#cognitive development in students

[townpostin]

Chess Event Marks Double Celebration at J.H. Tarapore School

International Chess Day and Coach’s Achievement Honored International Chess Day festivities at J.H. Tarapore School highlight chess’s educational value and recognize coach’s international status. JAMSHEDPUR – J.H. Tarapore School commemorated International Chess Day with a dual celebration, honoring the global chess community and their coach’s recent accomplishment. The school grounds buzzed with…

[sanctiphera]

Are we waking up to reality yet? Anne Frank had nothing to do with Gaza, so there is no reason to deface her statue unless the real reason is nothing to do with Gaza.

This is a pretty low thing to do, but I'm sure they're going to find a way to sink even lower.

[studentbyday]

{ 06.11.24 } · { 50 days of routine } · { day 8 }

i have to fill in a daily activities sheet for four days as part of the CBT workbook 😑 so for the next four days, you'll be suffering along with me, seeing my messy handwriting 😂

as you can see, i probably used my phone way too much today compared to the amount of stuff i have to do 🙃🥲🥲🥲 idk, what do you do when your brain needs a break and your body just really doesn't want to do anything either? 😅 i fear if i lay in bed to decompress, i will never want to leave it lol 😂

also. i have reached a new record. 90 tabs on my laptop browser. 🥲 (dw, i expect a good chunk of it will go away when i'm done with the global health assignment...only to go back to an insane number when i start the next one soon)

🎧 yesterday once more / i won't last a day without you – the carpenters

[successblueprints]

How I Deal with Tough Days When My Brain Won't Let Me Work

We all have those days where productivity feels impossible. It’s like no matter what we do, we just can’t seem to get started. I’ve come to realize that, for me, these days aren’t just about laziness or lack of motivation—it’s more complex. When I procrastinate, it’s often my creative brain, or what I like to call my “inner child,” throwing a tantrum.

Step 1: Understanding the Procrastination

The first thing I do is pause and try to understand what I’m running away from. Is it the overwhelming amount of work? In that case, I break it down into smaller, manageable bits. When the material feels boring, I add some fun—by creating colorful and funny interpretations of definitions or concepts. I turn words into weird characters, almost like a cartoon in my mind. Sometimes, I’ll turn it into a game, like seeing how many questions I can get right, or even trying new study techniques like rewriting a sentence or reading it out loud.

I find that when I’m bored, it’s a perfect opportunity to experiment. I might try drawing funny sketches of the material or use quirky interpretations to make it more interesting. The key is that I have to figure out what’s causing the procrastination—is it fear, perfectionism, or just the sheer volume of work?

Step 2: Naming My Inner Child

Once I understand what’s happening, I like to give my inner child a friendly name. This helps me communicate with it when things get tough. Every time I mess something up and feel like quitting, I know that it’s just my inner child reacting to the idea of perfectionism. Naming it makes it less scary, and I feel more in control of the situation.

A perfect example would be the time I noticed that my inner child shows up in my skincare routine, but not because I’m lazy—it's because I feel unmotivated when I don’t have enough of those colorful, trendy products, like the ones all over TikTok. You know, the Drunk Elephant skincare, with its fun packaging that every influencer seems to have. It taps into the same idea as “Sephora kids,” where even as adults, we’re drawn to overconsumption of things we don’t actually need, just because they’re colorful or trendy or aesthetically pleasing.

But I’ve realized that I don’t need fancy, colorful products to wash my face before bed. My inner child might crave those items, but recognizing that helps me let go of the unnecessary pressure to follow trends. I focus on the routine itself, rather than what’s missing from my shelf.

Step 3: Clearing the Distractions

Next, I clear my desk. Anything that’s not a school supply or a tool I need for work can be a distraction, especially if it’s colorful or unrelated to my task. I set a 5-minute timer and start working, just to show my inner child that it’s really not that scary. Once the timer’s up, I double it, taking short breathers in between. I repeat this until I feel like I’ve done enough for the day.

Step 4: Knowing When Enough Is Enough

After a certain point, I trust my own judgment. I ask myself honestly, “Is this enough for today?” If I feel like I’ve given it my best shot, I let go of the need to do more. I accept that some days will be harder than others, and that’s okay. The important thing is that I’m not fighting my inner child, but working with it.

It’s a simple process, but it’s effective. Instead of battling myself, I’ve learned to communicate with that part of me that gets overwhelmed, bored, or perfectionistic. By understanding and breaking things down, I can get through even the toughest days without feeling like I need to drop everything.

P.S.: I’ve struggled to stay productive most of my life, and a part of that was because I didn’t grow up in one of those aesthetically pleasing, western-style homes you always see on social media. I live in the Balkans, and my bedroom looked nothing like that. It wasn’t perfectly curated or full of trendy decor, but over time, I grew to love my culture and my surroundings. Even though I wasn’t the richest or living the most "aesthetic" lifestyle, I’ve learned that what I have is enough, and it doesn’t define my ability to be productive or happy.

[joyceaila]

ICT COMPETENCY STANDARDS FOR PHILIPPINES PRE-SERVICE TEACHER EDUCATION

[onelittlespiral]

Attention: Health and Safety Alert

Dear Students, Faculty, and Staff,

It has come to our attention that a serious outbreak of a virus illness has been seriously harming our campus community. We take this public health threat very seriously and want you all to be aware and alert so that you can stay safe.

