#and the way clare felt the same way when she was with teresa
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haxo-wolfie · 1 year ago
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claymore rewatch rambles - 1
i enjoy clare and raki as a sibling dynamic so much yagi should have never tried to make them a thing.. thats her little brother and she loves him unconditionally.. he saved her life and she saved his.. they look out for eachother no matter what.. even when seperating she promised to see him again... oug
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iloveuannerice · 2 years ago
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After reading it all and considering myself a claymore fan helping me out to accept my womanhood and humanity, is actually pretty interesting to see the contrast in perception that we’ve developed throughout the story. Despite not having such vocabulary extension and being a pretty impulsive regular writer, I feel the need to put the differences overall in the conceptualization of certain things over the general story-line that, I guess, is the only thing most of us feel the same way about.
“Despite its sometimes fetishistic portrayal of the characters’ mutilation”
This really shocked me because it’s something that I didn’t even considered. For me it was quite brutal, raw and even unpleasant at times to see constant suffering into this women that had to endure such extreme injuries because of what the comporation put into their bodies. For me it represented how much suffering we, women, have to bear because of what the system (a patriarchy) put on us and choose for us. Suffering its consequences physically and having no other option but to keep going and accept the rawness because nobody’s going to help you but, maybe, those who are willing to accept and fight against that same pain that we share.
“just as Teresa represents some of the best of Claymore, she’s also an early example of the issues that riddle the narrative. During her travels she’s assaulted by bandits. In an attempt to deter them, she reveals her body—though the reader does not see it, as this is one of the few actual discretion shots in the manga. She reveals the scars left behind by the Claymore process, which disgusts the bandits so much they change their minds and run. What’s under a Claymore’s uniform becomes a central mystery, eventually culminating in the reveal that it’s a full body wound (called “stigma” by fans) stapled or sewn together to keep their organs from falling out. It cannot be overstated the degree to which it is simply a line that goes down their body, stapled shut (...) Setting aside the unbelievably full-to-bursting baggage of making your characters’ horrific disfigurement  one that evokes hysterectomy scars, these scars are consistently invoked to discuss not just the humanity but the desirability of the Claymore as women. It’s treated as an obstacle that one would have to overcome to love Clare just as it was previously used as an obstacle that saved Teresa from rape (a troubling parallel in itself). Repeatedly and uncritically, Claymore invokes this idea that if a woman’s body is not unblemished, if it is not perfectly airbrushed, then there’s nothing to be desired from them. And, worse, that to desire them despite it is an act of altruism, personal strength, or at worst a sign of deviance and moral failure. ”
I mean we all know and get that there’s no desire under r*pe. Minutes ago you were pointing out the fetishism of mutilation. There’s nothing but s*xual depravation, paraphilia or something really well portrayed in the motivation behind this men: power through creating shame, guilt and disgust only to, Teresa, doing exactly that. You can see here how sad the situation is between men’s and women’s reality. A man gets to gain power aiming into taking everything from a woman making her a tool, while a woman gets to only create disgust to free herself from that power. They get confronted by what they wanted to cause: shame and disgust. This gets great importance because it’d be hypocritical to blind our eyes to the hypersexualitation of our bodies in society. I felt so relieved when this happened on the story because it finally showed our reality: being loved or oustrazised. Being tamed to be loved or being feared for being real. The sensation that we, women, felt like we had to give up into half of us is something real. Either we choose to be loved or we choosed to become “a monster”: something untamed, something brutal, something raw, something, not someone because to be woman doesn’t mean to be human even in today’s society. We constructed everything to makes us feel that desire is the same as love, when is just a part of it. The way the stigma represents SO much to us from a symbolical pov and from this characters, is simply very VERY important because it represents everything that makes us human: Meaning weak, vulnerable, imperfect, raw, ugly, difficult. It’s a mark that, even though it serves as a reminder or the half monster they have inside, it is also a reminder of that humanity everyone rejects on us.
“A late-stage twist reveals that many of the strongest yoma are remnants of the original run of Claymore—all of whom were men. These warriors were strong but would Awaken far faster than intended, because the ecstasy from the transformation was hard for them to resist. It’s a plot development born of sexist assumptions that men can’t control their own sexual urges, and the supposedly “benevolent” sexist belief that women are far more pure and less sexually inclined than men. Notably, the stigma is never invoked in reference to a male Claymore, despite the large number of them who appear in the series and the flashbacks peppered throughout the narrative—driving home the stigmas’ specific connection to the horror of being unwomanly.”
This, as before, represents another reality present that’s recently starting to open up and change. Sexual desire, gratification and openness. We see women more suitable for being the system’s pawns because we’ve been educated to have our primal instincts and desires not only repressed but punished. So we have become the perfect tool to be what our system wants us to be (in claymore: warriors to fight their own mess, in real life: walking wombs ready to be the best and only mothers in the world). Claymore’s way of education is literally making them unable to speak up, to have an opinion, to think and feel. They must and only be warriors endlessly loyal to the organization. There musn’t be an I nor we. Should I speak about how, until recently, a woman’s opinion was considered a mental illness called “hysteria”? Man do not have that, they talk freely about jerking it off, about how many times they do it, their system is even pressuring them towards becoming one with their sexual impulses as if it was their personality, so they do not have that stop botton, that repression, quite the opposite. So wether we like it or not, showing here that women are more prone to repress their sexual urges is a fact that’s actually not portrayed as something bad. Ophelia is by far one of my favourite characters and you can see that she’s someone who isn’t simply going to give up on her sexuality, because that’s part of who she is. She found her sexual identity intertwined with her yoma part. Priscilla is someone who is so SO tired of feeling doom, despair, hollowness, vulnerability, fear, trauma and pain over and over again and suddenly she feels something positive and she chooses it. Here it not only represents sexual pleasure but her choosing her over everyone else, and suffering because of that (that’s another theme way more intense, deep and psychological that what we’re aiming here now so, we’ll leave it here).
“Even worse is when this trauma in female characters is paired with an almost fetishistic infantilization. Characters like Miata and Priscilla have their emotional and mental growth stunted, causing them to act like young children despite being grown women. This, paired with Priscilla’s near constant nudity and Miata’s initial obsession with breastfeeding, turns severe trauma into an opportunity to sexualize powerful women forcibly made helpless and dependent.”
