#Early childhood education strategies

[littleginnie1]

Boosting Pre-Primary Education Success with Parental Power

Are you a parent of kids who is worried about their pre-primary education practices? The early years are a critical window for a child's development, and the role of parents is paramount. The foundation of a child's educational success is laid long before they step into a formal classroom.

Pre-primary education plays a vital role in nurturing this growth, but it's important to remember that a child's first and most influential teacher is often their parent. Empowering parents for effective pre-primary education practices is not just beneficial; it is essential. It also helps in creating a good bond between the child and parents.

In the blog, you will learn more about empowering parents for effective pre-primary education practices in detail.

Why Empowering Parents Matters

Many parents may experience uncertainty regarding their child's pre-primary education. They may wonder how to best support their child's learning at home or how to bridge the gap between what happens in the classroom and their daily routines. Parents are concerned about their kid’s education at home. They think about how they can help educate their kids in the best way at home. Empowering parents for effective pre-primary education practices deals with these concerns by:

1. Building Confidence

When parents gain a comprehensive understanding of child development milestones and effective learning strategies, they become more confident in their capacity to support and foster their child's growth. This knowledge gives them the confidence to create enriching learning environments and engage in activities that promote their child's cognitive, emotional, and social development.

As a result, they can play a more active and informed role in their child's early education, positively impacting their overall development and readiness for future educational challenges.

2. Enhancing Collaboration

When parents feel empowered with the right knowledge and resources, they are better equipped to communicate and collaborate effectively with teachers. This empowerment enables them to actively participate in discussions about their child's progress, share insights about their child's needs, and support the educational strategies implemented by teachers.

3. Extending Learning Beyond the Classroom

Through an understanding of the curriculum and learning activities implemented at school, parents can effectively tailor their efforts at home to create engaging and complementary experiences that reinforce their child's educational journey.

4. Fostering a Love for Learning 

When parents show excitement and eagerness to learn new things, their positive energy and enthusiasm become infectious, inspiring those around them, including their children, to also assume a love for learning and exploration.

Strategies for Empowering Parents

1. Education and Awareness

Workshops and Seminars

Organizing workshops and seminars on child development and early education can provide parents with valuable insights. Topics such as the importance of play, language development, and positive discipline can be covered.

Online Resources

Creating a repository of online resources, including articles, videos, and interactive modules, can help parents access information at their convenience.

2. Practical Guidance

Activity Guides 

Providing parents with guides on age-appropriate activities can help them engage their children in meaningful ways. These guides can include simple games, reading lists, and craft ideas that promote learning.

Routine Building 

Assisting parents in establishing daily routines that incorporate learning activities can ensure consistency and structure, which are vital for young children.

3. Community Building

Parent Support Groups 

Facilitating parent support groups where experiences and ideas can be shared fosters a sense of community. These groups can meet in person or online, providing a platform for mutual support.

School-Parent Partnerships 

Strengthening the partnership between schools and parents can lead to more cohesive educational experiences. Schools can organize regular meetings and involve parents in the decision-making process regarding their child's education.

Addressing Common Challenges

Despite the best intentions, parents often face challenges in implementing effective pre-primary education practices. These challenges can include time constraints, lack of resources, and limited understanding of child development principles. 

Empowering parents for effective pre-primary education practices means acknowledging these challenges and providing practical solutions.

Time Management

Offering tips on time management can help parents balance their responsibilities while dedicating time to their child's education. This could include integrating learning activities into daily routines and setting realistic goals.

Access to Resources 

Collaborating with community organizations and libraries to provide parents with access to books, educational materials, and toys can bridge resource gaps. Additionally, creating online platforms where parents can share and exchange resources can be beneficial.

Continuous Learning

Encouraging parents to continuously educate themselves about child development through books, courses, and online content can keep them informed and motivated.

The Final Note 

Empowering parents with effective pre-primary education practices is an essential step in ensuring that children receive the best start in their educational journey. By providing parents with the knowledge, resources, and support they need, we can help them build the confidence required to foster their child's development at home. This empowerment not only enhances the learning experience for children but also strengthens the bond between parents and their children.

Through education and awareness, practical guidance, and community building, we can address the common challenges parents face and offer practical solutions. In the end, investing in empowering parents for effective pre-primary education practices is a crucial aspect of early childhood education. It lays a solid foundation for children's overall development and prepares them for the challenges ahead. As we continue to support and empower parents, we pave the way for a brighter and more successful future for our children.

[pinkfey]

yes this is going to ruin my whole day

[townpostin]

DAV Bistupur: Storytelling, Play-Based Learning Highlighted on Final Day of Teacher Training

The second day of the Capacity Building Programme for in-service teachers focused on storytelling and play-based learning for early childhood development. The second day of the Capacity Building Programme for teachers centered on the significance of storytelling and play in early childhood education, offering strategies for effective teaching and assessment. JAMSHEDPUR – The final day of the…

[totaly-obsessed]

Nerves

Alessia Russo x reader request

-> Reader navigates the uncertainties of her career, academic studies, and the pressures of her first senior England camp, finding solace and comfort in her relationship

➳ Masterlist

•─────⋅☾ ☽⋅─────•

As a female football player your future career was not guaranteed - one wrong step and all this could be over. Your dream and passion since childhood days could be over.

Anxious as you were, you decided to do something on the side, educate yourself further, and so that it wasn’t as far off from your day job, you had started to study sports science two years ago. The choice of study had been made quickly, after all, you couldn't imagine a life away from the pitch.

Alessia, your girlfriend, stood fully behind you - ready to drive you to the few in-person lectures you had. The blonde would do anything for you. Washing dishes, doing the laundry, sweeping, cooking? One little smile from you and the housework-allergic striker turned into a housewife.

Being called up to your first-ever senior England camp had not been in the plans. Sure it was always something you thought about, especially when Less left for the camps, but you never thought that you would make it this far.

Your girlfriend however had a feeling that you would join her this time - and she was proven right when Sarina called you. The blonde jumped up and down in celebration, pulling you up with her. But once she saw the tears streaming down your face, you were in her strong arms, ready to dry them with her sweater.

The weeks leading up to camp were anything but relaxing - one exam after the other. And they wouldn’t stop for a couple of days either. 

Alessia had been watching you wear yourself thin, most days were filled with practice, media, recovery, and games. Nights were spent studying methods to reduce the risk of sports injuries and strategies for rehabilitating injuries when they occur as well as analyzing the social and cultural aspects of sports participation, organization, governance, and marketing.

If the half-Italian was honest, she didn't understand most of the things you were reading about. Making one flashcard after the other in desperate attempts to get it in your head as she watched the circles under your eyes darken.

The day you left for camp she had been hopeful that things would change from now on. You were out of the comfort of your home, confronted with new and old acquaintances and friends.

But of course, it didn't go as planned.

“Are you sure that you even have a girlfriend, Less?”

You had barricaded yourself in your room for the third evening in a row, trying to prepare for the last exam as well as you possibly could.

“We’ve been over this Tooney, just a few more days!”

The following Monday Alessia had woken you up early, shaking you softly as a paper stuck to your cheek. You had fallen asleep on the desk, and by the look of the untouched bed, this probably wasn't the first time either.

“Buongiorno amore mio, è ora di svegliarsi!” Time to wake up? No that couldn't be.

But a glance at the watch on the wall confirmed your girlfriend's words, you really had to get up now. “Thanks, Lessi.”

A soft peck on the lips later and your girlfriend was willing to help you get ready, or rather gather your things and pack your bag while you were in the bathroom. 

The car ride to your Uni had been peaceful. Just you and Alessia. It hadn't been like that for a while as you were always studying.

“I’m sorry for being a shit girlfriend lately, Less.”

The blonde's head snapped over so fast that you couldn't even blink. “Don’t you dare say that! You’ve been such a good student, and after this, I won’t let you go that easily.”