As a matter of transparency, we want to be clear on the origin of this virus. The Frontal Recognizance Transmutation Arenavirus 24 (often called just arena or FRT-24) has been a known threat for some time, with clear symptoms from infected individuals. A research lab on campus was known to have been studying its effects. This particular strain, the alpha variant, was of particular interest, so when a sample went missing, we exhausted campus resources to locate it. We were unable to and are now deeply sorry to our campus community. We take full responsibility for the current outbreak.

FRT-24 is highly contagious, so it is important to know the immediate signs. Look for:

Sudden headaches or migraines

Dizziness or loss of vision

Fevers and chills, especially paired with heavy perspiration

Loss of cognitive functions

Rapid muscle swelling

If you are infected, symptoms may take up to three days to develop, and you may still be a vector in this time. As the disease takes hold, you may notice a change in mood, as a lack of interest in usual activities. Instead, the disease drives the infected towards spreading. Common hubs seem to be gyms, parties, and social gatherings. We have also noticed an uptick in fraternity membership this year, a possible sign of disease spread.

Know the signs in yourself or others, as often the infected will not show traditional signs of ailment. This student has given us permission to share his story:

This young man was a healthy Junior just a few weeks ago. He was a promising young academic in biochemistry, hoping to one day do research on emergent diseases. Since his experience with FRT-24, his life is forever changed.

The changes are alarming. He has gained over 100 lbs and been unable to focus on his studies. Instead, he was spending hours in the student rec center, consumed by his illness as he worked his body to exhaustion. Since his quarantining, he has been unable to answer any basic questions about his academic career or research project. Instead, he has shown a hallucinated knowledge of a personal training and fitness program. As an early vector, we are aware of at least 10 other students who were infected before his quarantine, and he is being held for further observations on disease progression.

Thankfully we have been able to identify the method of transmission. At this time, it seems bodily fluids are most transmissible method. It seems that this virus enhances the body in this respect. Those infected will often try to spread by any means necessary. They are very good at finding susceptible men, isolating them, and finding ways to expose them directly to their sweat, saliva, and in some cases semen. They will be desperate for any chance to get you alone with them, to join their ranks. Do no be drawn in by promises of muscle, of status, or ease of life. Their brains are no longer their own. They only seek to make you a drone for FRT-24.

While we are still in the early stages of understanding the virus, we would like to acknowledge the valiant work done by Dr. Pulaski and his team of researchers. They have lead the way in this fight, throwing themselves at this dangerous line of work. Without their noble sacrifice, we would be still months from understanding the origins of this outbreak. We have narrowed down the point of origin to a party held a few weeks ago in the PKE frat house. At this time, it is unknown if frat leadership was in any way involved with this outbreak.

Sadly, Dr. Pulaski was found earlier this week a few days after conducting interviews and performing sample retrieval from the PKE house believed to be the epicenter. He was found shirtless, flexing his newly formed muscles in the mirror at the student rec center.

When reached for comment, he only smirked and reported “feeling great, bruh,” a clear sign of decline. We are still uncertain if he has exposed any of his other researchers to the disease.

Remember, you are responsible for yourself and out campus community. If you suspect you or someone you know has been exposed, please report to the Student Health Center immediately for examination. In the mean time, please stay safe everyone. We will continue to keep you updated as we know more

Regards,

Dr. Brendan Host, President

Congrats @occamstfs on 2k followers. I hope you all enjoy a late entry to the party. Go out and check out the other writers under the #occam2000 tag, some great stuff in there. And don't worry, FML: Initiate is coming soon.

[nenelonomh]

healthy eating as a student

!!never say that healthy eating is unachievable for students. this is a horrible mindset that will no doubt affirm the problem.

healthy eating is important for several reasons, especially to maintain high levels of energy, focus, and overall well-being. first, it supports physical health by providing sustained energy, boosting the immune system, and aiding in weight management. nutritious foods rich in vitamins and minerals strengthen the immune system, helping to fend off common illnesses. a balanced diet also ensures steady energy levels throughout the day, preventing the mid-afternoon crashes often caused by sugary snacks or processed foods.

academically, students who eat well are likely to see enhanced focus, better grades, and consistent energy levels. balanced meals supply a steady flow of glucose to the brain, which is essential for maintaining alertness and concentration during classes and study sessions. a nutritious diet supports cognitive processes, leading to improved academic performance and outcomes.

you cannot live off of two-minute noodles.

now, here are some hacks and strategies to make healthy eating more achievable:

planning and prep

meal planning: take some time each week to plan your meals. this helps you make thoughtful choices and avoid last-minute unhealthy options.

meal planning with roommates: if you live with roommates, organizing a meal plan together can be a fantastic way to share responsibilities and ensure everyone eats healthily. take turns cooking meals, or have a weekly cook-off where each person prepares a nutritious dish.

grocery list: make a list of healthy staples and stick to it when shopping. this can include fruits, vegetables, lean proteins, whole grains, and healthy fats.

batch cooking: prepare meals in bulk on weekends or free days. store them in portioned containers for easy access throughout the week.

healthy snacks: keep healthy snacks like nuts, yogurt, fruit, or cut veggies on hand to avoid reaching for junk food.

budget-friendly options

buy in bulk: items like grains, beans, and frozen vegetables can be bought in bulk and stored for long periods.

seasonal produce: opt for fruits and vegetables that are in season as they are often cheaper and more nutritious.

generic brands: don't shy away from store-brand products; they are often cheaper and just as good in quality.

easy and quick meals

stir-fries: quick to make and customizable with any veggies and proteins you like.

