel Edgerton, Tobey Maguire, Carey Mulligan, Elizabeth Debicki, Leonardo Dicaprio, Isla Fisher. A would-be writer, Nick Carraway leaves the Midwest and comes to New York City in the spring of 1922, an era of loosening morals, glittering jazz, bootleg kings, and skyrocketing stocks. Chasing his own American dream, Nick lands next door to a mysterious, party-giving millionaire, Jay Gatsby. It is thus that Nick is drawn into the captivating world of the super rich, their illusions, loves, and deceits. "The cast is first-rate, the ambiance and story provide a measure of intoxication and, most importantly, the core thematic concerns pertaining to the American dream, self-reinvention and love lost, regained and lost again are tenaciously addressed."--Hollywood Reporter. "The best attempt yet to capture the essence of the novel."--Richard Roeper. "...Stands out like a beacon in a sea of silly blockbusters."--New York Post.

DVD Jer

Jerry Tarkanian's amoeba zone defense. Ames, IA 50010 : Championship Productions, 1996. Coach Tarkanian explains, in several teaching progressions, why your zone defense must be similar to your man-to-man defense. Tark shows how the Amoeba prevents the offensive players from getting into the gaps, beating you with the dribble and getting cross-court passes. On-court, the Runnin' Rebels demonstrate run glide run, zig zags, close outs and denials. Drills include the Amoeba drill for guards, back line, 5-on-7, 5-on-5 and how to double team the first pass.

F Atw

Atwood, Margaret, 1939-. The testaments : a novel. 1st edition.

F Bal

Baldwin, James, 1924-1987. If Beale Street could talk. New York : Dial Press, 1974.

F Ber

Berry, Flynn, 1986- author. A double life. "A gripping, intense, stunningly written novel of psychological suspense from the award-winning author of Under the Harrow Claire is a hardworking doctor living a simple, quiet life in London. She is also the daughter of the most notorious murder suspect in the country, though no one knows it. Nearly thirty years ago, while Claire and her infant brother slept upstairs, a brutal crime was committed in her family's townhouse. Her father's car was found abandoned near the English Channel the next morning, with bloodstains on the front seat. Her mother insisted she'd seen him in the house that night, but his powerful, privileged friends maintained his innocence. The first lord accused of murder in more than a century, he has been missing ever since"--.

F Coa

Coates, Ta-Nehisi, author. The water dancer : a novel. First edition. "Young Hiram Walker was born into bondage--and lost his mother and all memory of her when he was a child--but he is also gifted with a mysterious power. Hiram almost drowns when he crashes a carriage into a river, but is saved from the depths by a force he doesn't understand, a blue light that lifts him up and lands him a mile away. This strange brush with death forces a new urgency on Hiram's private rebellion. Spurred on by his improvised plantation family, Thena, his chosen mother, a woman of few words and many secrets, and Sophia, a young woman fighting her own war even as she and Hiram fall in love, he becomes determined to escape the only home he's ever known. So begins an unexpected journey into the covert war on slavery that takes Hiram from the corrupt grandeur of Virginia's proud plantations to desperate guerrilla cells in the wilderness, from the coffin of the deep South to dangerously utopic movements in the North. Even as he's enlisted in the underground war between slavers and the enslaved, all Hiram wants is to return to the Walker Plantation to free the family he left behind--but to do so, he must first master his magical gift and reconstruct the story of his greatest loss. This is a bracingly original vision of the world of slavery, written with the narrative force of a great adventure. Driven by the author's bold imagination and striking ability to bring readers deep into the interior lives of his brilliantly rendered characters, The Water Dancer is the story of America's oldest struggle--the struggle to tell the truth--from one of our most exciting thinkers and beautiful writers"--.

F Edu

Edugyan, Esi., author. Washington Black. First United States edition.

F Gol

Goldring, Suzanne. My name is Eva. London, EC4Y 0DZ : Bookouture: In Imprint of StoryFire Ltd, 2019.

F Gre

Green, John. Looking for Alaska. 1st ed. New York : Dutton Bks, c2005. Sixteen-year-old Miles' first year at Culver Creek Preparatory School in Alabama includes good friends and great pranks, but is defined by the search for answers about life and death after a fatal car crash.

F Kin

King, Stephen, 1947-. Doctor Sleep : a novel. First Scribner hardcover edition. The now middle-aged Dan Torrance (the boy protagonist of The Shining) must save a very special twelve-year-old girl from a tribe of murderous paranormals.

F Leg

Claire legrand. Kingsbane : the Empirium Trilogy. Naperville, IL : Sourcebooks, Inc, 2019. Sun Queen Rielle faces new trials as she tries to maintain the Gate and is tempted by the angel Corien, while centuries later, Eliana must choose whether to embrace the crown or reject it forever.