“Less, eyes on the road!” your clumsy girlfriend had filled with sudden rage at your guilt, headed straight towards a tree on the side of the road.

“Whoops.”

Alessia could see an immediate difference in you when you sat down in her car again. You felt happier. Not a single word was lost in regard to the exam when it had been all you could talk about before. 

While you felt freer you still looked and were incredibly tired, something even Tooney could see, who had been excited to get your lively person back. She missed her go-to person when Less was boring and wouldn’t run around like a crazy person with her.

So when you refused to play darts with her, clinging to your girlfriend on a couch, she was incredibly disappointed. 

“C’mon, I just got you back - play with me before you go back to fucking London!” But the brunette's whining just earned her a shove from her best friend.

“Leave us alone Ella.”

A whisper went through the room, everyone quietly watching as they glared at each other while you snuggled deeper into Lessi’s neck, desperate to sleep.

“No fair! You have her all the time!” She looked like a little kid whose toy had been taken away. And in a way it had been.

“I don’t care Ell-”

“Okay, off Ella!” It was Mary who pulled the angry chihuahua off Alessia's legs and now pointed up at the stairs, “You two, upstairs!”

The blonde didn’t hesitate and stood up, careful not to jostle you too much as she made her way up the stairs. Ella could only watch, mouth wide open, as you waved her goodbye, your head resting on your girlfriend's shoulder.

“You brat!”

[astroismypassion]

✨PART OF FORTUNE IN SIGNS AND HOUSES SERIES: 11TH HOUSE✨

Credit: Tumblr blog @astroismypassion

ARIES PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Aries and Aquarius Sun people in your life. You can earn money via launching or joining a tech startup, focused on innovative technologies or disruptive business model, via work in community organization or activism, via work in digital marketing or social media management, via providing consulting services to businesses or organizations, advising them on innovation strategies, product development or new market exploration, via work in crowdfunding or fundraising. You feel abundant when you align with social causes, focus on group dynamics and embrace innovation.

TAURUS PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Taurus and Aquarius Sun people in your life. You can earn money via work in investment management, focusing on building and managing portfolios that provide stable returns, via art colleting, dealing or curation focusing on pieces that have enduring value, via work in interior design, via work in hospitality management (in luxury hotels, resorts or event planning). You feel abundant when you embrace sustainable and ethical practices, when you practice patience and persistence.

GEMINI PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Gemini and Aquarius Sun people in your life. You can earn money via engaging in activism, advocacy work, via work in public relations, graphic design, via creative writing, screenwriting, content creation, teaching, tutoring, joining or starting a tech company focused on innovative products or services. You feel abundant when you are focused on community, collective goals, when you stay versatile and adaptable.

CANCER PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Cancer and Aquarius Sun people in your life. You can earn money via pursuing a career in early childhood education or childcare, nursing, caregiving, mental health services, via work in family and parent education, pursuing culinary arts or catering, engaging in art and design. You feel abundant when you focus on community, social connections, embrace technology and innovation, promote security and stability and use your intuition and emotional intelligence.

LEO PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Leo and Aquarius Sun people in your life. You can find abundance by managing a charitable organisation. You can earn money via work as a creative director or manager, overseeing projects in fashion, advertising or design, via writing, blogging, content creation focused on inspirational and motivational themes, via work in charity or fundraising, work in teaching (drama, art, public speaking). You feel abundant when maintain confidence in your vision and abilities, when you embrace charisma, leadership and when you pursue a creative career.

VIRGO PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Virgo and Aquarius Sun people in your life. You can earn money via work in tech support, quality assurance, systems analysis, work in non-profit management, pursuing teaching or training roles, engage in environmental research, when you organise workshops or seminars on practical skills, health and wellness. You feel abundant when you focus on health, wellness, when you network, collaborate and when you use technology.

LIBRA PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Libra and Virgo Sun people in your life. You can create wealth by creating and selling DIY kits or tutorials. You could also learn digital or 3D art. You could sell photos on sites like Shutterstock or Adobe Stock. You earn money via event planning, specializing in weddings, social events and community events, work in legal services, such as family law, meditation or contract negotiation. You feel abundant when you embrace collaboration and partnerships, focus on aesthetics and creativity.

SCORPIO PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Scorpio and Aquarius Sun people in your life. You can earn money via holistic healing, alternative medicine, energy work, via astrology, metaphysical studies, spiritual counselling, via biotechnology, healthcare technology, environmental technology, via work in cybersecurity, data analysis or investigative journalism. You feel abundant when embrace deep, transformative work, engage in financial and strategic roles.

SAGITTARIUS PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Sagittarius and Aquarius Sun people in your life. You can earn money via career in diplomacy, teaching, lecturing, work in tourism industry, work in educational publishing, work in broadcasting or journalism, work in editing or translation. You feel abundant when you engage in social and humanitarian causes, focus on education and communication, when you embrace international cultural perspectives.

CAPRICORN PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Capricorn and Aquarius Sun people in your life. You can earn money via real estate development, work in corporate training and development, taking on leadership roles in non-profit organizations that focus on social justice, community development or environmental sustainability. You feel abundant when emphasize practical, realistic approach, when you use network and social connections.

AQUARIUS PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Aquarius Sun people in your life. You can earn money via streaming on platforms (Twitch), participating in esports or creating gaming content. You earn money via scientific research, when you create or support educational programs that focus on skills for the future (digital literacy, innovation), when you create content that explores futuristic concepts, technology trends or social change using platforms like YouTube, a blog, podcast. You feel abundant when you focus on technology and future trends and when you stay true to your unconventional nature.

PISCES PART OF FORTUNE IN THE 11TH HOUSE

You feel the most abundant when you have Pisces and Aquarius Sun people in your life. You can earn money via storytelling, work in holistic healing fields, massage therapy, via painting, writing, music or film, via offering spiritual or life coaching services. You feel abundant when stay true to your intuitive insights, embrace spiritual and healing practices and when you focus on humanitarian and compassionate work.

Credit: Tumblr blog @astroismypassion

[schizoidvision]

🔤 Schizoid Words: A Guide to Understanding Adaptation...

Definition: Adaptation refers to the process of adjusting to new circumstances or environments in order to survive or thrive. In psychology, adaptation involves modifying one's thoughts, behaviors, or emotions to better fit the demands of a given situation.

The Schizoid Experience...

- Adaptation plays a strategic role in the lives of individuals with schizoid dynamics or schizoid personality disorder.

- Individuals develop adaptive strategies as a means of protecting themselves from perceived threats to their emotional well-being.

- Schizoid adaptation is characterized by a withdrawal from emotional engagement in social interactions.

- Individuals prioritize self-reliance and autonomy to avoid potential vulnerabilities or hurts.

- This adaptation may manifest as a preference for solitude, introspection, and independence.

- Schizoid individuals seek to create a safe emotional distance from others.

- Additionally, schizoid adaptation may involve a focus on intellectual pursuits or solitary activities.

- It serves as a means of finding fulfillment and meaning outside of social relationships.

Reasons for Schizoid Adaptations...

- Schizoid adaptations can arise from various factors, including lack of parental attunement, early childhood experiences, and environmental stressors.

- Individuals may develop adaptive strategies in response to adverse or traumatic experiences, such as parental neglect, rejection, or emotional abuse.

- Individuals who have made schizoid adaptations often come from backgrounds where they were not treated as a person in their own right and did not have their emotional needs recognized by their caregivers.

- These experiences may lead them to withdraw from emotional connections to protect themselves from further harm.

- Genetic factors may also contribute to schizoid adaptations, as certain personality traits or temperament may predispose individuals to prefer solitude and introspection over social interactions.

- Environmental stressors, such as societal pressures or interpersonal conflicts, may further reinforce schizoid adaptations as individuals seek to navigate the complexities of their social environment while maintaining their autonomy and integrity.

