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spacelazarwolf · 8 months ago

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before yom hashoah ends, i want to remind folks that sephardi, maghrebi, and mizrahi jews were also deeply affected by the holocaust.

this is by no means inclusive of all communities who were affected by the holocaust and its aftermath, i do not have the emotional bandwidth for that, but hopefully this gives you some insight into jewish experiences outside of what's usually talked about.

the jews of morocco, algeria, tunisia, libya, and italy were all subjected to the racial laws of the vichy regime or fascist italy, which prevented them from attending educational institutions, holding public office, and owning businesses and sometimes property. moroccan jews were protected from some of the violence faced by other jews of the mediterranean and north africa because of the moroccan sultan mohammed ben youssef, who was vocally opposed to the anti jewish laws. he reportedly told the vichy government, "there are no jews in morocco. there are only moroccan subjects." he believed he had a god-given responsibility to protect moroccan jews. "moroccan jews are my subjects, and it is my duty to protect them against aggression."

unfortunately, other jewish communities did not receive that kind of protection. algerian jews faced a pogrom by the local arab population in constantine, killing 25 and destroying several jewish homes and businesses. 2000 algerian jews were sent to concentration camps in bedeau and djelfa, where many died from hunger, exhaustion, disease, or beatings. 5000 tunisian jews were forced into labor and detention camps where over 400 of them were killed. in libya, there was a violent pogrom which killed 500 jews out of a community of 4000. 2600 of the survivors were sent to the giado concentration camp, of which 526 died. in tunisia, there was a violent pogrom which killed over 130 jews (including 36 children), injured hundreds, and left 4000 homeless. italian jews faced pogroms, the jewish ghetto in rome was raided and over a thousand jews were detained and sent to concentration camps. a total of 7680 italian jews out of a population of nearly 45,000 were killed.

in greece, thousands of jews were deported to auschwitz. as many as 50% died en route, and only 10,000 out of over 75,000 survived, a nearly 90% death rate. their homes were looted and their property was stolen, and when the few survivors tried to return after the war (a difficult task as the greek foreign ministry attempted to delay or prevent their return to greece), most were unable to regain their property and possessions, forcing most to seek asylum in israel or other countries.

egyptian jews were not directly affected by the axis powers, but extremist organizations like young egypt and the muslim brotherhood sympathized with the nazis and even secured nazi funds to distribute thousands of antisemitic propaganda pamphlets. sporadic pogroms took place throughout the 40's, stoked by political leaders like mahmoud an-nukrashi pasha who said to the british ambassador, "all jews were potential zionists" and dr heykal pasha who said "if the u.n. decides to amputate a part of palestine in order to establish a jewish state, ... jewish blood will necessarily be shed elsewhere in the arab world ... to place in certain and serious danger a million jews." this political extremism prompted the 1948 cairo bombings that killed 70 jews and wounded 200, with many more being killed in the riots following, and eventually led to the expulsion of nearly all egyptian jews, whose money and posessions were all confiscated by the egyptian government.

similar political persecution was directed at iraqi jews, leading to the farhud, a pogrom which killed 180 jews and forced tens of thousands to flee. though there were many who did not support the nazi regime or agree with their views, there were just as many in arab countries who did, in no small part because of active effort by the nazis to gain sympathy from arab populations who already did not get along with their local jewish populations. this led to several other pogroms that took place in the 30's and 40's across lebanon, syria, and british mandate palestine, including a pogrom in jaffa which killed 9 jews and forced 12,000 jews to flee, and another in tiberias which killed 19 jews (including 11 children), most of whom were stabbed to death.

it's understandable that most of what the general public knows about the holocaust is the stories of ashkenazi jews from central and eastern europe, because they comprise the vast majority of the victims. hopefully, this encourages you to do further research into the ways other parts of the diaspora were also affected.

#yom hashoah #jewish #jumblr

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reasonsforhope · 4 months ago

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"Malaria once cast a long shadow over Lao PDR [Laos]. In 1997, an estimated 462,000 people were infected with significant economic and social impacts.

Education and employment were disrupted, and countless lives were lost. The disease's grip extended far beyond the initial illness, with long-term health consequences a heavy burden on communities.

However, a dramatic shift has occurred. Thanks to accelerated strategies implemented by the National Malaria Control and Elimination Program, Ministry of Health and its partners, including the World Health Organization and United States Agency for International Development (USAID), malaria cases have dropped by over 90 percent over the past decade, with just 809 cases in 2023. The nation is now on the brink of eliminating Plasmodium falciparum, the deadliest malaria parasite, by the end of 2025.

While many unsung heroes play crucial roles behind the scenes, including at the community level, a key group is laboratory technicians (microscopists). These dedicated individuals are the eyes on the ground, detecting, tracking, and monitoring malaria cases in high-risk areas...

While rapid tests are valuable tools, Somphan emphasizes the importance of microscopic examination – considered by WHO to be the “gold standard” for malaria diagnosis, and an important skill for every country’s health workforce to maintain for malaria elimination, and broader health security efforts.

Positively - her efforts, and the efforts of healthcare workers and health educators, are paying off.

"People are now more aware of malaria and its dangers," Somphan says. "They have come to understand the seriousness of malaria and the importance of early diagnosis and proper treatment. They now recognize that avoiding hospitalization could lead to prolonged illness and greater disruption to their lives…they are more likely to seek medical attention, even for mild symptoms."