F Sun

Sun, Rivera. Billionaire buddha.

F Sun

Sun, Rivera. The roots of resistance.

F Tol

Tolkien, J. R. R. (John Ronald Reuel), 1892-1973. The Hobbit, or, There and back again. Authorized ed., Rev. ed 1982. New York : Ballantine Books, 1982, ℗♭1980. The adventures of the well-to-do hobbit, Bilbo Baggins, who lived happily in his comfortable home until a wandering wizard granted his wish. A new edition to Tolkien's classic, the prelude to the Lord of the Rings saga, is available just in time for "The Lord of the Rings: The Two Towers, " set for release in theaters in December 2002. Illustrations. In this fantasy, a prelude to The Lord of the Rings, the reader meets Bilbo Baggins, a hobbit, in a land filled with dwarfs, elves, goblins, and dragons. The Greatest Fantasy Epic of our Time, Bilbo Baggins was a hobbit who wanted to be left alone in quiet comfort. But the wizard Gandalf came along with a band of homeless dwarves. Soon Bilbo was drawn into their quest, facing evil orcs, savage wolves, giant spiders, and worse unknown dangers. Finally, it was Bilbo-alone and unaided-who had to confront the great dragon Smaug, the terror of an entire countryside ... This stirring adventure fantasy begins the tale of the hobbits that was continued by J.R.R. Tolkien in his bestselling epic The Lord of the Rings. Tolkien are the movie tie-in editions to The Fellowship of the Ring, the first of the three New Line Films based on the classic epic fantasy, which opens December 19, 2001. A saga of dwarfs and elves, goblins and trolls in a far-off, long ago land. There is a special edition illustrated by Michael Hague (1984.

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Twain, Mark, 1835-1910, author. Five novels. San Diego, Calif. : Canterbury Classics, c2011. The adventures of Tom Sawyer -- The prince and the pauper -- Adventures of Huckleberry Finn -- A Connecticut yankee in King Arthur's court -- The tragedy of Pudd'nhead Wilson.

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Sternberg, Martin L. A. American Sign Language dictionary. 3rd ed., rev. ed. New York : HarperPerennial, c1998.

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Heyer, Georgette, 1902-1974, author. Snowdrift : and other stories. Collects fourteen stories of romance, intrigue, and villainy, including "Pistols for two," "A husband for Fanny," and "Runaway match.".

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O'Brien, Tim, 1946-. The Things They Carried : a work of fiction. 1st Broadway Books trade pbk. ed. New York : Broadway Books, 1998, c1990. Related stories, linked by recurring characters and an interwoven plot, recreate an American foot soldier's experience in the Vietnam War.

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Twain, Mark, 1835-1910. The complete short stories. New York : Alfred A. Knopf, 2012.

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Sun, Rivera. The dandelion insurrection study guide : making change through nonviolent action. Study Guide.

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dentonindenmark · 5 years

Text

Copenhagen (11-14 Feb)

Through school, we were given a week of winter holidays. We decided to go to go to Copenhagen for a few days. Birgittes sister owns a small ( and when I say small I mean small) apartment. Although it was small it worked fine to stay in. We left Monday morning and headed to Copenhagen. The drive was much better than when I was picked up from the airport because I could actually see this time. It was very beautiful. We had to pick Zofie up on the way as she was staying with a friend she met in Chile. Before we picked her up we stopped just before we crossed the big bridge to get some food (I had fish and chips which was very good).

The small town Zofie stayed in was very cute and it was so nice and pretty. It was very rural compared to Vejle. After we picked up Zofie we had another hour drive to get to Copenhagen. I was very tired so I fell asleep for the last part of the journey. Eventually, we made it to the apartment where we got settled in before going out and doing some exploring.

Monday afternoon: We went for a walk and went down one of the main shopping streets and went up the Round Tower (Rundetårn) which was built by Christian the fourth (who built a lot of things in Denmark). The view from the top was amazing, you could see a small part of Sweden! You could also see all around Copenhagen. It was amazing to see but it was very windy and very cold. When we decided it was too cold we headed back down the tour and went to get cake and coffee (well hot chocolate). We went to see the town hall afterward’s however we had just missed the closing. We decided to head back to the apartment as it was getting dark. When we arrived back we just relaxed and had dinner.