Schizoid Education Videos

[mariacallous]

Every child has a superpower. Yet, those with disabilities often do not have full access to quality education and other services that would enable them to use their superpower to positively and fully contribute to society. A recent workshop on inclusion in early childhood, held as part of the Center for Universal Education’s symposium on education systems transformation for and through inclusive education, asked whether focusing on the early years of a child’s life might offer a window of opportunity to catch, remedy, and maybe even reverse a child’s development trajectory so all countries can reach the Sustainable Development Goals (SDGs). It brought together early childhood development (ECD) and inclusion experts and those who wanted to learn more about the topic. Two key messages emerged from participants: every child matters, and early means early. Participants also suggested that the global community needs to develop a global disability-focused ECD strategy and that governments should allocate at least 3% of education budgets for children with disabilities.

Children with disabilities are not a monolith and vary greatly in the challenges they experience and their abilities to fully and positively contribute to society. Some have physical, mental, social, or sensory impairments while others have a combination of multiple challenges. Globally, it is estimated that 15% of the world population, about 1 billion people, live with some type of disability. UNICEF estimates that about 1 in every 10 children has at least one disability, with children from South Asia, East Asia, and West and Central Africa having higher incidences. Moreover, globally, almost 53 million children under the age of 5 have developmental disabilities, and many others live with hidden disabilities that may go unnoticed and, therefore, unrecorded.

The global Convention on the Rights of the Child and the U.N. Convention on the Rights of Persons with Disabilities (CRPD) articulate the rights and equal treatment of children with disabilities. The CRPD provides a comprehensive international legal framework for the education rights of children with disabilities that has been ratified by 181 countries. These legal frameworks and the SDGs are resolute in leaving no one behind. Despite these legal frameworks, agreements, and aspirations, there are numerous challenges and insufficient investment for disabled children to enjoy full rights to education, health, and well-being. In most countries, children with disabilities face stigma and discrimination from their own governments, communities, and families. Their complex needs are often not included in policy and investment discussions. Investment in this cohort of children is usually not high on the policy or financing agenda, yet we know that increased investment and support for children with disabilities can accelerate countries’ paths to achieving the SDGs, particularly SDG 4.2. From 2007 to 2016, disability funding declined by 11.4% worldwide, and only 2% of the estimated $79.1 million invested in early childhood development was spent on young children with disabilities. Tim Shriver, Special Olympics’ Board Chair, maintains that if governments could commit even 3% of their overall education budgets to the inclusion of children with disabilities in existing classrooms, it could impact their abilities to thrive and contribute to our societies. 

2 key messages

Every child matters

All of society benefits when all children are uplifted. For the early childhood sector, that means developing inclusive classrooms that use a twin-track approach and Universal Design for Learning (UDL) Instruction. Using this method, rather than having separate classrooms for children, disability-focused support is provided in classrooms that focus on equity for all, but also provide specific support for those with disabilities. Research indicates that this approach benefits all children; children with disabilities have better developmental outcomes (for example, language, social and academic skills, better behaviors), and typically developing children have increased empathy, tolerance, skills in sign language, and more. Establishing inclusive classrooms also requires investment in upskilling classroom teachers so they can support children of all abilities while working with special education teachers. These interventions cost money, yet exclusion has greater negative costs to society in reduced national GDP and higher spending for remedial programs, to name a few. It is estimated that the annual economic cost to society when a disabled child is not able to attend school or get a job can be high—more than 1% of GDP in some cases.

Early means early

The first five years of life are crucial periods of brain growth and development where about 90% of new neural connections (about 1 million neural connections per second) are made. After around 30 months of life, the brain’s ability to change in response to experiences requires greater effort than before this period. Since the brain is very malleable during this phase, evidence suggests that early screening, referrals, and intervention can halt, improve, and completely change the course of a child’s developmental trajectory. As children are mostly with parents and caregivers during the earliest months of life, investing in their ability to support their children can be important. Often support for parents and caregivers to aid their children is unavailable in communities or unaffordable. Research comparing urban and rural children’s access to early childhood education found that those with access to support before age 5 (mostly in urban areas) had higher academic achievement. For children with autism, research indicates that early intervention can greatly ameliorate symptoms, putting children closer to the development trajectory of those without autism.  

The way forward

Supporting children with disabilities is complex as their needs span multiple government and sectoral departments, there are finite resources in all government budgets, and underlying societal discrimination, even subtle, remains strong throughout the world. Yet, workshop participants suggested that supporting every child and doing so early provides the best chance for countries to meet the SDGs. Two suggested actions for supporting every child early that emerged from the workshop and recent literature include:

Establish a global, disability-focused ECD strategy: Global goals and road maps such as the SDGs, Nurturing Care Framework (NCF), and others include young children with disabilities yet provide inadequate strategy and concrete actions for how to ensure full rights and support for young children with disabilities. Thus, a strategy resulting from action by multiple sectors that complements the NCF is one agenda for progress.

Allocate at least 3% of education budgets for children with disabilities: Increasing investment will allow more to be done to support children with disabilities. These could focus on:

Supporting inclusive preschool classrooms that implement a twin-track approach and universal design for learning

Upskilling teachers that lead inclusive classrooms

Parental support so they have increased knowledge and skills to support their children

Strengthening early screening and referral systems

Research focused on young children with disabilities

Workshop participants were ready to join hands and tackle this complex challenge and suggested that commitment from stakeholders, including governments, donors, and families will be critical to light a path towards achieving the Sustainable Development Goals and ensuring a thriving society. 

[anarkittyuwuuniverse]

"We have to take what useful work remains and transform it into a pleasing variety of game-like and craft-like pastimes, indistinguishable from other pleasurable pastimes except that they happen to yield useful end-products. Surely that shouldn’t make them less enticing to do. Then all the artificial barriers of power and property could come down. Creation could become recreation. And we could all stop being afraid of each other.

I don’t suggest that most work is salvageable in this way. But then most work isn’t worth trying to save. Only a small and diminishing fraction of work serves any useful purpose independent of the defense and reproduction of the work-system and its political and legal appendages. Thirty years ago, Paul and Percival Goodman estimated that just five percent of the work then being done—presumably the figure, if accurate, is lower now—would satisfy our minimal needs for food, clothing and shelter. Theirs was only an educated guess but the main point is quite clear: directly or indirectly, most work serves the unproductive purposes of commerce or social control. Right off the bat we can liberate tens of millions of salesmen, soldiers, managers, cops, stockbrokers, clergymen, bankers, lawyers, teachers, landlords, security guards, ad-men and everyone who works for them. There is a snowball effect since every time you idle some bigshot you liberate his flunkies and underlings also. Thus the economy implodes.

Forty percent of the workforce are white-collar workers, most of whom have some of the most tedious and idiotic jobs ever concocted. Entire industries, insurance and banking and real estate for instance, consist of nothing but useless paper-shuffling. It is no accident that the “tertiary sector,” the service sector, is growing while the “secondary sector” (industry) stagnates and the “primary sector” (agriculture) nearly disappears. Because work is unnecessary except to those whose power it secures, workers are shifted from relatively useful to relatively useless occupations as a measure to ensure public order. Anything is better than nothing. That’s why you can’t go home just because you finish early. They want your time, enough of it to make you theirs, even if they have no use for most of it. Otherwise why hasn’t the average work week gone down by more than a few minutes in the last sixty years?

Next we can take a meat-cleaver to production work itself. No more war production, nuclear power, junk food, feminine hygiene deodorant—and above all, no more auto industry to speak of. An occasional Stanley Steamer or Model T might be all right, but the auto-eroticism on which such pest-holes as Detroit and Los Angeles depend is out of the question. Already, without even trying, we’ve virtually solved the energy crisis, the environmental crisis and assorted other insoluble social problems.