salads: easy to prepare with fresh ingredients. you can add a variety of toppings like nuts, seeds, lean meats, and beans.

smoothies: blend fruits, vegetables, and a protein source like yogurt or milk for a quick and nutritious meal.

oatmeal: a great breakfast option that can be topped with fruits, nuts, and seeds.

pre-made healthy options: utilize pre-made healthy options like salad packs or pre-cut veggies to save time. these can be a lifesaver on busy days when you need a quick and nutritious meal.

utilizing campus resources

dining hall options: if you're looking for healthier options, check out your dining hall. many campuses offer salad bars, whole grain options, and lean proteins.

nutrition counseling: some universities offer nutrition counseling services that can help you develop a personalized eating plan.

i hope is helpful! 🫶nene

instagram | pinterest | blog site

[lotus-tower]

it is horrific what we’re allowing to happen to children right now. if covid causes cognitive dysfunction and decline in adult brains, what impact will it have on small brains that are still developing? many children who are too young to even be vaccinated are catching covid, as well as a whole host of other opportunistic infections. children can get, are getting, long covid. children aren’t sick often because it’s “normal” or “good” for them—they’re sick often because they’re more vulnerable than adults.

children have no choice but to be sent to schools where they get sick again and again. they don’t have the ability to distance themselves from their parents and establish boundaries, they’re entirely reliant on their carers. if their parents do not believe in covid prevention, they have no means to protect themselves. they don’t have the ability to consent to what is happening to their health.

schools are not just allowing children who are sick to attend class anyway, they’re borderline mandating it. schools as an institution care more about meaningless attendance records than about students’ wellbeing. the classroom is an environment where all factors incentivize students coming to school sick.

there are horrific accounts from parents about kids being sick 24/7, never having energy, struggling with schoolwork. there are horrific accounts from teachers about their young students being different these days, unable to handle the usual schoolwork, showing signs of that classic covid “brainfog.” i’ve seen evidence of schools making their tests and criteria much easier in order to maintain an acceptable pass rate instead of addressing the actual core problem in the slightest.

i often think about a comment i read once about how someone knew it was fucked when no change happened after sandy hook, when the US decided and enshrined the fact that children were acceptable sacrifices. this is how it feels. this isn’t just about the US though. children are getting reinfected with covid again and again worldwide. this is about the entire next generation.

they didn’t choose any of this. they have no power to stop this whatsoever. none of us consented to this, obviously, but children most of all. most of them don’t even have any idea what’s happening to them, and won’t for years.

there needs to be a push for schools to adopt better covid prevention measures, like better ventilation and air filtration. but even more crucial, and much more difficult, is to do away with the ideology at the core of how schools are designed. just like how workers deserve sick leave, children need to be able to stay home when sick. no jumping through hoops for a doctor’s note to be accepted, no strict time limit. schools obviously know that 1 student staying home sick is less disruptive than 20 students being sick and unable to do their schoolwork. they know the math, but they aren’t after efficiency. just like companies know that happier workers are more productive. that’s not the point. it’s more obvious than ever what is choking our societies to death on every level.

i’ve seen university unions who’ve won teachers the right to demand masking in their lessons, the right to have air filters installed in their classrooms. the same needs to happen for K12 schools, especially since young children can’t advocate for themselves. parents could theoretically wield a lot of influence as well—but let’s face it, most are uninterested in or actively hostile to the idea of better air for their children. efforts to combat this need to be organized, sustained, and coordinated.

imagine how current children will feel once they grow up and look back and realize that their health was compromised before they even learned to speak, that they were born into a sick world, that they were born to be sick, not inevitably but because people preferred things this way.

[archaic-stranger]

the cognitive science students

a strong desire to understand your own mind

becoming comfortable with abstract concepts

an unending curiosity for things beyond the scope of current knowledge

comparing neural nets to webs of neurons

working eagerly towards the next groundbreaking discovery

debating the nature of consciousness

arguing over definitions of thought or awareness

searching for the roots of human knowledge

analyzing biases in your own way of thinking

learning how your brain perceives the world around you

realizing that perception is not the same as objective reality

neuroscience texts and philosophical treatises jumbled together in your bookbag

sketching simple diagrams of the brain in your notes

understanding the mind through computational attempts to imitate it

getting completely absorbed by a fascinating paper

effective study strategies backed by research

discussing the bounds of sentience, from blue whales to artificial intelligence

studying how the brain develops over a lifetime

combining research from different fields, seeking a more comprehensive understanding

a sense of awe at the mind's immense complexity

[glitter-stained]

I know I keep saying "god I need to read Batgirl 2000" and not doing it and talking about other comics I'm reading. I understand how this may be confusing, so here's a clarification: I absolutely want to read that comic. It's gonna be glorious.

However, the thing is that while I study neuropsychology with a bunch of other students, we all have our individual specialities; specifically I'm doing my master's thesis on language development disorder, and my goal is to later do a phd on language disorders. And I do know myself. The moment I get my nasty paws on Batgirl 2000? Forget that Jason is my favourite character ever and I have a shitton of meta planned about him. Forget the fact I have exams and I won't be able to get that damn diploma if I fail. The moment I read batgirl 2000 it's fucking over, I'm digging a hole in the ground like a hibernating bear and dissecting the cognitive and neurological implications of Cass' character until I explode. I'm chewing on her character with my teeth. Even the idea makes me giddy. i'm already having to stop myself from writing the jason metas right now because of exams and it's not even my domain, i'm gonna start bleeding from my eyes when I read that comic.