This actually didn’t personally enlitghten me but there’s something called infantile regression, which is common in many after suffering such traumatizing experience (usually sexual) that makes the person itself go back into a deeper inmature state. They behave way younger than their age, even as children. They can even forget how to speak, Yes, we do live under a very hyperinfantilized enviroment because that’s used as a tool to makes us more submissive, easily influenced and unresisting. Again we see this power dynamic displayed. But it is also portrayed as a mental illness that is caused do to neglect and abuse, which is something normal in the organization and in a life where at any moment you can see your entire family being slaugthered or yourself.
“There’s also the ever-present compulsory heterosexuality.“
If there’s something almost all of us agree is that this story is very subjective, opened and the more you read the less structure it has. Terms of romantic behaviour the entire story is very mild, faint and extremely on the air. We can see connections without doubts or personal perceptions, aside from raki and clare that the writer shows a bond that grows romantic by the end of the story. Apart from that, we can only speculate and have our own suggestions. 
“But Saikano, for all its issues, maintains that becoming a “monster” does not preclude someone from deserving love and care.”
And this is exactly why I loved the story in terms of giving such boost in women representation. It don’t denies our reality, it puts it in the front, we see our characters enduring things that, symbolically hare very close to what we have to go everyday. Not only as women but as survivors. It shows us that at the end of the day it’s not only about fighting for a world where we deserve love and care despite who we truly are, but choosing ourselves first and fighting for our rights even if the entire world is against us. Even if the entire world will respond with disgust and punishment. There’s no punishment in who we are. The problem isn’t in ourselves for being the victims of years and years of a the system putting inside of us something to make us their perfect tool. Isn’t in us for, still, choosing our humanity overall. It is, by defect, unfair to be put in this situation but, having to choose, we’ll choose ourselves no matter the cost. 
Digging Under the “Strong Female Character” Surface: The exploitation of women in Claymore
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ALT
Content Warning: discussion of dismemberment, torture, misogyny, sexual assault, fanservice
Spoilers for the Claymore manga
No matter how you slice it, it’s rare to find a shounen action series that’s both led by a woman and has a secondary supporting cast of women driving the plot forward. In that sense it’s not super hard to see why Claymore found a devoted audience when the manga premiered in 2001.
Action in the series overwhelmingly leans hefty and raw, with emphasis laid on the weight of the characters and their weapons. Immaculately rendered monsters leap off of the page and seeing each character’s unique form becomes one of the joys of the manga as it progresses. Claymore’s storytelling is also not afraid to question what the audience expects, throwing some neat twists to keep things fresh. Laid out like that, it sounds like all that and a bag of chips.
With so much going for it, Claymore almost feels like a golden goose. It was so unbelievably “my thing” that I had to pick it up almost immediately. Going into it hoping to experience an underappreciated classic, I was met with a series that routinely undervalues the very women that define its main appeal, to the point of ritualistically torturing them on-page and treating what makes up their person as disposable.
Read it at Anime Feminist!
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medea10 · 5 years ago
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My Review of Claymore
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clarelynot · 3 years ago
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The day i found out
It’s been 3 and a half weeks since i received the phone call that changed my life. 2 days prior to the call, on a Saturday, I had travelled to a breast surgeon’s clinic for a biopsy that I hoped would confirm that the lump i felt in my left breast and the many swollen lymph nodes that were discovered in the ultrasound were nothing to worry about. But it wasn’t the case. The receptionist, i knew, would tell me immediately on the call what the results said. I saw the call come in in the middle of my work day. I was designing something for a client, racing against time because it was due at the end of the day, not really thinking about the results. I had, earlier that day, thought briefly about it, but i honestly expected the call on Tuesday at the earliest. The lab was only looking at my sample today, right? Won’t be so quick. Don’t obsess. But then there it was, the incoming call, “Dr Hoe’s clinic” flashed on my screen. I grabbed my phone immediately, took a deep breath, told myself it would be good news, and picked up before i could think twice. 
“Hi Clarissa. It’s C from Dr Hoe’s clinic. We got your results. Need you to come in to see the doctor tomorrow at 11am, there is no other slot. Afraid it’s not good news.” My heart sank. I let out a shaky breath and felt Kenneth come up behind me. “What do you mean not good news?” I asked, but I knew. “Confirmed cancer”, the recep said. “Oh, okay.” “... and your lymph nodes are involved.” 
I remember the feeling of doom that came over me. It lasted about a second, then arrangements had to be made to confirm the appointment. “I’d have to take time off work, someone needs to cover me, I need to tell Eileen. And Teresa. Oh wow.” The thoughts raced in my head. And then once i hung up, Kenneth, in disbelief, teared up. I dunno how, but in that moment, my first thought was “It’s okay”. I had spent weeks obsessing over the fact that I potentially have cancer. I had gone over the “what if”s a thousand times, and in between the “I really hope not”s and “I don’t think so la! What are the odds?”s, I made sure to really let this message sink in - that if it really was cancer, it would be okay. 
I broke the news to a few colleagues first, then a couple of closer friends, and then my sister. By night time, enough people knew, and I already felt like I had started to prepare for battle. My sister introduced me to a friend of hers, who, 2 years prior had battled and survived breast cancer. Within half an hour I was on a video call with a total stranger, talking about my situation, feeling the support from across the world, where she currently is located. This total stranger called me 3 times that night, offering support, promising to be there for me, sharing her experiences, comforting me, helping me in a way that only someone who has been through this can.
It’s so amazing, God’s provision. At every single point of this journey, He has provided me with every single thing i’ve needed. I’ve not had to worry about hospital bills, because my company’s insurance agent has helped Kenneth and I through the maze of claims and what’s claimable and what’s not. My mother in law offered to cover the cost of my treatment. Several people recommended the same breast surgeons and doctors, from colleagues, to friends, to the strangers who became friends overnight. And just crazy connections and coincidences. A friend who knew said doctors personally helped with making appointments happen, lining them up one after the other. It really must be mentioned how efficient Singapore’s private healthcare system is. I got my biopsy done on a Saturday, and by Monday i had already gotten my results. Within a week I had a treatment plan set out. 12 days after my biopsy, I was sitting in my first chemo session, having consulted 3 breast surgeons and an oncologist, gotten a multitude of tests done, including a PET/CT scan, an MRI (horrific omg - more details soon), more ultrasound scans,  a mammogram (not pain la), heart ultrasound (this was so chill lol), and a blood test. I went under GA to have a portacath impanted, and to put in tumor markers into the lump and the biopsied lymph node - that was weird. & Not entirely related or anything but within the 12 days I even managed a dental appointment where I got 3 fillings and a root canal done? Hahaha. 