Finally, we must do away with far and away the largest occupation, the one with the longest hours, the lowest pay and some of the most tedious tasks around. I refer to housewives doing housework and child-rearing. By abolishing wage-labor and achieving full unemployment we undermine the sexual division of labor. The nuclear family as we know it is an inevitable adaptation to the division of labor imposed by modern wage-work. Like it or not, as things have been for the last century or two it is economically rational for the man to bring home the bacon, for the woman to do the shitwork and provide him with a haven in a heartless world, and for the children to be marched off to youth concentration camps called “schools,” primarily to keep them out of Mom’s hair but still under control, but incidentally to acquire the habits of obedience and punctuality so necessary for workers. If you would be rid of patriarchy, get rid of the nuclear family whose unpaid “shadow work,” as Ivan Illich says, makes possible the work-system that makes it necessary. Bound up with this no-nukes strategy is the abolition of childhood and the closing of the schools. There are more full-time students than full-time workers in this country. We need children as teachers, not students. They have a lot to contribute to the ludic revolution because they’re better at playing than grown-ups are. Adults and children are not identical but they will become equal through interdependence. Only play can bridge the generation gap." -Bob Black, The Abolition of Work

[orochiposting]

Naomi Senju ๋࣭ ⭑⚝ | Bio and Facts 

art by the incredible @ its.sunjyo on instagram <3

Name: Naomi Senju 直美 千手 Nickname(s): Nao, Nao-Nao, Mi-Mi, Little Mouse, Princess Naomi Age: 26-27 (Part 1), 30-31 (Part 2), 33 (The Last), 52 (Boruto) Date of Birth: July 13th | 07/13 Status: Alive Current Affiliation: Konohagakure Parents: Tsunade Senju and Jiraiya: The Toad Sage Height: 5’2 or 157.5 cm (Part 1), 5’4 or 162.5 cm (Part 2 & Onward). Weight: 120 lbs or 54 kg Rank: Jonin / Medical Nin MBTI: INTP Gender & Pronouns: Ciswoman & She/Her Sexuality: Bisexual Romantic Interest: Orochimaru (mostly enemies to lovers)

Short Facts

Child Prodigy 

Daughter of Lady Tsunade and Jiraiya

Attained one of Orochimaru’s curse marks around the same time as her teammate Anko. (one of the early forms, before Jugo)

Capable of Water and Earth Release. Eventually learning how to perform Wood Style Release due to a mixture of reasons such as; Her Senju heritage, her natural chakra nature being water and her being capable of earth release, her chakra control and ability to mix the natures at will, and the Hashirama cells from Orochimaru’s initial curse mark form. 

Created her own version of her father's hair needle jizo technique.

Assigned to keep an eye on Orochimaru during Boruto, alongside Yamato. 

In her free time whenever she isn't surveilling Orochimaru, Naomi works at and with children from the ninja academy as a tutor. 

She views Mitsuki as a son

Fun Facts

She is ambidextrous (both right-handed and left-handed, technically.)

Naomi roughly translates to “straight and beautiful.” The kanji for Nao means “blunt, honest, and/or frank.” And Mi which means “Beauty.” 

A heavy drinker and regular smoker

She's read every one of her father's 'romance' novels

Close/Best friends with Kakashi, previously close & even protective of/with Obito during their childhood

Like her mother, she's often called a 'princess' due to her clan and heritage relating to the Hokages throughout the village's history.

Her favorite color is lilac

She's an 'oddly skilled cook' according to anyone who's eaten food prepared by her.

Despite taking after both of her parents in a multitude of ways, she refuses to ever begin or try gambling due to how it affected her relationship with her mother when she was young.

Likes

Reading

Romance or Action/Adventure Novels

Rain

Drinking

Training

Red Spider Lillies

Mice / Small Rodents

Smoking

Snakes

Cooking Meals (for herself or others)

Picnics 

Long Hair (both on her or those she finds attractive)

Routine/Repetition

Competition 

Caffeinated Drinks (Especially Tea)

Studying (Jutsu’s, Science and History) 

Particularly Fond of Biology 

Teaching / Educating 

Dislikes

High Pitched Voices

Hot Weather

Eggplant (the actual vegetable) 

Having Her Picture Taken

Crowded Rooms

Mushrooms

Winged or Flying Insects / Bugs

Sweating

Lightning 

Riddles

Her Hair Being Touched 

Losing to Those She Considers Weaker than She is

Gambling Without a Strategy (So Most Gambling)

Sour Sweets or Foods

Laundry

Personality Traits 

Positive – Persuasive, Analytical, Convincing, Intuitive, Efficient, Caring, Blunt, Honest, Often on High Alert, Observational, Compassionate, Passionate, Intelligent, Calculated, Ambitious, Tactical, Usually Unselfish, Creative, Studious, Witty, Unconventional, Aloof, Merciful, Understanding, Hardworking, Innovative, Resourceful, Resilient

Negative – Abrasive, Emotional, Bipolar, Stubborn, Morbid, Obsessive, Indecisive, Undisciplined, Somewhat Disorganized, Addictive, Impulsive, Jealous, Paranoid, Resentful, Self-Destructive, Temperamental, Snarky, Restless, Sarcastic, Perverted

Life Motto – “If you’re not obsessed with your life, change it.”

Nindo: “What is meant to be will always find a way.” referring to how she truly believes if something is meant to be, it’ll happen no matter what.

Clan Info

Clan Name: Senju Specialty: The Senju clan is known as "the clan with a thousand skills" (千の手を持つ一族, "sen no te o motsu ichizoku") because they can master ninjutsu, taijutsu, genjutsu, and other techniques to give themselves a variety of skills for fighting. The Senju clan's name, "Senju" (千手), directly means "a thousand skills" or "a thousand hands." Kekkei Genkai: Wood Release  Ninja Information Birth Village: The Hidden Leaf / Konohagakure  Current Village: The Hidden Leaf / Konohagakure Academy Graduation Age / Genin Age: 6 Chūnin Promotion Age: 10 Rank: Jonin Previous Teammates: Anko Mitarashi & Tokuma Hyuga Previous Sensei(s): Orochimaru Natural Chakra Nature: Water (although capable of Earth, Wind, and Wood.) Weapon(s): Initially, simple kunai and a regular katana– but following Orochimaru being sealed by Itachi, Oro drops the Sword of Kusanagi/The Grass-Mowing Sword and while Pakkun is searching for Sasuke it is found. When returned to the village, Pakkun gives the sword to Kakashi– who gives it to Naomi to keep.  Talents/Skill(s): Master of Most Medical Ninjutsu/Completed Tsunade’s Medical Ninjutsu training. If marked with an (O) she learned it from Orochimaru. If marked with a (T) she learned it from her mother, Tsunade. If marked with a (J) she learned it from her father, Jiraiya.  Jutsu(s): Teleportation Technique, Substitution Technique, Hidden Shadow Snake Hands(O), Mist Servant Technique, Sly Mind Affect Technique, Water Release Hiding in Water Technique, Water Release Water Gun, Water Release Wild Water Wave, Water Release Water Dragon Jutsu, Wind Release Gale Palm(O), Water Severing Wave, Wind Release Great Breakthrough(O), Vacuum Sword, Earth Release Hiding Like a Mole Technique(O), Earth Release Shadow Clone, Earth Release Swamp of the Underworld(J), Bruising Sky Leg (T), Wild Lion’s Mane Technique, Needle Jizo Technique(J), Hair Needle Senbon(J), “Gallant Needle Hedgehog Technique” (self-made, named after her father + hair manipulation sub-jutsu), Reserve Seal-The Hundred Healings Mark(T)

(incomplete) Backstory  (will be updated...)

Naomi Senju is the only daughter of Lady Tsunade and The Toad Sage Jiraiya— a result of a one-night stand between the two legendary sannins who shared a complex relationship. She was raised by her mother, unaware of who her father was until she was 4 years old due to her mother’s wariness on Jiraiya’s stance on fatherhood or his ability to commit to such a life. But he adored his daughter once finding out about her, despite still being gone most of the time to ‘research’ for his novels or on actual missions. When he would visit the village, he’d spend days with both his daughter and Tsunade. Bonding with both of them and even training Naomi little by little— and she was a little prodigy. Her chakra control and output being her strong suit even when just enrolling in the academy– which she did early at just age 4.