Tuesday: On Tuesday (unfortunately Victor was sick so he couldn’t join us) we went out to do some more exploring. We went to the Kastellet (which was an old fortress of the royal family). It was good to go back there considering that I had previously visited it with Mum and Dad in 2016. We walked along the main road of the fortress (although you can see most of it from there anyway). Once we had stopped by the eternal flame. We then headed to the Little Mermaid (which is very little). There were many tourists there so we got in and took our photos and left, to go and see The Gefion Fountain, which wasn’t flowing because it is winter so they stop the water so that it doesn’t freeze and burst the pipes. Once we had seen the fountain (which is amazing), we headed to see the palaces.

We headed along the harbor before going through the gardens and finally to the palaces. We got there in time to watch the changing over of the guards. There were a lot of other tourists there too, but I managed to sneak to the front to watch. It was very cool to watch and see how disciplined they all were. We watched them change a few of the standing positions and went to get a photo with a guard in it (we didn’t go right next to him because he seemed a little angry). We then headed by the Fredriks church, which is huge with a dome at the top. We went inside to have a look. The ceiling is magnificent and was painted with the 12 disciples. The church was amazing but we didn’t stay for long as it was getting quite crowded. We then decided to go and get some lunch. For lunch, we decided to get smørrebrød (open sandwichs on rugbrød (rye bread)). On mine, I had laks (salmon), æg (egg), asparagus, and what I think was sour sobs (you will understand when you see the photo). It was absolutely delicious and I wish I could eat it every day.

Once we had finished our lunch, we had a look around the food markets which were so nice and full of fresh produce. Zofie and I also got some fresh juices, which were also amazing. From there we went to see the crown jewels! These are at Rosenborg Castle, which is a beautiful old castle, located near the Kongens Have (the Kings gardens). We went inside the museum in the castle first which showed us through different rooms still in the form of what the castle would’ve been like in the olden days. It was gorgeous, every room had detailed walls and ceilings, and the throne room (which I think may have been originally a ballroom) was stunning. It was then time to head down to the basement which held the crown jewels. First, we saw some old swords (super cool) and some other bits and pieces (which you will see a few in the photos). Finally, we headed and saw the crown jewels. The three crowns were mesmerizing and the jewels were beautiful. I do wish that I could have taken them home with me and worn some of the jewelry.

Next, it was time to try a famous hotdog, a Danish Hotdog. These are hot dogs loaded with several types of sauces, fresh onion, fried onion, and pickles. It is delicious. (of course, I have had another one since). From there we went to a museum.

In the museum was a courtyard full of plants, and a giant goldfish pond. It was beautiful (you will see a photo). Throughout the museum, we saw some mummies, sculptures, ancient Rome, and of course, the museum shop! Once we had seen enough of the museum we headed back to the apartment. 18′509 steps and 12.7 km later we were exhausted and ready for a rest, so heading back to the apartment was nice, although the day had been wonderful!

Wednesday: On Wednesday we decided to take a quick trip through Freetown Christiania. I held not many expectations of it but I had heard that there had been trouble there the night before so I think it might have been very different from the normal day there, although I wouldn’t know. It was quite peaceful, and I have heard that the people there are nice and helpful. We didn’t spend long there and headed off to the Nyhavn (the colorful buildings on the harbor). We took a walk down looking at the buildings before deciding to get on a harbor tour.

The tour took us around to see the Copenhagen Opera house, Amalienborg Palace, Christiansborg Palace, the Black diamond, the Little Mermaid, a submarine, along with some adorable canals (built by Christian the 4th). These were just a few of the places we saw but it is difficult to remember everything. The tour was really nice but absolutely freezing so it was good to get walking again and headed to the museum where there was a special exhibit about Vikings.

When we got to the museum they had on display the Handball championships trophy. We took our photos with it and then headed into the Viking exhibition. The exhibition was amazing and we saw all sorts of artifacts and old shields and swords. We went through and saw different exhibitions at the museum, like African culture, Greenland culture, and ancient Europe. We also saw an exhibition on Danish culture 2000-2020, which explored all the significant, or interesting developments and events that have happened over the past few years. We spent a few hours looking through the museum so by the time we had finished (and after finishing the museum shop) it was time to head back to the apartment.

Thursday: On Thursday it was time to head back to Vejle, however, we went through Roskilde first. In Roskilde is the Viking ship museum where they have on display 5 recovered Viking ships which they have tended to and protected as well as possible. They have a small movie which plays describing the process of discovering and recovering the ships. They then have the 5 ships which are on display to see. Towards the end, you can dress up as a Viking and sit in a pretend ship. We then had a look in the museum shop. Once we had seen the museum we headed into town to get lunch. For lunch, I shared Nachos with Zofie. We had planned on seeing a church in Roskilde but it was shut off due to a private function. It was then time to head home.

Friday: On Friday I met up with Zara downtown (in Vejle), we walked around town and had lunch together, an did some shopping.

I will have more updates soon!

Tak, Lexie xx

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