Everything just moves so fast in private, which is really why I feel so blessed to have access to it. And I’ve not felt alone for a single moment since I found out. And though there are moments when I’ve despaired and broken down, I’ve had so much support around me. Family has been a rock, friends have been listening and praying, everyone around me has rallied to fight this war together. And it’s all because God has provided. <3 Am I aware that this disease is a pain in the ass? That I could die? That this is serious, it’s f*cking cancer. Yes. But what i’m even more aware of is how blessed and lucky I am. Even the fact that this happened during COVID and an era of work from home is such a huge blessing - because Kenneth has been able to be by my side 24/7 through this. Imagine if this happened when we were still in offices, I don’t think i’d survive having to be apart from him. Yes, above all else, a cancer diagnosis turns you into a needy clingy koala bear. 🐨 Though I have to battle this crazy disease, I know that the war has already been won. That night I found out, I cried buckets, grieving the life i had lost - because let’s face it. Life as I knew it ended the second I heard the news. But God, the restorer, the healer, who has won the victory, held me tight in his big arms and somehow got me through it. And of course Kenneth helped ;) 
One day I’ll look back on this journey and realize how much i have gained. And in a crazy way, ever since I’ve gotten the news that I have cancer, every single thing in my life is now better. So i’m starting this blog to document this journey. And i’ll tell you all about everything I’ve been through, if you are interested. I’m only at the beginning now, having had only 1 chemo session so far. My hair is still sitting pretty on my head, but I know it will soon fall off. More things are going to change. More battles up ahead, a whole lifetime of them.  But hopefully someday someone who just got their diagnosis may chance upon this blog, and it would help just a little. :) If you are who I am describing, and you’re reading this - it’s gonna be okay.  x, Clare
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movieanatomie · 7 years ago
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Berlin Syndrome
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Let’s just end the debate here, once and for all, by admitting that being a human has never been an easy task. You can look at the history of men or towards the history of a living individual, you would see the clash of human consciousness against the primitive animalistic instinct all the time. Well, this movie has tried to capture a glimpse of such a topic, historically, as well as, psychologically.
This movie is based on the novel by Melanie Joosten, going by the same name. Here in this novel, she very carefully places every scene. She keeps on going back and forth the timeline to bring out the sharp contrast between the past and the present situation of Berlin and psyche of the characters as they develop through every turn of the page. Whereas in the movie, the writer, Shaun Grant, focuses on the development of the characters, romance, the intense situation that the characters are put in and have portrayed a hint of the historical context of Berlin that motivates the plot in the novel. Though I feel that going through the book would give the interested audience more depth and idea about the characters, the situation and how it relates to Berlin in a truer sense, however, the movie captures all the interesting parts in an intense manner for the audience to dive into a thrilling experience.
‘Life is a journey’, this is a quote that we have heard often but, have we heard that ‘Life is a lonesome journey’? I guess not. Philosophically, as well as, literally journeys/ traveling can be lonesome sometimes. So, do I sympathize with Clare’s (played by Teresa Palmer) decision to hook up with a handsome stranger in a strange city? Well somewhere yes. Are we all not looking for a partner in life to compensate for the loneliness within?
Her position of being a lonely traveler and over that a woman should have ideally made her more cautious. But, she does not show any sign of hesitation or reluctance to drink and hang out with strangers, even before she meets Andi. The initial scenes gave a feel that Clare came to Berlin to hunt for a man, who in return will hunt her down (cause apparently she has not guard). It is her own actions and decisions that lead to her captivity.
While I was watching the trailer, I had a hunch that the Clare would find freedom from her captivity. Even after that, I was motivated to watch the movie. First, It was because to confirm my doubt and second, to see the journey of how she frees herself. She seemed to be very loud while planning her escape. Though, this defines the purpose of an escape but, I thought her loud approach makes the audience be on the edge of the seat throughout the movie, giving this movie a thrilling touch.
I also think the movie did a fair job of bringing out the complex and the emotional aspect of the characters. When Andi (played by Max Riemelt) comes home after many days and reveals to Clare that his father has passed away. Clare then was running towards the open door but when she heard that she turns, consoles him and make love to him to ease him down. Now the question is, was her this act too good to be true? She knows that if she does not escape her end is definite. But, she still chooses to stay, attempts to get through him for one last time and tries to convince him to let her go. She was just looking for a little ray of hope from the psychological and emotional entrapment that she was feeling from within herself. Hope, which was nowhere to be found as Andi had no escape from his own past or psych. Clare, at the end really grows as a person, where she actually had the heart and intellect to forgive him and most importantly herself. She later concludes that there is no hope for Andi. She makes her escape, with the help of Franka Hummels (a student at Andi’s school. Who he was infatuated towards) but not irrationally, she locks him up in his apartment, where he had locked her so that he can’t captivate anyone else.
Andi, on the other hand, is a man who is bound by his psyche. He does not know how to love without possessing. He shares no relation with his mother and idealizes for a perfect woman who would love him and take care of him. He is never in love with the women he ever made love to. He would project the ideal women onto his chosen woman and captivate her. So basically there is no way to get through him because he is not addressing you at all. He is addressing to the women he believes she is. (This part reminded me of my initial days of writing an article, there was an interesting topic I had to write about “10 way to know that you are not in a real relationship”. An example of this movie would have been a perfect, lol).    
“One can’t clap with a single hand”. I feel that both the characters didn’t have a healthy relation with sex and its powers. Andi is not alone to be blamed but Clare was too. She states “we had sex. People say all sorts of things. That necessary doesn’t mean anything”. So, does she really thinks that she can come to a strange land, be with a strange person and use that person sexually and there would be no consequences? She didn’t even intend to know Andie’s intentions and motives. She seems a bit self-involved as well. During the first intimate scene, Andi clearly states that “No one can hear you here”. She gets so overthrown by lust that she ignore the warning signs. Well, the audience here experiences a dilemma, as to how much they try to sympathize with Clare and her loneliness, they never seem to catch up with her. She always seemed to have wanted to bring this situation upon herself. Well, some need extreme scenarios in life to learn, but of course, life is not a movie and one can’t always expect to be as lucky as Clare and escape. Andi, on the other hand, tries to control every scenario and every little move of Clare. He not only wanted Clare to be his company and share his burden of loneliness but also wanted her to do exactly what he says. He would tie her to the bed. He would buy her a pink color undergarment cause he wants to see her in them. And, when Clare does a seductive dance wearing it, he wants her to stop that, as her dance seemed mocking the ideal image that he projects on her.