As Naomi aged, her mother’s gambling addiction grew ‘worse’ and she too was often gone— Leaving a young Naomi to become self-sufficient early on. She studied on her own, and with the sensei’s from the academy more often than she’d do anything else. However, her years in the ninja academy were vital for her— making a select few friendships that would last a lifetime with her fellow classmates. The young Senju struggled with making friends, though mostly due to how hot-headed she came off at that age. Not tolerating bullying around her, and not hesitating to fight others that tried to push her too far. She would have gotten in trouble if it wasn’t for how the adults seemed to favor her, be it for her young talent or sannin parentage. 

The competitive prodigy she was, once Naomi heard wind of her friend Kakashi taking the graduation exam early, she couldn’t bear falling behind. Frustrated, the young girl stormed off in a fury without thinking— not paying attention to if anyone was watching her or where she was going. She found herself lost in the forest outside of the village before several large, ferocious animals approached her. Snarling and sniffing at her before relaxing, rubbing against her extended hand for them to smell. It was confusing and odd, both for Naomi and Orochimaru who watched from a distance. The scene before the sannin taught him not to move any closer, expecting the animals to be sensitive to who could get to whatever they were guarding. But for some reason, Naomi was allowed— in fact, one of the oversized hounds began to lead her further into the woods. It was in this forest she’d find the Senju Clan’s hideout for the first time, reading a small inscription that guided her on entry before making her way inside. Curiously and anxiously looking around before spotting scroll after scroll, and book after book. She stayed in the hidden temple for hours, reading and attempting to replicate what she’d learned. When she finally left the building, Naomi knew she had learned something that would for sure convince the academy to allow her to graduate early too. 

When she returned to the village, being guided out of the thick of the forest by the oversized puppies(in her eyes), Naomi went straight to her sensei and insisted he’d watch her perform a jutsu for graduation. Once given permission, she led the teachers outdoors and began to form hand signs in quick succession before a beam of wood protruded from the palm of her hand. Extending towards a tree only 3 yards away from the young girl, before falling onto the ground. With an annoyed huff, she stomped and released the jutsu- allowing the wood to fall from her hand before she crossed her arms over her chest in a pout as she complained she didn’t do it correctly. Despite this little tantrum for not being ‘perfect,’ both the teachers and Orochimaru in the distance were astonished to see the young girl performing wood-style release even if unpolished. She was instantly granted the right to graduate alongside Kakashi. Although neither of them would be placed on teams of 3 until later, they instead did small solo assignments within the village until the rest of their class graduated. 

It was due to her unexpected ability to hone wood-style jutsu that Orochimaru would take an initial interest in her- her potential rather, especially considering the experiments he was actively working on at the time in secret. He’d start to come by more often, offering her guidance in her training until she would eventually be placed on a team of 3 alongside her friend Anko under the sannin’s tutelage. Like Anko, Orochimaru would bring Naomi to his laboratory and teach her. Both the young girls looked up to him, and Naomi even felt pride at how well she retained information or would actually assist in his work- even if she didn’t understand what was going on with it, or any of the real details. Years would pass of Naomi growing close to her sensei, attached to both him and the lab itself– almost seeing it as a safe place to do and say as she pleases. And yet, it was one fateful day when Orochimaru would bring Naomi to his lab that would change her life, and how she’d view those ‘happy’ memories of training with him for years to come. The day he would place the curse mark on her before doing the same to Anko days later, the original version of it— with Hashirama cells, curious to see how she’d react compared to the Senju children like Tenzo he was experimenting on. It was painful, confusing, and horrifying for the young girl— but she survived, and that was a positive. Soon after both she and Anko return to the village, the third coincidentally finds out about Orochimaru’s experiments on the different children and humans. Leading the girl’s sensei to abandon both them and the village altogether. 

Following Orochimaru’s disappearance, Naomi struggled to manage her curse mark while still training for the chunin exams– Seeing as when Orochimaru was still both her and Anko’s sensei he recommended the team for promotion. All three of his previous students would pass the exams and become chunin. 

For 4 years, Naomi went on missions with other chunin or assisted Jonin on any assignments she could get in between her solo training– trying to make up for the loss of a teacher on her own. Although, she finally got some solid one-on-one training with her father, Jiraiya, in this period of ‘peace.’ He’d finally teach her about his hair manipulation technique or more specifically the Needle Jizō technique. 

When the nine tails attacked, Naomi was 14. Despite all she’d seen and gone through up to this point, the destruction left on her home by the nine-tails was unlike anything she’d ever seen before. The horrors she saw from the attack caused her to put her studies and training into overdrive as if she wasn’t already overworking herself. In just two years after the nine-tails attack, Naomi had successfully passed the exam and additional requirements to be promoted to Jonin at age 16.  (I will make posts with art of her I get commissioned over time to describe and talk about her life during the series !! and potentially write more about her as a whole.)

[jeannereames]

Based on the tactics vs strategy component of your most recent ask (on how ATG should or should not be depicted on TV)—do you think, if he hadn’t died so soon and lived a little longer, he might’ve been able to improve his strategic mindset? I think that’s how Philip became good at it, right? After experiencing some failures. I think perhaps that’s one of the tragedies of Philip not being around longer—he might’ve been able to show his son how to handle mistakes and move on from them.

Oh, I think Alexander was definitely improving as a strategist. He was never bad, he just wasn’t Philip… who was exceptional. But Philip had to learn very early, just to survive. I doubt the man had much of a childhood.

A quick review of Philip’s early life, for those reading who may not already know. We think he may have been sent to the Illyrian court of Bardylis at some point in his childhood; for how long is unclear. (If I ever get around to a Philip novel, that’s where I’m starting it, too.) Then he must have come home, only to be sent down to Thebes as a hostage when he was in his early teens. He returned to Macedonia once Perdikkas was no longer a minor himself and could kill his erstwhile regent. Some years later, Perdikkas made him archon of a canton (maybe Amphaxitis?), probably when he was c.18-20 years of age, where he had his own little militia to train. Perdikkas was dead on a battlefield, fighting Illyria, before Philip was 24.

So, he came to the throne a bit later than Alexander but suffered a MUCH more uncertain childhood. It makes Alexander’s look like the “poor little rich boy,” tbh. This is why I respect Philip so much. No, I don’t think he was “greater than Alexander” (as per Richard Gabriel), but I do think he earned his place as, per Diodoros, “the greatest of the kings of Europe.”

I will also add that I suspect Philip benefited a lot from his mother Eurydike’s advice, as did his brother Perdikkas. There was a woman to be in awe of! I also think it’s why Philip was so damn determined to see that Alexander got a “proper” education. Yes, it owed the influence of Thebes’ upper-crust circles…but also residue from his own “school of hard knocks” upbringing.

It also explains why he was a master chess player. He’d had to be, just to stay alive.

Alexander learned quickly, but he didn’t have to exercise it quite as young; Daddy was there to take care of things. Mostly masterfully (outside his private life). Then Philip got himself killed, and Alexander was on his own at just 20. No surprise if he made mistakes, but being king already, they were on full display for posterity in a way Philip’s weren’t. (In fact, we know almost nothing of Philip’s childhood, as evinced by the brevity of my summary above.)

To my mind, one of the tragedies for both men was Philip’s sudden death. While it’s possible they might have clashed even more as Alexander aged, their friction may also have eased. Alexander was right on the cusp of that age when teenaged boys transform back into somewhat sane human beings. Ha. My own seemed to change virtually overnight between about 22 and 23. Philip had been dead two years by then, and Alexander invaded Persia at 22.