And the issue is, you know Scott Lobdell? Most beloathed Jason writer, ruiner of jayroy for a whole category of people, roy harper enemy #1, kory destroyer, cheshire caricaturer, extremely unpopular writer and yet somehow still not unpopular enough? This guy went to college to study psychology and decided to drop out to write for dc comics. And I can't, I really can't afford to have anything in common with him. The idea is terrifying. So until I've passed those damn exams and survived internship season Cassandra is staying safe and warm in the pantry where I cannot reach her. In the meantime I got about 40 BoP issues to get through before I can get to the part written by Gail Simone.

Thank you for understanding.

[maxdibert]

What are your headcanons on Severus and the Malfoys? Do you think he genuinely considered them friends, or was it part of his cover? Or were they ever really friends at some point?

I have so much to say about this! I actually have two different versions of the story, and I think both of them could be canon. I can never decide between them because both seem plausible, so I’ll share my opinion on each and let everyone decide which one fits best.

Despite being a poor, scruffy, half-blood kid from a working-class background, I think Lucius took Severus under his wing because, after all, Lucius was already a 15-year-old teenager who was likely quite involved in pure-blood extremist circles and had probably heard of Voldemort by then. He was probably trying to make a good impression by recruiting as many people as possible. And despite Severus’ background, treating him with respect was a pretty shrewd move to maintain unity within Slytherin and promote that “us against the world” mentality. This would ultimately foster the cult-like environment that developed during that era. I also think that, after seeing that Severus, beyond his background, had a strong interest and talent for the Dark Arts and was a good student, Lucius probably saw that Severus’ skills could be useful, which is why he kept him under his wing. Lucius Malfoy is often portrayed as a snobbish buffoon, but besides being a shrewd man, he’s part of high society, old money. And even the classist aristocrats know how to make use of the working class and recognize talent because, historically, they’ve maintained their position by exploiting such talent.

I think Lucius and Severus maintained that mentor-pupil relationship for many years, and once Lucius graduated, he intervened to help Severus be accepted and valued within his House while also using him as a sort of personal charity project. Like Cher in Clueless (who’s based on Emma Woodhouse from Jane Austen) taking on an awkward kid from the North without wealth or pedigree and turning him into someone fit for high magical society—a kind of social experiment, if you will. I think this made Severus feel indebted to him, at least before Voldemort killed Lily. I also believe that, during Severus’ school years, his gratitude stemmed not only from this “mentorship” but also from the fact that, for the first time, someone believed in him and motivated him to pursue his ambitions. Lucius was like a father/older brother figure whom he respected and appreciated for seeing him as more than just a poor kid with nothing.

That said, my interpretation of their relationship splits into two possibilities once Severus becomes a double agent.

On one hand, there’s the idea that, after Lily’s death, feeling guilty and determined to actively work for Voldemort’s downfall, Severus emotionally distanced himself from the Malfoys as much as possible. The relationship they developed over the next 18 years would then be solely a means to an end—to gain favor with someone influential within the Ministry and among the most important dark wizards. Deep down, it was all a façade because the Malfoys also represented everything he despised and regretted being a part of, so he decided to cut off any emotional attachment to them. Basically: it was all fake.

The other version, and the one I prefer because it feels more realistic, is that Severus, as the abused and abandoned child he was, would always experience cognitive dissonance toward people who treated him well during his most vulnerable years. It’s something evident in his view of Lily, even though he was joining a group that literally wanted to kill people like her, and I can see it applying to his view of the Malfoys as well. Though they were a family actively working to end people like Lily, and Severus would ultimately have to confront them if it came to it, he’d still struggle to sever his emotional ties with the Malfoys. Just as he couldn’t understand why his friendship with Lily was ending because of his choices, I don’t think he’d be able to emotionally cut off the Malfoys, even if he knew they were terrible or knew he might eventually have to face them in battle. Much like how Lily being the first person to treat him with kindness was enough to make him risk everything to atone for his indirect role in her death and his support of Voldemort, I think Lucius “taking him in” also carved out a streak of loyalty in Severus toward his family. Severus strikes me as someone fiercely loyal to anyone who’s shown him kindness or understanding, even if that loyalty is against his own interests. And despite everything, I think he genuinely cared about the Malfoys. While he no longer admired Lucius, I think he still respected him in a certain way, like a younger brother who knows his older brother is a jerk but still sees him as his older brother.

I also think Narcissa had a kind of “older sister” vibe for him—that when she and Lucius were dating and Severus was still a kid, she saw him as this scruffy little guy, like a cute but poor puppy. And that impression probably stuck with him too. I think he always felt more comfortable with her than with Lucius, since she was associated more with the maternal than with authority. While his favoritism toward Slytherins was partly to maintain appearances and partly due to resentment toward Gryffindors, I believe he genuinely liked Draco. This affection, though, was likely another form of cognitive dissonance because Draco was far more similar to James than Harry ever was (in terms of character, classism, and using his status, family name, and influence to torment others). But just as his hatred of Harry was a reflection of his resentment toward James, his affection for Draco was probably a reflection of his relationship with Lucius and Narcissa.

[sanctiphera]

Why does the MSM/CNN/BBC/Sky and so many others happily accept the word of murdering Hamas propaganda without question? Stupidity, or connivance?