Both the characters from the start were psychologically out of balance. Clare demonstrated this externally and Andi internally. The situation that they end up in is reversed. Where Clare is held inside an apartment and Andi gets to go outside and deal with his issue of lust, infatuation, attraction and his father’s death. But, Clare gets to escape at the end because she grows out of this scenario and the relation psychologically. Her escape was merely a reflection of her growth. On the other hand, Andi gets locked in the cage externally that he has created for himself psychologically by not healing himself. And at the end, he was seen to sit on the torture chair, “complicating” Oh! Sorry, I meant ‘contemplating’.
This movie also reminded me of a Korean movie called ‘Missing (2009)’. It is because the storyline was pretty similar but of course, the context and the background of the characters were different. So the only difference between this movie and the Korean one is that the captive really dies. So, when Andi towards the end of the movie was searching for a new vessel to project his ideal women, my heart started panting. It was because, in the Korean movie, the killer finds a new victim (which was the present victim’s sister) and kills off his present victim to make space for his new victim. I felt this movie was a healing experience after watching the Korean one.
Cate Shortland the director of the movie said, “She (Clare) is an extreme version of many of us: rejecting her childhood life and then coming to see the beauty of it. She goes through various stages in the film: fighting to get out, living in fear, and then coming to acceptance. But this acceptance shifts suddenly, when death is shoved in her path. She becomes a fighter in the end.” I completely agree with this aspect. Many of the experiences that Clare faced in her unbridled relationship with Andi, is sometimes faced in a married relationship as well. The stern customs and laws that are enforced over married relationships in varied societies have the power to make people feel trapped in loveless or abusive relations, where escape become the only option. I would extend this point by referring to the movie ‘Provoked’ (2006).    
Teresa Palmer did an amazing work in interpreting the character of Clare and bring out her emotional and mental complexities. Whereas, Max Riemelt’s acting was chilling and scary, well that proves the whole point. The way he looked at Clare and yet his vision went pass through her was an amazing touch to the character.
Though, looking at the movie initially one might feel that, ‘this movie is typical and boring’, but because of the allusions to the political context, the interesting shots and intense acting the movie is a worth a watch. I think that at the end Clare escaped her Berlin Syndrome, but Andi still has not. So, there are still people like Andi lurking on some of the crossroads on the street. So, if you find yourself standing on a crossroad with him, it is totally up to you, do you let your primeval instinct trap you, and you cross the road with him or you choose to transcend and go the other way?
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gethealthy18-blog · 5 years ago
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101 “I Love You” Quotes To Express How You Feel
New Post has been published on http://healingawerness.com/getting-healthy/getting-healthy-women/101-i-love-you-quotes-to-express-how-you-feel/
101 “I Love You” Quotes To Express How You Feel
Harini Natarajan Hyderabd040-395603080 June 28, 2019
George Sand said it right. “There is only one happiness in life. To love and be loved.”
But you know what’s very important to keep the love alive? Express it. Say it out loud. Sometimes, a simple ‘I love you so much’ can be enough. Sometimes, you need more!
Looking for quotes to tell them how special they are to you? We’ve got you covered! Here’s a round-up of 101 best “I love you” quotes.
101 Quotes To Say “I Love You”
“The hours I spend with you I look upon as sort of a perfumed garden, a dim twilight, and a fountain singing to it. You and you alone make me feel that I am alive. Other men it is said have seen angels, but I have seen thee and thou art enough.” – George Moore
“I seem to have loved you in numberless forms, numberless times, in life after life, in age after age forever.” – Rabindranath Tagore
“A kiss, when all is said, what is it? A rosy dot placed on the “i” in loving; ‘Tis a secret told to the mouth instead of to the ear.” – Edmond Rostand
“Whatever our souls are made of, his and mine are the same.” – Emily Bronte
“The ultimate test of a relationship is to disagree but to hold hands.” – Alexandra Penney
“Love is a promise, love is a souvenir, once given never forgotten, never let it disappear.” – John Lennon
“Love makes the wildest spirit tame, and the tamest spirit wild.” – Alexis Delp
“Falling in love consists merely of uncorking the imagination and bottling the common–sense.” – Helen Rowland
“When you love someone, you love the whole person, just as he or she is, and not as you would like them to be.” – Leo Tolstoy
“When you like someone, you like them in spite of their faults. When you love someone, you love them with their faults.” – Elizabeth Cameron
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“True love is spelled G–I–V–E. It is not based on what you can get, but rooted in what you can give to the other person.” – Josh McDowell
“Love is something eternal; the aspect may change, but not the essence.” – Vincent Van Gogh
“Love does not consist in gazing at each other but in looking together in the same direction.” – Antoine de Saint–Exupery
“Once you love, you cannot take it back, cannot undo it. What you felt may have changed, shifted slightly, yet still remains love.” – Whitney Otto
“The quickest way to receive love is to give; the fastest way to lose love is to hold it too tightly; and the best way to keep love is to give it wings.” – Anonymous
“All’s fair in love and war.” – Francis Edwards
“Love, like a river, will cut a new path whenever it meets an obstacle.” – Crystal Middlemas
“If I had one more night to live, I would want to spend it with you.” – Pearl Harbour
“When men and women are able to respect and accept their differences then love has a chance to blossom.” – Dr. John Gray
“You know you are in love when you see the world in her eyes, and her eyes everywhere in the world.” – David Levesque
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“Love is strong yet delicate. It can be broken. To truly love is to understand this. To be in love is to respect this.” – Stephen Packer
“We sat side by side in the morning light and looked out at the future together.” – Brian Andres
“Love is a canvas furnished by nature and embroidered by imagination.” – Francois Marie Arouet
“Love is a symbol of eternity. It wipes out all sense of time, destroying all memory of a beginning and all fear of an end.” – Anonymous
“The first duty of love — is to listen.” – Paul Tillich
“The greatest weakness of most humans is their hesitancy to tell others how much they love them while they’re still alive.” – A. Battista
“Love can never grow old. Locks may lose their brown and gold. Cheeks may fade and hollow grow. But the hearts that love will know, never winter’s frost and chill, summer’s warmth is in them still.” – Leo Buscaglia