Many years ago, I wrote an alternate history short story for Gene Borza’s birthday, wherein Philip died at Chaironeia, and Alexander was taken captive, then had to escape and re-do everything Daddy had done. It was fun to imagine what might have happened, in part to underscore how singular/important Chaironeia was for not only Philip, but Alexander too.

Yet an equally interesting “What if?” would be that Philip wasn’t assassinated in 336 and did invade Persia that autumn. But let’s say he didn’t survive “Granikos” or “Issos” (or whatever those would have been for him*), while Alexander did. What might that have looked like, giving Alexander another 2-3 years under Philip, only becoming king himself around the same age his father had? (23-24?)

I love alternate history scenarios when well-done. (Maybe why I’m a big fan of Melissa Scott’s A Choice of Destinies.)

So in short, yes, I agree that it was a tragedy that Philip didn’t live at least a few years more. And somebody needs to write that alternate history. Then send me the link. Ha.

——

* I think, if it HAD been Philip at the head of the army, Darius would have taken him much more seriously, probably moving up the timeframe of a serious clash (such as Issos). I suspect Philip, like Alexander, would plan to take the Asia Minor coast the same way, to cut off the navy. Darius might have come after him with a bigger army somewhere in Asia Minor. But I also think Asia Minor would have gone over to Philip more easily, as he was proven material and that area had already rebelled against Artaxerxes only about a decade or so prior.

[archersarrow-tarot]

| The 12 Astrological Houses |

Each house is associated with a zodiac sign and it’s planetary ruler.

House 1: House of Self😬

Aries • Mars

“I am.” The first house influences your image, your appearance, your ego, identity, your temperament, how charismatic you are, your attitude, your dignity, your self-image, your consciousness, first impressions people have of you, your sense of self, how you interact with the world, self-awareness, your outlook on life, self-actualization, and your choices.

House 2: House of Posessions🪞

Taurus • Venus

“I have.” The second house influences your earning ability, how you spend money, personal resources, self-worth, your assets, possessions, finances, values, earnings, loans, accumulations, lending, attachments.

House 3: House of Communication

Gemini • Mercury

“I think.” Third house influences your communication, thought processing, Curiosity, perspective, language, how you transport, technology, early education, learning, your relationships with your siblings and neighbors, reactions, how you learn.,

House 4: House of Roots

Cancer • Moon

“I nurture.” The fourth house influences your home, family, childhood, how you practice self-care, emotional security, private life, you roots, ancestry, genetics, foundations, old age, real estate, traditions, youth, agriculture, mining, nurturing.

House 5: House of Fun

Leo • The Sun

“I will.” The fifth house influences your beauty and what/where you find beauty, love, passion, talents, self expression, pleasure, children, gambling, integration, performance, vacations, romance, hobbies, fertility, casual sex, and inner child.

House 6: House of Service

Virgo • Mercury

“I serve.” The sixth house influences your health, wellness, service, duty, routines, healing, coworkers, forgiveness, pets, diet, mentorship, meditation, hygiene, helpfulness, forgiveness, and skills.

House 7: House of Relationships

Libra • Venus

“I partner” The seventh house influences your partnerships, relationships, connections, marriages, contracts, foreign affairs, feedback, equality, confrontation, invention, and how you relate.

House 8: House of Debt

Scorpio • Pluto

“I desire” The eighth house influences your death, magic, tattoos, inheritance, authority, occult, regeneration, Transformation, how you bond with others, your attitude towards growth and change, other peoples money, reproduction, respect, and your regulations.

House 9: House of Opening

Sagittarius • Jupiter

“I see” The ninth house influences your big ideas, beliefs, education, philosophy, expansion, publishing, media, Internet, legal, understanding, purpose, spirituality, ethics, love, religion, and how you interact with in-laws.

House 10: House of Public Space

Capricorn • Saturn

“I use” The tenth house influences your professional path, social standing, public personal, ambition, fame, career, reputation, social status, power, boss, public space, and business.

House 11: House of Hope

Aquarius • Uranus

“I aspire” The eleventh house influences your groups, networks, aspirations, community, coalitions, social circle, cooperation, earned wealth, teamwork, wishes, strategies, goals, balance, art and culture trends.

House 12: House of Transcendence

Pisces • Neptune

“I dream” The twelfth house influences your introspection, your unconscious, your shadow self, your remedies, your discriminations, what you fantasize about, your secrets, how much you isolate self, your problem-solving, how you release, your addictions, and how you follow orders.

[kxttsstuff]

Borrower Age & Education 

🐿️;; When a borrower is born, they're already considered a child, not a ‘baby’ in the human way of seeing it. Because of that, they already have very important responsibilities on their backs. And their very first task is to learn how to walk, which they learn to do in their first month of life. This is why it is said “Borrowers are born working”

🐿️;; Borrowers are surprisingly fast learners, and it enhances their ability to adapt to multiple situations and skills that require a creative or a physical input. They also have a natural sense of curiosity, to learn how things work. To be curious for a borrower is healthy and normal, but when it's too much, it can lead to the awful consequence of being caught.

Education

🪡;; Obviously, borrowers normally don't have access to formalized forms of learning like schools or colleges, most of them would be what humans call homeschooled so that means most of their knowledge comes from his family and community. That also means families can prioritize certain skills over others, skipping them entirely or even teaching extra things, so this will list the most general possible of things borrowers learn since their early childhood in order to be considered independent and fully capable once they reach adulthood.

🪡;; Most commonly, borrowers learn by example and observation, some parents might do something once and expect their child to figure it on their own. However, children get involved in almost any task or chore.

🪡;; All of these skills are almost never restricted to gender.

🪡;; Regarding mentality, borrowers are heavily encouraged to learn patience, perseverance, resilience, and develop quick problem-solving, decision-making, and critical-thinking trains of thought. These are all traits that portray a borrower as well educated.

🧵;; Sewing, embroidery and knitting. Borrowers learn to make and modify their own clothes according to the materials available and the season. Parents give children their first set of clothes, but they are encouraged to modify them themselves as they grow, or even start making their own.

🏹 ;; Hunting, skinning, tanning, tracking and crafting traps. Even though borrowers tend to prefer just borrowing food, in times of scarcity they'll resort to hunting so they must know different strategies for different prey, how to fight them, how to make full use of it, and are desensitized from a young age to what this entails.

🏥 ;; First aid. Borrowers are taught from a young age how to perform CPR, how to disinfect, stitch and cauterize wounds, make splints, treat poison, treat choking, bites, burns, and even panic attacks.

🔥 ;; How to ignite a fire without matches, to keep warmth, to cook food or to ward off predators. As well as learning how to obtain potable water in different circumstances.

⚔️ ;; How to craft and use weapons/shields of different kinds. They also learn how to make a variety of knots for this purpose, but also to make other tools or even shelters. Also, hand-to-hand combat.

💪🏻;; Techniques of self-defense, and evasion. Weapons aren't usually the response of a borrower at feeling threatened, so they must learn how to avoid a fight to escalate; by running, hiding, dodging, being stealthy or camouflaging.

🪚 ;; Making of shelters, miscellaneous tools, and basic carpentry (mainly to maintain their homes and furniture)

🌸 ;; Knowledge about the local fauna and flora. For most modern borrowers, “local fauna” might refer to cats, dogs, rodents and bugs.

🍓 ;; Foraging. Borrowers close to the wild might be more specialized in this. Those living in homes could identify edible plants and fungus, and in what stage of growth they are, as well as identifying herbs with medicinal value.

❗;; Specific communication-based skills; these might be unique based on gesture, sounds, symbols, or other non-verbal means of  borrower communication.

❓;; Basics of human psychology, biology and behavior; like why humans do some things and how to ‘read’ them. This knowledge might probably not be accurate to reality, but it has worked for them in the long-run. This can intertwine with their culture, generating fear-inspiring stories that ward off curious borrowers. They're also often expected to learn how to adapt to human routine.