[machine-herald-archive]

The Machine Herald - Viktor (Lore Text)

The herald of a new age of technology, Viktor has devoted his life to the advancement of humankind. An idealist who seeks to lift people to a new level of understanding, he believes that only by embracing a glorious evolution of technology can humanity’s full potential be realized. With a body augmented by steel and science, Viktor is zealous in his pursuit of this bright future.

Viktor was born in Zaun on the borders of the Entresol level, and, encouraged by his artisan parents, discovered a passion for invention and building. He devoted every waking minute to his studies, hating to interrupt his work even to eat or sleep. Even worse was having to rapidly relocate if there was a nearby chemical spill, accidental detonation or incoming chem-cloud. Abandoning his work, even for a short time, was anathema to Viktor.

In a bid to impose a level of order and certainty on his world, Viktor researched Zaun’s many accidents and came to realize that almost all of them were the result of human error, not mechanical failure. He offered his services to the local businesses, developing inventions that made them far safer working environments. Most turned him away, but one - the Fredersen Chem-forge - took a chance on this earnest young man.

Viktor’s inventions in automation reduced the number of accidents in the forge to zero within a month. Soon, other establishments sought his work and Viktor’s designs became common in Zaun, improving production with every innovation that removed human error from a process. Eventually, at the age of nineteen, he was surprised to be offered a place in Zaun’s prestigious Academy of Techmaturgy. But Viktor’s work had attracted the eye of Professor Stanwick of Piltover, who convinced him to leave Zaun and travel to Piltover’s academy instead. There, he could work in the most advanced laboratories and gain access to all the resources the City of Progress could offer. Thrilled to be singled out, Viktor accepted his offer and took up residence in Piltover, where he refined his craft and sought to perfect his theorems in ways that would benefit everyone.

Viktor worked with Piltover’s best and brightest; including an insufferable genius named Jayce. The two were equally matched in intellect, but where Viktor was methodical, logical and thorough, Jayce was flamboyant and arrogant. The two worked together frequently, but never truly became friends. Often, the two would butt heads over their perceptions of intuition vs logic in the process of invention, but a level of mutual respect developed as each saw the flawed brilliance in the other.

In the midst of his studies in Piltover, a major chem-spill devastated entire districts of Zaun, and Viktor returned home to offer his help in the rescue efforts. By grafting a sophisticated series of cognitive loops upon existing automata-technology, he crafted a custom-built golem, Blitzcrank, to help in the clean-up. Blitzcrank was instrumental in saving scores of lives and appeared to develop a level of sentience beyond anything Viktor had envisioned.

Even with the spill contained, Viktor remained in Zaun to help those afflicted by the released toxins. With the golem’s help, he attempted to use his techmaturgical brilliance to save those whose lives had been blighted by the spill. Their attempt was ultimately unsuccessful in preventing more deaths, and the two parted ways. Though Viktor was distraught at the loss of life in Zaun, the work taught him a great deal about the merging of human anatomy with technology and how mortal anatomy could be enhanced with technology.

When Viktor returned to Piltover, weeks later, it was to find that Professor Stanwick had held a symposium on Blitzcrank and presented Viktor’s researches as his own. Viktor lodged formal complaints with the masters of the college, but his impassioned claim that he had designed Blitzcrank fell on deaf ears. He turned to Jayce to verify his claims, but his fellow student refused to speak up, further widening the rift between them, and the matter was decided in Professor Stanwick’s favor.

Bitter, but resigned, Viktor returned to his studies, knowing that his ultimate goal of making people’s lives better and enhancing humanity was more important than one stolen project and a bruised ego. He continued to excel, finding ever new ways to eliminate human error and weakness from his work, a facet of his researches that came to dominate his thinking. He saw human involvement in any part of a process as a grossly inefficient aberration - a view that put him at odds with a great many of his fellow students and professors, who saw the very things Viktor sought to remove as the source of human ingenuity and creativity.

This came to a head during a reluctant collaboration with Jayce to improve the diving suits used to keep Piltover’s docks clear of underwater debris and lingering chemical waste. Viktor and Jayce’s enhanced suits allowed the wearer to go deeper, remain underwater for longer, and lift heavier weights. But many wearers claimed they saw phantom corpse lights in the depths or suffered from chem-induced hallucinations. When divers experienced such symptoms, they panicked and often got themselves or their fellow divers killed. Viktor saw the problem was not technical, but with the wearer’s nerves unraveling in the inky depths. He devised a chem-shunt helm that allowed an operator on the surface to bypass the wearer’s fear response and, effectively, control the diver. A heated discussion between Viktor and Jayce on free will and mental enslavement turned bitter - almost violent - and the two vowed never to work together again.

Jayce reported the incident to the college masters, and Viktor was censured for violating basic human dignity - though, in his eyes, his work would have saved many lives. He was expelled from the college, and retreated to his old laboratory in Zaun, disgusted by the narrow-minded perceptions of Piltover’s inhabitants. Alone in the depths, Viktor sank into a deep depression, enduring a traumatic period of introspection for many weeks. He wrestled with the ethical dilemma he now faced, finding that, once again, human emotion and weakness had stood in his way. He had been trying to help, to enhance people beyond their natural capabilities to avoid error and save lives. Revelation came when he realized that he too had succumbed to such emotions, allowing his naive belief that good intentions could overcome ingrained prejudice to blind him to human failings. Viktor knew he could not expect others to follow where he did not go first, so, in secret, he operated on himself to remove those parts of his flesh and psyche that relied upon or were inhibited by emotion.