“When you love someone, all your saved-up wishes start coming out.” – Elizabeth Bowen
“I never saw so sweet a face. As that I stood before. My heart has left its dwelling place … and can return no more.” – John Clare
“All that you are is all that I’ll ever need.” – Ed Sheeran
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“I love her, and that’s the beginning and end of everything.” – F. Scott Fitzgerald ​​
“Love recognizes no barriers.” – Maya Angelou​
“Love is composed of a single soul inhabiting two bodies.” – Aristotle
“We are most alive when we’re in love.” – John Updike
“The heart has its reasons of which reason knows nothing.” – Blaise Pascal
“Love is friendship that has caught fire.” – Ann Sanders
“You can’t blame gravity for falling in love.” – Albert Einstein
“If you find someone you love in your life, then hang on to that love.” – Princess Diana
“I fell in love the way you fall asleep: slowly, and then all at once.” – John Green, The Fault in Our Stars
“A simple “I love you” means more than money.” – Frank Sinatra
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“Everything I do, I do it for you.” – Bryan Adams
“… it’s a blessed thing to love and feel loved in return.” – E.A. Bucchianeri
“It’s easy to fall in love. The hard part is finding someone to catch you.” – Bertrand Russell
“Love is like a mountain, hard to climb, but once you get to the top the view is beautiful.” – Daniel Monroe Tuttle
“You’ll never really know when he really loves you till he looks you in the eyes, grabs your hand, and says it.” – Meg Rogers
“When I saw you I fell in love, and you smiled because you knew.” – William Shakespeare
“Love is not blind – It sees more and not less, but because it sees more it is willing to see less.” – Will Moss
“Love is an act of endless forgiveness, a tender look which becomes a habit.” – Peter Ustinov
“Once in a while, in the middle of an ordinary life, love gives us a fairy tale.” – Anonymous
“Ain’t no sunshine when she’s gone. It’s not warm when she’s away. Ain’t no sunshine when she’s gone, and she’s always gone too long, anytime she goes away.” – Bill Withers
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“You Deserve Love, And You’ll Get It.” – Amy Poehler
“I want all of you, forever, you and me, every day.” – Nicholas Sparks, The Notebook
“If you live to be a hundred, I want to live to be a hundred minus one day, so I never have to live without you.” – Winnie The Pooh
“True love stories never have endings.” – Richard Bach
“There’s nothing that I wouldn’t do to make you feel my love.” – Bob Dylan
“Tis better to have loved and lost, than never to have loved at all.” – Alfred, Lord Tennyson
“To be brave is to love someone unconditionally, without expecting anything in return.” – Madonna
“You know you’re in love when you can’t fall asleep because the reality is finally better than your dreams.” – Dr. Seuss
“I love being married. It’s so great to find one special person you want to annoy for the rest of your life.” – Rita Rudner
“The best thing to hold onto in life is each other.” – Audrey Hepburn
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“You should be kissed and often, and by someone who knows how.” – Rhett Butler, Gone With the Wind
“I like you very much. Just as you are.” – Bridget Jones’s Diary
“Personally, I love a great love story.” – Meghan Markle
“Love is the flower; you’ve got to let it grow.” – John Lennon
“Maybe I don’t know that much but I know this much is true, I was blessed because I was loved by you.” – Celine Dion
“When you realize you want to spend the rest of your life with somebody, you want the rest of your life to start as soon as possible.” – When Harry Met Sally
“Love loves to love love.” – James Joyce
“Nobody has ever measured, not even poets, how much the heart can hold.” – Zelda Fitzgerald
“Love is an endless act of forgiveness.” – Beyonce
“The smile is the beginning of love.” – Mother Teresa
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“Some love stories aren’t epic novels. Some are short stories, but that doesn’t make them any less filled with love.” – Sex & The City
“All you need is love.” – The Beatles
“Love was made for me and you.” – Nat King Cole
“I’d never lived before your love”.– Kelly Clarkson
“At the touch of love everyone becomes a poet.” – Plato
“You had me at Hello!” – Jerry Maguire
“True love stories never have endings.” – Richard Bach
“Rare as is true love, true friendship is rarer.” – Jean de la Fontaine
“Two things you will never have to chase: True friends & true love.” – Mandy Hale
“True love will triumph in the end—which may or may not be a lie, but if it is a lie, it’s the most beautiful lie we have.” – John Green
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“True love bears all, endures all and triumphs!” – Dada Vaswani
“True love is selfless. It is prepared to sacrifice.” – Sadhu Vaswani
“True love is usually the most inconvenient kind.” – Kiera Cass
“True love comes quietly, without banners or flashing lights. If you hear bells, get your ears checked.” – Erich Segal
“True love lasts forever.” – Joseph B. Wirthlin
“True love, especially first love, can be so tumultuous and passionate that it feels like a violent journey.” – Holliday Grainger
“True love is eternal, infinite, and always like itself. It is equal and pure, without violent demonstrations: it is seen with white hairs and is always young in the heart.” – Honore de Balzac
“True love brings up everything – you’re allowing a mirror to be held up to you daily.” – Billy Graham
“True love doesn’t happen right away; it’s an ever-growing process. It develops after you’ve gone through many ups and downs, when you’ve suffered together, cried together, laughed together.” – Ricardo Montalban
“The course of true love never did run smooth.” – William Shakespeare
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“Life is a game and true love is a trophy.” – Rufus Wainwright
“True love cannot be found where it does not exist, nor can it be denied where it does.” – Torquato Tasso
“I love true love, and I’m a woman who wants to be married for a lifetime. That traditional life is something that I want.” – Ali Larter
“True love doesn’t come to you it has to be inside you.” – Julia Roberts
“True love is inexhaustible; the more you give, the more you have. And if you go to draw at the true fountainhead, the more water you draw, the more abundant is its flow.” – Antoine de Saint–Exupery
“True love, to me, is when she’s the first thought that goes through your head when you wake up and the last thought that goes through your head before you go to sleep.” – Justin Timberlake
“Love is pure and true; love knows no gender.” – Tori Spelling
“It can only be true love when you enable your other half to be better, to be the person they’re destined to be.” – Michelle Yeoh
“He felt now that he was not simply close to her, but that he did not know where he ended and she began.” – Leo Tolstoy
“You know, true love really matters, friends really matter, family really matters. Being responsible and disciplined and healthy really matters.” – Courtney Thorne–Smith
“Only true love can fuel the hard work that awaits you.” – Tom Freston
Which quote is your favorite from this compilation of quotes and sayings? Is there any popular one we missed out? Let us know in the comments below!