📚 ;; Cultural values which often include the borrower rules, oral storytelling, resource management, risk assessment, environmental awareness and cooperation/teamwork.

🔢 ;; A very rudimentary math, mainly used to tell the time, counting things and do basic operations.

[cripvideoproductions]

Join Margot Cole from Crip Video Productions as she shares her invaluable insights on Cerebral Palsy with future educators in Professor Carol Carielli's class on early childhood education and development. This presentation is a must-watch for anyone looking to deepen their understanding of disability advocacy and accessible teaching strategies.

Margot, a passionate advocate and storyteller, draws from her own experiences and the mission of Crip Video Productions to create films that increase understanding of disabilities through engaging storytelling depicting disabled people living vibrantly in the film’s narratives. Her talk is informative, providing practical tips for new educators on how to create a fully accessible classroom environment for all students.

During  this enlightening presentation, other impactful resources are discussed such as videos created by Dylan Rothbein, including those about the historic capitol crawl in 1990. https://youtu.be/7srPFCa2QU0?si=5N_vVTGlfkZQV1CY  These videos offer a glimpse into the pivotal moments of the disability rights movement and serve as a powerful educational resource, along with information about Teatro Paraguas https://www.teatroparaguasnm.org .

‍ What You'll Learn:

•  Understanding Cerebral Palsy and its impact on learning.

•  Effective teaching methods for students with disabilities.

•  The importance of disability advocacy in education.

Further Viewing:

"A Stroke of Endurance" - A film by Margot Cole

“Drama Sighted” A Film by Margot Cole

•  Dylan Rothbein's videos on the capitol crawl, a significant event that led to the Americans with Disabilities Act 

For more information on Crip Video Productions and their work, visit their official website http://www.cripvideoproductions.com/. Don't forget to like, share, and subscribe for more content on disability awareness and advocacy.

This video is posted with Carol Carrielli’s full permission.  

[prabhatjairam]

Coping Strategies for Children with Learning Disabilities

Learning, playing, and growing are the primary objectives of childhood. All kids learn to make sense of the world at an early age. However, some of them face certain challenges. They fight with an undiagnosed disability that prevents them from learning skills. When taught traditionally, having a learning disability interferes with the ability to master various concepts.

Students with learning disabilities have difficulty recognizing content in their minds. They struggle with information integration, such as the ability to sequence, organize, and retrieve skills. So, here are some pointers and tricks to make their life easier. These tips will help disabled children become stronger and more resilient.

Learning Disability: An Overview

The term "learning disorder" is a neurological condition affecting the intellectual ability to send, receive, and process information. It is a problem that prevents students from learning a skill and applying it effectively. A child with this kind of disability may face problems in reading, listening, speaking, writing, and understanding mathematical concepts.

Types of Learning Disorders

A learning disability alters brain functioning in such a manner that it affects cognitive processes related to learning. Some of the notable problems that interfere with learning basic skills are discussed below:

Dyslexia

Dyslexia is one of the major learning disabilities that is neurobiological in origin. It involves trouble reading due to problems recognizing speech sounds and learning how they relate to words and letters. It commonly affects spelling, word recognition, and the potential to match characters to sounds. The primary cause of dyslexia is not completely understood as it could be related to genetic factors that affect brain development. 

Dyspraxia

Dyspraxia is a common mental disorder, also known as DCD (Developmental Coordination Disorder), that affects movement and coordination. Children with dyspraxia reach their developmental milestones late and behave immaturely. Messages sent from the brain to the muscles are disrupted in this neurodevelopmental disorder, causing problems with tying shoelaces, handwriting, grabbing items, and so on. It also makes riding a bicycle and playing sports difficult for children. There is no single cause of dyspraxia, as it can occur due to genetic components, damage to the brain, premature birth, or an accident.

Dysgraphia

Another learning disorder, dysgraphia, causes difficulty in turning thoughts into written language. It affects adults and children, impairing their writing ability which involves spelling, word spacing, grammar, punctuation, legibility, and expression. When compared to an intellectual child, children with dysgraphia frequently have to work much harder to produce written work. The actual cause of dysgraphia is unknown, but when it develops in adults, the cause is usually a brain stroke or injury.

To get more articles: Daily Booster Article| study24hr.com

The best tips for dealing with a child’s learning disability

Kids with learning disabilities experience anxiety, low self-esteem, and depression. They require motivation and support from their peers and educators. Parents should never minimize their role in helping their children learn at each level. The support that they provide to their kids boosts confidence and determination, which are needed to achieve goals in their lives. Here are various tricks that can be beneficial for parents dealing with their child’s learning impairment.

1. Appreciate your kid’s efforts.

A child with a learning disability needs instructions and careful guidance to master the skills needed to be independent. Parents should appreciate their child’s efforts so they can give their best despite the attributes of failure for "not trying enough." When peers praise their kids, they focus more on improving and practicing skills.

2. Builds a strong connection.

Disabled kids need more love, care, and support. The most important thing for parents of disabled children is to create a good relationship and take an active role in their kids' activities. If teachers and parents have a strong connection with their children, they feel secure and safe. Through a positive outlook, you can easily understand your child’s behavior, which motivates them to complete their tasks smoothly.

If you want to enhance your child’s learning skills, get help from an online education portal like “study24hr.com”. It is an exceptional platform that delivers the best services and facilities to its learners. The platform aims at creating a collaborative environment where children can ask their queries and easily interact with their educators. In addition, “study24hr.com” allows teachers and educational institutes to publish notes, question papers, and mock test papers on its website for student enhancement.

3. Provide emotional support.

As a parent, focus on your kids’ abilities and what they can do rather than their disabilities. Usually, disabled children need physical and emotional support. If caretakers help them throughout their interesting tasks, they feel motivated and enthusiastic. Remember, whenever you’re communicating with your child, make sure to use polite and soft language.

4. Spend quality time.

Guardians and peers should ensure that they spend time talking with their mentally disordered kids. They must explain in simple language what it is they're doing, telling them all about their environment, smiling with them, and making noises around them so they can respond to noises. This will enhance their thinking and learning skills.

5. Identify your child’s learning style.

Every child is unique and has a different learning style. Some kids learn best by listening (auditory learners), some by doing (kinaesthetic learners), and some by visualizing (visual learners). To help your kids with learning disabilities, try to identify your child’s preferred learning style and appreciate it.

The Epilogue

Understanding a child’s concerns and requirements should be the primary concern of parents. As a parent, you should never stop trying because it’s only you who can care for and support your child. Remember, if you make an effort, you’ll get the best outcome. Always try to provide positive reinforcement and encourage your child to perform well. However, every kid is unique and important. So, take help from the tips listed above and make your child’s learning journey better.

[tatsy007]

Refined Consequences: A bitter truth about refined sugar

Refined sugar has become a staple in our diets, hidden in everything from beverages and chocolates to cereals, protein bars, and countless processed foods. Its presence in almost all packaged and canned products makes it difficult to avoid (Snow, 1948). While sugar may make food taste better, its impact on public health is far from sweet. The overconsumption of refined sugar has become a serious societal issue that demands effective solutions.

Excessive sugar intake can lead to chronic health problems such as obesity, high blood pressure, tooth decay, fatigue, and even skin conditions. Children are especially vulnerable. High sugar consumption in childhood often leads to lifelong health problems, including early-onset obesity, which is closely linked to type 2 diabetes (Snow, 1948). Sugar can harm brain health, impairing memory and cognitive function, and potentially increasing the risk of Alzheimer’s disease (Moreira, 2013).

It’s important to note that not all sugars are created equal. Natural sugars found in fruits, honey, and molasses are easier for the body to process when consumed in moderation. These natural options often come with added benefits like fiber, vitamins, and antioxidants. In contrast, refined sugar provides empty calories, with none of the nutrients that the body needs.

Addressing this sugar crisis requires both personal action and broader societal changes.