When the surgery was done, almost no trace of the young man who had traveled to Piltover remained. He had supplanted the majority of his anatomy with mechanical augmentations, but his personality had also changed. His idealistic hope to better society was refined into an obsession with what he called the Glorious Evolution. Viktor now saw himself as the pioneer of Valoran's future - an idealized dream where man would renounce flesh in favor of superior hextech augmentations. This would free humanity from fatal errors and suffering, though Viktor knew it was a task that would not be completed easily or quickly.

He threw himself into this great work with a vengeance. He used technological augmentations to help rebuild Zaunites injured in accidents, perfected breathing mechanisms, and worked tirelessly to reduce human inefficiency by decoupling physicality from emotion. His work saved hundreds of lives, yet seeking Viktor’s help could be dangerous, as his solutions often brought unexpected consequences.

But if you were desperate, Viktor was the man you went to.

Some in Zaun, hearing fragments of his philosophy and seeing the successes of his work, saw him as a messianic figure. Viktor couldn’t care less for them, viewing their quasi-religious cult as an aberration; yet another reason to eliminate emotional foibles and the belief in that which could not be empirically proven.

After a toxic event in the Sump saw hundreds of men and women in the Factorywood transformed into rabid psychotics, Viktor was forced to use a powerful soporific to sedate the victims and bring them back to his labs to try and undo the damage. The toxins had begun to eat away portions of their brains, but Viktor was able to slow the degenerative process by opening up their craniums and employing machinery to slowly filter their bloodstreams of poison. The technology available to him wasn’t up to the task, and Viktor knew many people were going to die unless he found a way to greatly enhance his purgative machinery.

As he fought to save these people, he detected a surge in hextech energy from Piltover and saw immediately that this could give him the power he needed. He followed the powerful energy surge to its source.

Jayce’s lab.

Viktor demanded Jayce hand over the source of this power, a pulsing crystal from the Shuriman desert. But his former colleague refused, leaving Viktor no option but to take it by force. He returned to Zaun and hooked the strange crystal to his machinery, readying a steam golem host for each afflicted person in case their body gave out under the stress of the procedure. Empowered by the new crystal, Viktor’s machines went to work and, gradually, the damage from the toxins began to reverse. His work would save these people - in a manner of speaking - and had Viktor retained more than a fragment of his humanity, he might have celebrated. As it was, the barest hint of a smile was all he allowed himself.

Before the process could complete, a vengeful Jayce burst in and started smashing the laboratory with an energized hammer. Knowing an arrogant fool like Jayce would never listen to reason, Viktor ordered the automatons to kill Jayce. The battle was ferocious, and only ended when Jayce shattered the crystal Viktor had taken, bringing the entire warehouse down in an avalanche of steel and stone, thus ending the existence of those Viktor was trying to save. And for this, Jayce returned to Piltover, feted as a hero.

Viktor escaped the destruction of the laboratory, and returned to his mission of bettering humanity by ridding it of its destructive emotional impulses. In Viktor’s mind, Jayce’s impetuous attack only proved the truth of his cause and strengthened his desire to unburden humanity of the failings of flesh. Viktor did send chem-augmented thugs to raid Jayce’s laboratory not long afterward. This was - Viktor told himself - not for revenge, but to learn if there were any more shards of the Shuriman crystal he could use for the advancement of mankind. The raid was unsuccessful, however, and Viktor thought no more of Jayce.

Instead, he intensified his efforts to find ways in which humanity could be shepherded beyond their emotional weaknesses and brought into a new, more reasoned stage of their evolution. Such researches sometimes transgress the boundaries of what would be considered ethical in Piltover (and Zaun), but they are all necessary steps in bringing about Viktor's Glorious Evolution.

[evidence-based-activism]

My mother keeps saying men are better suited for mathematics, numbers and coding because of their brains and supposed inclinations to be logical. She took a coding class and claimed that the men just understood it better, and were better at it.

I told her, women were the first ones to dominate coding in general, but she still believes the male brain is just better for practical use. She's a nurse by the way... I'd thought she'd know better than the believe the myth sex based brains.

How can I prove to her that she's false?

Hi Anon! I'm sorry your mother believes this! Maybe you can show her this post to help her understand the evidence!

---

Mathematics Performance

First, some studies that show women and men/girls and boys have similar math performance/aptitude:

This international study [1] examined boys and girls performance on standardized math exams around the world. They found that "gender equity and other sociocultural factors ... are the primary determinants of mathematics performance," which indicates that there is no inherent/biological difference in math performance just artifacts of an unequal culture.

This 2008 analysis of representative USA data [2], found "effect sizes for gender differences, representing the testing of over 7 million students in state assessments, are uniformly <0.10, representing trivial differences." Further over half of the individual effect sizes actually indicated better performance for girls. That being said, the weighted mean was consistent with no gender differences. In addition they completed a sub-analysis of items that targeted "cognitive complexity or depth of knowledge", as some suggest that boy's higher performance on these types of problems would explain their over-representation in STEM. However, this study found that "even for difficult items requiring substantial depth of knowledge, gender differences were still quite small."

This meta-analysis [3] of "242 studies published between 1990 and 2007, representing the testing of 1,286,350 people" found "no gender difference" in mathematics performance. They also performed a second analysis of data from large data sets based on probability sampling of U.S. adolescents over the past 20 years" and found that no gender differences on average; in addition the effect sizes again indicated girls performed better on some assessments.