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Source: https://www.stylecraze.com/articles/i-love-you-quotes/
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mugasportsurfaces · 7 years ago
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Assessment in Higher Education conference, an account
Assessment in Higher Education is a biennial conference which this year was held in Manchester on June 28th and 29th, attended by a mix of educators, researchers and educational developers, along with a small number of people with a specific digital education remit of one kind or another (hello Tim Hunt). Here is a summary – it’s organised it around the speakers so there are some counter-currents. The abstracts can be found in the programme and the Twitter hashtag is #AssessmentHEconf.
Jill Barber lectures in Chemistry at Manchester. She presented on adaptive comparative judgement – assessment by comparing different algorithmically-generated pairs of submissions until saturation is reached. This is found to be easier than judging on a scale, allows peer assessment and its reliability bears up favourably against expert judgement.  I can throw in a link to a fairly recent presentation on ACJ by Richard Kimbell (Goldsmiths), including a useful Q&A part which considers matters of extrapolating grades, finding grade boundaries, and giving feedback. The question of whether it helps students understand the criteria is an interesting one. At UCL we could deploy this for formative, but not credit-bearing, assessment – here’s a platform which I think is still free. Jill helpfully made a demonstration of the platform she used available – username: PharmEd19 p/ wd: Pharmacy17.
Paul Collins lectures in Early Music at Mary Immaculate College in Ireland. He presented on assessing a student-group-authored wiki textbook using Moodle wiki. His assessment design anticipated many pitfalls of wiki work, such as tendency to fall back on task specialisation, leading to cooperation rather than collaboration (where members influence each other – and he explained at length why collaboration was desirable in his context), and reluctance to edit others’ work (which leads to additions which are not woven in). His evaluation asked many interesting questions which you can read more about in this paper to last year’s International Conference on Engaging Pedagogy. He learned that delegating induction entirely to a learning technologist led students to approach her with queries – this meant that the responses took on a learning technology perspective rather than a subject-oriented one. She also encouraged students to keep a word processed copy, which led them to draft in Word and paste into Moodle Wiki, losing a lot of the drafting process which the wiki history could have revealed. He recommends lettings students know whether you are more interested in the product, or the process, or both.
Jan McArthur began her keynote presentation (for slides see the AHE site) on assessment for social justice by arguing that SMART (specific, measurable, agreed-on, realistic, and time-bound) objectives in assessment overlook precisely the kinds of knowledge which are ‘higher’ – that is, reached through inquiry; dynamic, contested or not easily known. She cautioned about over-confidence in rubrics and other procedures. In particular she criticised Turnitin, calling it “instrumentalisation\ industrialisation of a pedagogic relationship” which could lead students to change something they were happy with because “Turnitin wasn’t happy with it”, and calling its support for academic writing “a mirage”. I don’t like Turnitin, but felt it was mischaracterised here. I wanted to point out that Turnitin has pivoted away from ‘plagiarism detection’ in recent years, to the extent that it is barely mentioned in the promotional material. The problems are where it is deployed for policing plagiarism – it doesn’t work well for that. Meanwhile its Feedback Studio is often appreciated by students, especially where assessors give feedback specific to their own work, and comments which link to the assessment criteria. In this respect it has developed in parallel with Moodle Assignment.
Paul Orsmond and Stephen Merry summarised the past 40 years of peer assessment research as ’80s focus on reliability and validity, ’90s focus on the nature of the learning, and a more recent focus on the inseparability of identity development and learning – a socio-cultural approach. Here they discussed their interview research, excerpting quotations and interpreting them with reference to peer assessment research. There were so many ideas in the presentation I am currently awaiting their speaker notes.
David Boud presented his and Philip Dawson’s work on developing students’ evaluative judgement. Their premise is that the world is all about evaluative judgement and understanding ‘good’ is a premise to producing ‘good’, so it follows that assessment should be oriented to informing students’ judgments rather “making unilateral decisions about students”. They perceived two aspects of this approach: calibrating quality through exemplars, and using criteria to give feedback, and urged more use of self-assessment, especially for high-stakes work. They also urged starting early, and cautioned against waiting until “students know more”.
Teresa McConlogue, Clare Goudy and Helen Matthews presented on UCL’s review of assessment in a research intensive university. Large, collegiate, multidisciplinary institutions tend to have very diverse data corresponding to diverse practices, so reviewing is a dual challenge of finding out what is going on and designing interventions to bring about improvements. Over-assessment is widespread, and often students have to undertake the same form of assessment. The principles of the review included focusing on structural factors and groups, rather than individuals, and aiming for flexible, workload-neutral interventions. The work will generate improved digital platforms, raised awareness of pedagogy of assessment design and feedback, and equitable management of workloads.
David Boud presented his and others’ interim findings from a survey to investigate effective feedback practices at Deakin and Monash. They discovered that by half way through a semester nearly 90% of students had not had an assessment activity. 70% received no staff feedback on their work before submitting – more were getting it from friends or peers. They also discovered skepticism about feedback – 17% of staff responded they could not judge whether feedback improved students’ performance, while students tended to be less positive about feedback the closer they were to completion – this has implications for how feedback is given to more advanced undergraduate students. 80% of students recognised that feedback was effective when it changed them. They perceived differences between indvidualised and personalised feedback. When this project makes its recommendations they will be found on its website.
Head of School of Physical Science at the OU Sally Jordan explained that for many in the assessment community, learning analytics is a dirty word, because if you go in for analytics, why would you need separate assessment points? Yet analytics and assessment are likely to paint very different pictures – which is right? She suggested that, having taken a view of assessment as ‘of’, ‘for’ and ‘as’ learning, the assessment community might consider the imminent possibility of ‘learning as assessment’. This is already happening as ‘stealth assessment‘ when students learn with adaptable games.
