#class of 72
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wine-porn Ā· 9 months ago
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Burden
Another ho-hum, rather crowd-pleasing wine from the once-great houseā€¦ Maybe Iā€™m just being a bit too romantic: I always loved the brand, the lovation, the history, andā€“naturallyā€“the wines, but it just seems things have slipped a bit since the blockbusters I have enjoyed over the years from the 70ā€™s and 80ā€™s. I had a cab not too long ago which somewhat shocked me in its meh-ness and this chardā€¦
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adilovers Ā· 2 years ago
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anotherperifan Ā· 3 months ago
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stress coloring go brr, ft. anti-dev
bonus
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dabicolorpanels Ā· 1 month ago
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Volume 9, My Hero: Story & Character pages.
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businesstiramisu Ā· 2 years ago
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Grunkle Stan and Iroh are two cartoon characters who really lean into their ā€œweird old manā€ shtick, but if you do the math I donā€™t think either of them are over 60
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incorrect-hs-quotes Ā· 9 months ago
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boy i accidentally clocked into work an hour early . what the fuc
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hazel-of-sodor Ā· 6 months ago
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Presenting the Caledonian Railway 72 Class (and one 113 class)
little change this time, each row represents one engine, but in two different liveries
81/54486 and 80/54486 (of railway roundabout fame) are both preserved on the Caledonian Preservation Railway.
74/14479 is in service on the North Western Railway.
14463 (the 113 class) is preserved on the Rose Line.
54508 is preserved on the Chester and Holyhead Railway.
D71 is 71/54502, the last of the class to leave BR service, is now in service on the Denbigh and Wrexham Railway.
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noxexistant Ā· 9 days ago
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learning irish while severely dyslexic is not for the weak
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boyplushie Ā· 1 year ago
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im officially passing thermo now šŸ’Ŗ
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pterosapien Ā· 3 months ago
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i think i need to make a new wow main. i love zehk but evoker is so stressful (i hate being the lust guy) and i dont want to spend even more MONTHS of my life just to stop dying in the first 2 mins in delves. i have other characters of course but i kind of just want to start fresh
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wine-porn Ā· 2 years ago
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French California
Well, I said I was gonna drink all my 2012ā€™s before they turned eleven and while I am not deviating from that goal, hereā€™s one you shouldnā€™t rush out and pop. Not necessarily, anyway. Itā€™s good. Itā€™s really goodā€“possibly at peakā€“but NOT showing ridiculous amounts of the things which have disappointed lately. The grainy, dirty nose is the best indication, a minty, dusty, Napa Valley grime and gritā€¦
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camelspit Ā· 1 year ago
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how am i supposed to raise my gpa if i keep getting the shittiest fucking teachers on earth oh my god. no more peace and love i hope they die.
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niadotcom Ā· 1 year ago
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FUCK YOU FUCK YOU FUCK YOU FUCK YOU FUCK YOU FCUK YOU
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residentrookie Ā· 1 year ago
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mariocki Ā· 6 months ago
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"We should stop thinking in terms of 'compensatory education' but consider, instead, most seriously and systematically the conditions and contexts of the educational environment.
The very form our research takes tends to confirm the beliefs underlying the organization, transmission and evaluation of knowledge by the school. Research proceeds by assessing the criteria of attainment that schools hold, and then measures the competence of different social groups in reaching these criteria. We take one group of children, whom we know beforehand possess attributes favourable to school achievement; and a second group of children, whom we know beforehand lack these attributes. Then we evaluate one group in terms of what it lacks when compared with another. In this way research unwittingly underscores the notion of deficit and confirms the status quo of a given organization, transmission and, in particular, evaluation of knowledge. Research very rarely challenges or exposes the social assumptions underlying what counts as valid knowledge, or what counts as a valid realization of that knowledge."
- Basil Bernstein, Education Cannot Compensate for Society, in Education for Democracy (2nd ed., 1972)
#teaching tag#basil bernstein#education for democracy#quotes#education cannot compensate for society#1972#published around the same time Bernstein was writing his first books on language codes (he's better remembered now as a linguist than for#his contributions to the sociology of educationā€š altho there's naturally a pretty broad overlap) and that features fairly heavily#in this paper; in particular he cites a fascinating experiment in which children from different social economic backgrounds were#asked to describe the actions in a purely pictorial storyā€š with a marked contrast between the kids from working class homes#(whose descriptions were shortā€š specific and required the context of the images to be understood by an outsider) and those#from privileged homes (whose descriptions were elaborate enough that the story could be understood without reference to the images)#Bernstein is very clear that this has no indicator of intelligence or ability; he's correctly identifying a difference in forms of#communicationā€š particularly between different class typesā€š something that would become more or less his life's work in research#he also finds time to condemn the then novel and nearly universal habit of streamlining in schoolsā€š and his words are brushed with anger#but that's perhaps understandable; as he himself writesā€š his own research had played some small part in the adoption of the process#despite his insistence that his work was being misunderstood at best or purposefully misused at worst#his ideas were fairly radical in 72 but with the hindsight of time he was simply displaying an empathy and#commitment to a duty of care for studentsā€š of all levels and abilitiesā€š that was demonstrably lacking then (and all too often now)
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arkfeather Ā· 7 months ago
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MY PROF JUST MENTIONED DUNMESHI BY NAME !!/?!:?:!);!3)$;63&;$:$$;;&$4&;$;$64
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