First, better nutrition education is crucial. Many people don’t realize just how much sugar they consume because it’s often hidden in processed foods under different names. The World Health Organization (WHO) recommends that sugar make up no more than 10% of your daily energy intake, which is around 12 teaspoons (or 50 grams) for adults (World Health Organization, 2024). Reading nutrition labels more carefully can help people cut back on their sugar intake.

The food industry also has a role to play. In response to growing health concerns, many companies are replacing sugar with healthier alternatives, like stevia or monk fruit, which don’t spike blood sugar or lead to weight gain. This makes it easier for consumers to choose healthier products without feeling deprived.

Governments can also introduce sugar taxes, which have been shown to reduce sugar consumption in countries like Mexico and the UK (Lean, Garcia & Gill, 2018). Research reveals that by making sugary products more expensive, people tend to choose healthier alternatives, leading to better long-term health outcomes, such as lower obesity rates and fewer cases of type 2 diabetes (Lean, Garcia & Gill, 2018).

Promoting whole foods is another key strategy. A diet rich in fruits, vegetables, and whole grains naturally lowers sugar intake, while also providing essential vitamins, fiber, and antioxidants. Governments can encourage this by promoting policies that limit the availability of overly processed foods and make healthier options more accessible.

The overconsumption of refined sugar is a public health crisis with serious consequences. By combining better nutrition education, food reformulation, policy interventions, and promoting whole foods, we can reduce sugar intake and improve the health of future generations. Tackling this issue will require both individual action and broader societal shifts, but the benefits are clear: a healthier, longer life for all.

Bibliography

Lean, M.E., Garcia, A.L. and Gill, T., 2018. Sugar taxation: a good start but not the place to finish. The American journal of clinical nutrition, 108(3), pp.435-436.

Moreira, P.I., 2013. High-sugar diets, type 2 diabetes and Alzheimer's disease. Current Opinion in Clinical Nutrition & Metabolic Care, 16(4), pp.440-445.

Snow, H.L., 1948. Refined sugar: its use and misuse. The Improvement Era Magazine, 51

World Health Organization, 2024. Use of non-sugar sweeteners: WHO guideline summary. World Health Organization.

[jazzy---j]

so this is a continuation of the Inner Circle Baby Names list I created, and I wanted to give characterization and details to these characters.

Athena Thunderheart Archeron: Pt. 1

i have a headcannon that Cassian gives all his kids what he thinks are sick as fuck middle names to represent how they came into the world. so they never forget who they are, an old Illyrian tradition that he to passes onto his children. As a reminder of their heritage the one he loves so much.

Cassian and Nesta have reservations about becoming parents.

Cassian because of how has little to no experience with the concept of fatherhood. and Nesta because of her own traumatized parental experience. they are parallels like that.

either way when it happens they both have a long discussion about it and for better or for worse they love each other too much to not try the parenting thing.

late a night when Nesta would be fast asleep Cassian would talk to the Athena in the womb.

he would tell her of adventures, battles, and how much he loved her and her mother. how he was excited to meet her. how he would do anything to give her the childhood he didn't even know he wanted but will make sure she has.

In return all he can hear is her thundering heart.

Nesta has some form of chronic vaginal pain that generally made getting pregnant difficult so once it was confirmed that she was pregnant Cassian urges for her to take it very slow. which she does, but when its time for her to have Athena there is a lot of stress around Nesta's pain level and ability.

luckily this first time around the birth goes off without a hitch.

the name Athena they had decided on beforehand but as Cassian is holding her and looking into her eyes for the first time he can hear that thunderous heart just beating away, he knows that's her name.

which he sometimes calls her as a nickname.

growing up Athena shows a generally high aptitude and love of learning.

it is around this time that the Night Court is implementing a form of general accessible public education both in Illyria and the greater Night Court cities, towns & villages.

she in contrast to Nyx (whose education is overseen by private tutors) goes to one of these public schools in Velaris.

because she is very intrentched W/ "gifted kid syndrome" she can often times suffer from hubris & and a intense habit of attaching of her accomplishments to her self-worth.

but nevertheless, her main motivation is to prove how her intelligence is all she needs to make it and survive in life.

that means she will spend the rest of her life subconsciously trying to out do her parents. She is aware of what was sacrificed and she will do anything to not squander the life her parents have built for her.

she was born with the typical Archeron coloring with the tawny brown hair and paler skin, but she has Cassian's deep brown eyes. and no wings. very high fae features.

out of all the Nessian children to come she is the most like Nesta in terms maturity, wisdom, & temperament. growing up she always thought through all of the potential possibilities and goes with whatever is the most logical decision that she can find. very much a planner.

Cassian notices this early and in addition to her public education he tries to cultivate an understanding of strategy. although he never expects her to be a warrior, in fact he literally hopes she will do anything else. he hopes that for all his children, this hope eventually is found to be futile.

the only reason he encourages strategic thinking and study is because he views stategy as necessary life skill in a tricky fae world.

Athena is kinda who Nesta would have been if not raised in the patriarchal high society of the mortal realm. this makes Athena & Nesta’s bond stronger, with Nesta viewing Athena as the embodiment of the wrongness of that society righted.

it’s like Athena has a different unburdened gait from childhood going into adulthood.

because Athena is logic driven she is very blunt in a way that is still diplomatic but she does not beat around the bush for to long. her opinion will be known and it will be known that her opinion is superior and yours is stupid. when she is speaking it is in such a matter of fact way that the instinct is to just agree because she just sounds so sure and reasonable.

most of the time she is right because she has studied and learned so much she has a lot of the information and context to make the right conclusion. but she is still young an inexperienced in many ways so it is hard to know everything, she has some blind spots. her inability to acknowledge those areas are a hard lesson that she has to learn. and trust me it is not gonna be easy.

she is born 5 years after Nyx so they grow up together and are among the closest pairs compared to the rest of the next gen kids among the the various families and dynamics going on. they are close because they're friends not just because they are family.

they grow up together as sort of this dynamic duo which eventually morphs into Athena taking the role as Nyx's second and most trusted advisor into adulthood and eventually when he becomes High lord.

in the main story she is approximately 75 years old.

she lives in Velaris in the House of Wind for the first eight years of her life until Cassian & Nesta decide to move to Illyria with the birth of their second & third daughters, Torunn and Bellona respectively. who are born with wings and very Illyrian looking features.

she splits her time between her home in Illyria where she lives with her family, Velaris public school, and Valkyrie training that she has just begun with Nesta.

the Valkyrie have become part of the Night Court military (separate from Illyrians) with about 15 legions each run by a captain & lieutenant. the training was standardized for about 8 years before officially becoming a Valkyrie and about 2-3 years to become a captain or lieutenant to lead a legion.

Athena goes this route eventually becoming a captain and leading her very own legion following Nesta's example. Only serving for 10 years and eventually becoming a night court emissary.

she is a bit of a clean/neat freak. all her clothes are ironed & pressed, not a hair out of place. She likes to wear billowy slacks and long sleeved shirts.

when her sisters come around she is a little hesitant a first because she is unsure how her parents will be changing her routine and its a growth period but once she realizes that sisters are built in playmates every thing evens out and the three of them become thick as thieves.

although she doesn't partake in much of Illyrian culture she is fluent in both Illyrian and the common tongue.

she has this impervious, intimidating look about her that lets you know that she will tear you down before you can even blink so unless she talks to you or you have something relevant to discuss with her leave her alone. a no nonsense attitude.

she does not inherit any of Nesta's death magic ( everyone assumes that since Nesta gave up the bulk of her death magic she wont pass it onto her children but we don't see until later that the cauldron works in mysterious ways). she does inherit some of Cassian’s killing power but ultimately it dues not matter because her intelligence wisdom, & ingenuity solve most of if not all of her problems. the fae are known for their crafty trickery after all.

the Valkyrie adopt a Pegasus calvary imported from an alliance with the Day Court.

Athena rides a female grey pegasi into battle and her weapon of choice is a silver spear.