Denise Whitelock gave the final keynote (slides on the AHE site) asking whether assessment technology is a sheep in wolf’s clothing. She surveyed a career working at the Open University on meaningful automated feedback which contributes to a growth mindset in students (rather than consolidating a fixed mindset). The LISC project aimed to give language learners feedback on sentence translation – immediacy is particularly important in language learning to avoid fossilisation of errors. Another project, Open Mentor, aimed to imbue automated feedback with emotional support using Bales’ interaction process categories to code feedback comments. The SAFeSEA project generated Open Essayist which aims to interpret the structure and content of draft essays, identifies key words, phrases and sentences, identifies summary, conclusion and discussion, and presents these to the author. If Open Essayist has misinterpreted the ideas in the essay, the onus is on the author to make amendments. How it would handle some more avant-garde essay forms I am not sure – and this also recalls Sally Jordan’s question about how to resolve inevitable differences between machine and  human judgement. The second part of the talk set out and gave examples of the qualities of feedback which contributes to a growth mindset.
I presented Elodie Douarin’s and my work on enacting assessment principles with assessment technologies – a project to compare the feedback capabilities of Moodle Assignment and Turnitin Assignment for engaging students with assessment criteria.
More blogging on the conference from Liz Austen, Richard Nelson, and a related webinar on feedback.
from RSSMix.com Mix ID 8239588 https://blogs.ucl.ac.uk/digital-education/2017/07/25/assessment-in-higher-education-conference-an-account/ via IFTTT
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triplejumprunway · 7 years ago
Text
Assessment in Higher Education conference, an account
Assessment in Higher Education is a biennial conference which this year was held in Manchester on June 28th and 29th, attended by a mix of educators, researchers and educational developers, along with a small number of people with a specific digital education remit of one kind or another (hello Tim Hunt). Here is a summary – it’s organised it around the speakers so there are some counter-currents. The abstracts can be found in the programme and the Twitter hashtag is #AssessmentHEconf.
Jill Barber lectures in Chemistry at Manchester. She presented on adaptive comparative judgement – assessment by comparing different algorithmically-generated pairs of submissions until saturation is reached. This is found to be easier than judging on a scale, allows peer assessment and its reliability bears up favourably against expert judgement.  I can throw in a link to a fairly recent presentation on ACJ by Richard Kimbell (Goldsmiths), including a useful Q&A part which considers matters of extrapolating grades, finding grade boundaries, and giving feedback. The question of whether it helps students understand the criteria is an interesting one. At UCL we could deploy this for formative, but not credit-bearing, assessment – here’s a platform which I think is still free. Jill helpfully made a demonstration of the platform she used available – username: PharmEd19 p/ wd: Pharmacy17.
Paul Collins lectures in Early Music at Mary Immaculate College in Ireland. He presented on assessing a student-group-authored wiki textbook using Moodle wiki. His assessment design anticipated many pitfalls of wiki work, such as tendency to fall back on task specialisation, leading to cooperation rather than collaboration (where members influence each other – and he explained at length why collaboration was desirable in his context), and reluctance to edit others’ work (which leads to additions which are not woven in). His evaluation asked many interesting questions which you can read more about in this paper to last year’s International Conference on Engaging Pedagogy. He learned that delegating induction entirely to a learning technologist led students to approach her with queries – this meant that the responses took on a learning technology perspective rather than a subject-oriented one. She also encouraged students to keep a word processed copy, which led them to draft in Word and paste into Moodle Wiki, losing a lot of the drafting process which the wiki history could have revealed. He recommends lettings students know whether you are more interested in the product, or the process, or both.
Jan McArthur began her keynote presentation (for slides see the AHE site) on assessment for social justice by arguing that SMART (specific, measurable, agreed-on, realistic, and time-bound) objectives in assessment overlook precisely the kinds of knowledge which are ‘higher’ – that is, reached through inquiry; dynamic, contested or not easily known. She cautioned about over-confidence in rubrics and other procedures. In particular she criticised Turnitin, calling it “instrumentalisation\ industrialisation of a pedagogic relationship” which could lead students to change something they were happy with because “Turnitin wasn’t happy with it”, and calling its support for academic writing “a mirage”. I don’t like Turnitin, but felt it was mischaracterised here. I wanted to point out that Turnitin has pivoted away from ‘plagiarism detection’ in recent years, to the extent that it is barely mentioned in the promotional material. The problems are where it is deployed for policing plagiarism – it doesn’t work well for that. Meanwhile its Feedback Studio is often appreciated by students, especially where assessors give feedback specific to their own work, and comments which link to the assessment criteria. In this respect it has developed in parallel with Moodle Assignment.
Paul Orsmond and Stephen Merry summarised the past 40 years of peer assessment research as ’80s focus on reliability and validity, ’90s focus on the nature of the learning, and a more recent focus on the inseparability of identity development and learning – a socio-cultural approach. Here they discussed their interview research, excerpting quotations and interpreting them with reference to peer assessment research. There were so many ideas in the presentation I am currently awaiting their speaker notes.
David Boud presented his and Philip Dawson’s work on developing students’ evaluative judgement. Their premise is that the world is all about evaluative judgement and understanding ‘good’ is a premise to producing ‘good’, so it follows that assessment should be oriented to informing students’ judgments rather “making unilateral decisions about students”. They perceived two aspects of this approach: calibrating quality through exemplars, and using criteria to give feedback, and urged more use of self-assessment, especially for high-stakes work. They also urged starting early, and cautioned against waiting until “students know more”.
Teresa McConlogue, Clare Goudy and Helen Matthews presented on UCL’s review of assessment in a research intensive university. Large, collegiate, multidisciplinary institutions tend to have very diverse data corresponding to diverse practices, so reviewing is a dual challenge of finding out what is going on and designing interventions to bring about improvements. Over-assessment is widespread, and often students have to undertake the same form of assessment. The principles of the review included focusing on structural factors and groups, rather than individuals, and aiming for flexible, workload-neutral interventions. The work will generate improved digital platforms, raised awareness of pedagogy of assessment design and feedback, and equitable management of workloads.
David Boud presented his and others’ interim findings from a survey to investigate effective feedback practices at Deakin and Monash. They discovered that by half way through a semester nearly 90% of students had not had an assessment activity. 70% received no staff feedback on their work before submitting – more were getting it from friends or peers. They also discovered skepticism about feedback – 17% of staff responded they could not judge whether feedback improved students’ performance, while students tended to be less positive about feedback the closer they were to completion – this has implications for how feedback is given to more advanced undergraduate students. 80% of students recognised that feedback was effective when it changed them. They perceived differences between indvidualised and personalised feedback. When this project makes its recommendations they will be found on its website.