This international meta-analysis [4] "representing 493,495 students ...across 69 nations" found "all of the mean effect sizes in mathematics achievement were very small" indicating that boys and girls performed similarly on the mathematics exams. Interestingly, despite the similarity, "boys reported more positive math attitudes and affect."

This review [5] found "research on cognitive development in human infants, preschool children, and students ... provides evidence that mathematical and scientific reasoning develop from a set of biologically based cognitive capacities that males and females share. These capacities lead men and women to develop equal talent for mathematics and science."

All of this indicates that there are no inherent gender differences in mathematics performance between the sexes. There may appear to be a difference, but this is a result of sociocultural factors and/or slight natural sample variation.

---

Stereotype Threat

In addition to the above, I want link to a past post where I address stereotype threat. I've copied the relevant portion below, but please see the link for sources:

As suggested by @mycodyke, an important factor here is the stereotype threat. This refers to how "behavior can be a consequence of priming effects, ... when a stereotype becomes activated, stereotype-consistent behavior may follow automatically from that activation" [21]. The study she linked [22] goes into this, finding that men performed the same in a cognitive task regardless of priming condition, whereas women performed worse only when primed with female condition. This replicated an earlier study [23] that found "no sex differences were observed" when the task instructions didn't emphasize sex-stereotypes. Other similar studies: -- This study [24] found "sex difference was reliably elicited and eliminated by controlling or manipulating participants’ confidence" -- This meta-analysis [25] suggested that "male superiority on spatial ability tasks ... is related to the implementation of time limits". -- This study [26] also suggested this, finding that "the magnitude of gender differences was linearly related to the amount of time available for test completion". All of this indicates that sex differences on this task (and likely in other similar situations) are the result of individual expectations about their performance. This is also commonly brought up for self-fulfilling prophecies; that is, if someone believes they will succeed/fail they are more likely to succeed/fail. And this has real-world consequences. For example, in this study [27], "in a simulated job interview, [participants] … were confronted with either sexist … or non-sexist … behavior … [and] results indicated that female participants in the sexist condition performed significantly worse on the mathematical test than female participants in the control condition … suggest[ing] an influence of psychological and interpersonal processes on seemingly objective test outcomes."

These studies were on a different "male typical" cognitive task, but the same principles underlying these results apply to tests of mathematical performance.

In short, the belief that men are naturally better/women naturally worse on a particular task can actually lower women's performance on the task. Eliminating or reducing this perception results in higher female performance.

For specific studies on this with reference to mathematical performance, see:

This study [6] found that "[math] test performance of women in a stereotype-nullifying presentation ... was raised significantly to surpass that of the men in the course" specifically for "the most highly qualified and persistent women [and men] in [upper level] college mathematics." (And as a note, they also find that when "test-takers were given the test under normal test instructions, women and men performed equally.")

This experimental study [7] that found women's performance on a math test, but not men's performance, was reduced by the stereotype threat condition (where they were told their sex is expected to perform worse) both within and between sexes.

Taken together, these results suggest that the current cultural expectation that men are naturally better – and women naturally worse – at math is actually harming women's performance.

---

Coding Skills

In addition to all of that, I've also discussed how there little to no evidence of sex differences in the human brain.

There's a lot less research on sex differences in computer coding proficiency, but a few include:

This study [8] that found that while "males have significantly more previous exposure to computer programming ... females do equally as well or better in programming comprehension."

This study [9] on programming lessons for primary school children found "no gender differences in coding ability".

This experimental study [10] also found no gender differences in "accuracy and efficiency of codes".

This interesting code review [11] found that "while there is gendered variation in programming style, there is no evidence of gender difference in code quality" [emphasis mine].

The above studies on gender similarities in math/spatial reasoning all also support gender similarities in coding considering they are often considered to underlie programming skill.

You are also correct about women being the original programmers! You can see these sources [12, 13] for an introduction to the history here.

---

Conclusion

In addition to all of that, I've also discussed how there little to no evidence of sex differences in the human brain.

All in all, there's no evidence that men are better suited for STEM fields than women. Instead, there's substantial evidence that there is no innate gender differences in mathematical ability, complex reasoning skills, spatial reasoning ability, and computer programming proficiency.

I hope this helps you convince your mom, Anon! If either of you have any questions, feel free to send them!

References under the cut:

Kane, J. M., & Mertz, J. E. (2012). Debunking myths about gender and mathematics performance. Notices of the AMS, 59(1), 10-21.

Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., & Williams, C. C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494-495.

Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: a meta-analysis. Psychological bulletin, 136(6), 1123.

Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychological bulletin, 136(1), 103.

Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science?: a critical review. American psychologist, 60(9), 950.

Good, C., Aronson, J., & Harder, J. A. (2008). Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses. Journal of applied developmental psychology, 29(1), 17-28.

Johnson, H. J., Barnard-Brak, L., Saxon, T. F., & Johnson, M. K. (2012). An experimental study of the effects of stereotype threat and stereotype lift on men and women's performance in mathematics. The Journal of Experimental Education, 80(2), 137-149.

Du, J., & Wimmer, H. (2019). Hour of Code: A study of gender differences in computing. Information Systems Education Journal, 17(4), 91.

Price, C. B., & Price-Mohr, R. (2023). Exploring gender differences in primary school computer programming classes: A study in an English state-funded urban school. Education 3-13, 51(2), 306-319.

Akinola, S. O. (2015). Computer programming skill and gender difference: An empirical study. American journal of scientific and industrial research, 7(1), 1-9.