Head of School of Physical Science at the OU Sally Jordan explained that for many in the assessment community, learning analytics is a dirty word, because if you go in for analytics, why would you need separate assessment points? Yet analytics and assessment are likely to paint very different pictures – which is right? She suggested that, having taken a view of assessment as ‘of’, ‘for’ and ‘as’ learning, the assessment community might consider the imminent possibility of ‘learning as assessment’. This is already happening as ‘stealth assessment‘ when students learn with adaptable games.
Denise Whitelock gave the final keynote (slides on the AHE site) asking whether assessment technology is a sheep in wolf’s clothing. She surveyed a career working at the Open University on meaningful automated feedback which contributes to a growth mindset in students (rather than consolidating a fixed mindset). The LISC project aimed to give language learners feedback on sentence translation – immediacy is particularly important in language learning to avoid fossilisation of errors. Another project, Open Mentor, aimed to imbue automated feedback with emotional support using Bales’ interaction process categories to code feedback comments. The SAFeSEA project generated Open Essayist which aims to interpret the structure and content of draft essays, identifies key words, phrases and sentences, identifies summary, conclusion and discussion, and presents these to the author. If Open Essayist has misinterpreted the ideas in the essay, the onus is on the author to make amendments. How it would handle some more avant-garde essay forms I am not sure – and this also recalls Sally Jordan’s question about how to resolve inevitable differences between machine and  human judgement. The second part of the talk set out and gave examples of the qualities of feedback which contributes to a growth mindset.
I presented Elodie Douarin’s and my work on enacting assessment principles with assessment technologies – a project to compare the feedback capabilities of Moodle Assignment and Turnitin Assignment for engaging students with assessment criteria.
More blogging on the conference from Liz Austen, Richard Nelson, and a related webinar on feedback.
from Digital Education team blog https://blogs.ucl.ac.uk/digital-education/2017/07/25/assessment-in-higher-education-conference-an-account/ via IFTTT
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themomsandthecity · 8 years ago
Text
When Should Kids Stop Using "Pet Names" For Their Private Parts?
Almost as soon as children start talking, they start asking questions about their private parts. But deciding when it's time to toss euphemisms like "pee-pee" and "woo-woo" in favor of proper anatomical names can be a delicate matter. While many moms feel strongly that you should just teach the correct names from the start and save yourself the trouble of having to back track later, quite a few prefer to wait - sometimes forever. Just ask one mom, Nicolette G., who said, "My daughter is now 6 and we still refer to her private parts as 'Gogga' or 'Tolly.'" So is there an age by which children should be taught the right names for their privates?" Here, a look at the range of views on this question. Never - Let Them Learn on Their Own Some moms maintain that kids will learn the names on their own, from peers, and that parents should just let it happen naturally. "I don't think my seven-year-old will be an adult or even a preteen calling his stuff a 'pee-pee,'" says Circle of Moms member Teresa W. "My younger sister named hers a 'kitty kitty' but now as an adult. . . she uses correct terminology." U.K. mom Clare R. agrees: "A lot of British adults want to preserve the innocence of children as much as possible. There is a time and a place for everything and I would think it could be embarrassing for a parent if your child says in the middle of a shop 'mummy my vagina/penis hurts.' If it is nicknamed, then people won't really know what your child is talking about, thus saving your embarrassment. They will understand as they get older what is the correct term for their private parts." By the Time They're Interacting with Other Adults Other Circle of Moms members, including Krista E. and Sharon C., believe that for safety reasons if for no other reasons, kids should know the right words by the time they are interacting with adult caretakers other than their parents. As Krista explains, "Heaven forbid, what if someone was hurting your child and she wasn't comfortable telling you, but told a teacher, 'so-and-so kissed my 'tolly'? The teacher would probably think that someone had kissed her dolly and would say, 'Isn't that nice?' Sharon sketches out a similar scenario, "Let's say a small preschooler goes to the school nurse because his 'bits' or 'tail' hurts, what does that really mean?" Their pinky toe, tummy, or something more extreme like a penis or vagina? If a 6-year-old girl's 'bits' hurt, is it perhaps a medical issue, urinary tract infection, or god-forbid, a possible sexual molestation? Some moms, like Sherri C., teach their children the proper names to be used at school, but still use nick names at home. "My kids know the correct names, but in our home we do not refer to them. We still call them 'pee-pees.'" When Your Child is Ready If you're reluctant, the key to knowing when to push through that reluctance is to pay close attention to your kids, many Circle of Moms members say. As Lisa W. explains, "I just believe that your child has to be comfortable. You know your child. If it seems to be too much, or information that they may not be mentally mature enough to process and hold on to, then wait until they are ready. You can tell them, but to force them to use the appropriate terminology before they are ready is unnecessary (in my opinion) especially if they have their own terms that they understand." Heather B. says the sign of readiness is when a child starts asking questions. "I've taught my son the correct anatomical names for everything on his body, when he asked. I answer his questions with the same matter of fact attitude I do when telling him what his nose is and what it does." To get a handle on her own discomfort with the words, she planned ahead: "I figured out exactly what I'd say about all those awkward questions ahead of time so he wouldn't see a topic make me uncomfortable and then harp on it because I reacted funny." Lisa, who felt age four was the right time for her daughter to learn the proper terms, used the euphemistic phrase, "your personals," up until that point, but as a teaching tool. "This was my way of training her to understand that certain areas of her body were her personal body parts and no one was allowed to touch or view those areas without her permission and without my presence." From the Beginning Many moms believe it is important to skip the nicknames and use the appropriate names for all body parts right from the beginning. JuLeah W. says that becoming a parent is the perfect time to leave your own discomfort with these words behind. "Even if you're uncomfortable, forge ahead. Remember, you're setting the stage for open, honest discussions in the years to come." She believes this sends a positive message to children about their bodies, while cutesy names do the opposite: "Teaching fake names gives the impression [that] there is something here we can't name, can't talk about, is full of shame. You don't want to send that message." Several moms say that giving kids this knowledge early on helps protect them from sexual abuse. Kerri L. explains: "I attended a seminar on keeping kids safe from predators, and the woman who spoke made a great point: we need to use the correct terms for private parts (penis and vagina). Kids who don't know what their private parts are called are more likely to be taken advantage of by predators who give these parts 'cutesy names.'" Before attending the seminar, she herself was uncomfortable with the anatomical terms, but says that while using them "felt a little strange to me at first. . . the group of moms my kids and I hang out with all use the correct terminology too, and it's no big deal." When is the right age to teach your children proper names for their private parts? http://bit.ly/2mEQQsW
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