Brooke, S. (2024). Programmed differently? Testing for gender differences in Python programming style and quality on GitHub. Journal of Computer-Mediated Communication, 29(1), zmad049.

Little, B. (2021, February 9). When computer coding was a “woman’s” job. HISTORY. https://www.history.com/news/coding-used-to-be-a-womans-job-so-it-was-paid-less-and-undervalued

Thompson, Clive. “The Secret History of Women in Coding.” The New York Times, 13 Feb. 2019. NYTimes.com, https://www.nytimes.com/2019/02/13/magazine/women-coding-computer-programming.html.

[lonniemachin]

Dr. Mohammed Shaga reached out to me to help share his fundraiser. He is a Palestinian cosmetic dentist urgently raising money to help him evacuate continue his studies outside of Gaza. He has currently only raised $300 out of his $20,000 goal! Please donate and share, and if you can't donate, please still share!

From Dr. Shaga's GFM:

Dr. Mohammed's: A Journey of Giving & challenges

‏In a world full of challenges and opportunities, passion and determination pave the way for success.

‏I am Dr. Mohammed Shaga, a dentist specializing in cosmetic dentistry. Through my passion for the profession and dedication to honing my skills, I embarked on an unforgettable journey of challenge and distinction. ‏

‏I provided dental care to many patients and published scientific articles aimed at enhancing clinical practice and sharing knowledge with my colleagues in the field. I was also active in organizing scientific courses and lectures to transfer experiences and knowledge to the local and international audience.

‏I was working as an teaching assistant at the university, teaching and educating dental students on the basic principles and rules of cosmetic dentistry.

‏In the last year, I also enrolled in a master’s degree to increase my cognitive and scientific capabilities and to seek further development and continue realizing my dream.

Our lives changed irreversibly on October 7th due to war, my dreams of participating in the international scientific arena and completing my postgraduate studies were abruptly halted. My endeavors and aspirations faced a tough test, but I refused to give up.

‏‎‏Now, I seek your support to achieve my dream. I look forward to completing my studies and developing my skills in the field of cosmetic dentistry through the educational and training opportunities available to me abroad.

‏Through my campaign on GoFundMe, I aim to raise the necessary donations to fund my travel and start anew in my career journey.

‏ **Here is the breakdown of the requested funds: ‏

‏*6500 - will be evacuation fees through the Egypt-Rafah crossing border. ‏

‏*1000 - to cover visa fees for Turkey and airline tickets. ‏

‏*10,000 To complete my master's degree and start my own project

‏‎*‏the rest will be the website commission and living support in turkey ( rent and living expenses) initially.

‏Thank you for your support and understanding. I promise to exert every effort to achieve my goals and repay the kindness of those who contribute to realizing my dream in these challenging times. ‏

‏Believing that giving is the noblest path to success, I am Dr. Mohammed and I am grateful for your support and trust in my journey

[didosmind04]

How to overcome Executive Dysfunction

Inspired by @vanillaoldie on Tiktok

First of all, who does executive dysfunction affect?

Executive dysfunction primarily affects people with mental illness or people who experienced child abuse.

What is executive dysfunction?

According to Healthline, executive function describes the cognitive skills that allow you to do things like pay attention, stay on task, regulate emotions etc.

People with executive dysfunction have difficulty developing or using any of these skills leading to things like...

Chronic procrastination.

Finding it challenging to get started on tasks.

Having a hard time keeping your space clean and organised.

Finding it difficult to manage time or stick to a schedule.

Finding it challenging to navigate frustration or setbacks.

Having difficulty following directions that involve multiple steps.

Finding it challenging to control impulses and emotions.

Executive dysfunction refers to difficulties developing or using any of these abilities or behaviors (associated with organisation and regulation).

A strategy to overcome Executive Dysfunction is Intrinsic Motivation

When you are intrinsically motivated, you engage in an activity because you enjoy it and get personal satisfaction from doing it.

According to the Self-Determination theory- the 3 basic needs for you to feel intrinsically motivated are the feelings of:

Autonomy: "The feeling of being in charge of your goals and behaviour"; You feel like you can make your own independent decisions.

Competence: "The sufficient ability, judgement, strength or intellect to accomplish a task"; You feel good at your task.

Relatedness: "The sense of social belonging"; You feel like you belong in the place you are executing your task.

How to apply Intrinsic Motivation to reach your goals

We need to overcome the insecurities we have around our autonomy, competence and relatedness.

Example: The goal is to study.

Autonomy-

Instead of thinking about how you need to study in order to pass the class or to not fall behind your classmates think about why you want to study. Remember, it's your mind and your decision.

"I study because I WANT to. I want to learn because I find the subject interesting and you like acquiring knowledge."

Competence-

Instead of thinking about all the work and effort you'll need to put into learning the study material and therefore experiencing task paralysis as a result of feeling incompetent; think about what will happen after you finish studying. View the feeling of competence as the reward for completing the task.

"I'm now smarter as a consequence of studying. The next time I need to study I'll know I am very capable and good at it. "

Relatedness

Instead of dwelling on your student anxiety or imposter syndrome focus on why you belong there in your course.

"I have passed the same exam as everyone to enter the course. I am just as capable and gifted as everyone here. I belong here. My university accepted me for a reason."

Write out your own affirmations as related to the 3 needs of intrinsic motivation when you are experiencing executive dysfunction but want to achieve a goal.

I hope this is helpful and be kind to yourself <333

Dido

Sources:

Healthline

SpriggHR