The increasing number of patients coming for testing – sometimes up to 40 per day – is a testament to increased capacity and awareness in the community. But, she notes – they more increasingly have quiet days – a reflection of progress towards eliminating the disease."

-via USAID, August 20, 2024

#malaria #laos #public health #disease #southeast asia #microscope #microbiology #good news #hope

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exilepurify · 2 years ago

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“You know a lot of big words.” — Determining Shigeo’s Kanji Literacy

An analysis in four parts:

Jouyou kanji and Japan’s compulsory education system, explained.

An introduction to the analysis—what I did and why I did it.

A presentation of data, evidence, and counterarguments.

The truth revealed: can Shigeo write a reasonable amount of kanji for his age group?

Jouyou kanji and Japan’s compulsory education system, explained

Let us begin this analysis by establishing a basic understanding of how Japan’s education system is structured.

As you may already know, only elementary school and middle school are compulsory in Japan, meaning that high school and college are completely optional. Therefore, compulsory education in Japan consists of grades 1-9, with grades 1-6 being 小学校 (primary school) and grades 7-9 being 中学校 (middle school).

The term 「常用漢字」(jouyou kanji, “Daily-Use Kanji”) refers to a list of 2136 kanji that the Japanese Ministry of Education requires be taught throughout education grades in Japan due to their importance and frequency of use in Japanese daily life. Knowing all 2136 is defined by the Japanese government as the baseline for basic, functional literacy in Japanese. The jouyou kanji list is further divided into two sub-categories: 「教育漢字」(kyouiku kanji, “Education Kanji”) and 「中学・高校漢字」(chuugaku • koukou kanji, “Secondary School Kanji”).

教育漢字 (kyouiku kanji, “Education Kanji”) (A.K.A. 学年別漢字配当表 [gakunenbetsu kanji haitouhyou, “list of kanji by school year”]) is the Japanese term for the 1006 kanji that are taught over the 6 years of primary school in Japan, grouped into different grade levels by difficulty and complexity.

「中学・高校漢字」(chuugaku • koukou kanji, “Secondary School Kanji”) is the term for the 1130 kanji that students are expected to learn throughout middle school and high school. This list of kanji is not strictly divided by grade level, though a general grade level is often provided, because students in secondary school—whether it be middle or high—are expected to learn kanji more independently. Though the responsibility of learning these kanji is shifted from the classroom to the individual, the importance of knowing these kanji by the end of one’s education, if that be middle school or high school, cannot be overstated. Once again, these 2136 kanji are considered the basics of Japanese kanji fluency.

According to the “Kanji Frequency Number Survey/漢字頻度数調査” conducted by the National Cultural Affairs Division in 2000, in 385 books published by a major publishing company, 8474 different kanji were used (not including duplicates). However, speakers are able to understand 99% of them if they know the top 2457 kanji, and 99.9% of them if they know the top 4208 kanji. And as is true for speakers of every other language, people can generally read more words than they can write.

I determined the “grade level” of each kanji in this analysis according to the grade level provided in my Japanese-English dictionaries, but consideration will be made for Secondary School Kanji due to the lack of official grade divisions and the less organized circumstances involved with learning them.

An introduction to the analysis—what I did and why I did it

In this analysis, I focused specifically on Shigeo’s ability to write kanji, not to read them. This is most obviously because it’s much harder to determine whether or not someone can actually read something, especially in anime, without it being explicitly mentioned. However, it is also because the meaning of kanji can be inferred from knowing the meaning of radicals, and as mentioned above, it is common for people to be able to read more words than they can write. The true mark of knowing a kanji is being able to write it.

To determine Shigeo’s kanji-writing ability, I studied screenshots from a few scenes from the anime, specifically a couple of scenes from the Reigen OVA where Shigeo is writing a LOT, and a couple scenes from the regular anime where Shigeo is explicitly seen writing stuff down and the audience is shown the writing.

The data has been organized into two different excel charts—one for kanji he uses correctly, and one for kanji he doesn’t know or messes up. The kanji in each of these charts have been color-coded and organized by grade level, with readings, translations, and explanations provided. There is only one kanji in the entire analysis that is not considered a part of the jouyou kanji, and this kanji has been marked by “N/A” in the grade level section.

I will provide each chart alongside a percentage likelihood that Mob will know any given kanji from each grade level based on the information gathered from the anime. Please note that the sample size is obviously limited, but I’m working with what I have. If there is a kanji with some sort of detail worth consideration, I’ve marked it with a (**) in the chart and will explain below.

Lastly, I included kanji used in names in the chart here after some deliberation. Name kanji are tricky in general, because multiple kanji share the same pronunciation and people usually don’t know what kanji are used in someone’s name unless they are shown by that person (unless it’s some crazy common name like 高田 or 森 or 田中).

A presentation of data, evidence, and counterarguments.

Shigeo’s known kanji:

Shigeo’s unknown kanji:

IMPORTANT NOTE: There are one or two instances of Shigeo NOT using a kanji at all that I’ve decided not to include on the chart. This is because it is common for Japanese speakers to omit kanji for super common verbs and write them in kana instead, either for personal style reasons or for convenience. Since the verbs are so fundamental and commonly-used, it’s unlikely that they will be misunderstood or mistaken for another word if written in kana. So, if Shigeo wrote the verb for “to read” or “to eat” without using kanji, I didn’t include it, as I highly highly highly doubt he doesn’t know those kanji and I felt like it would unfairly skew the results against him.

米** = I don’t blame Shigeo for not knowing this kanji. It’s fair to assume that Mob might not have seen Mezato’s name written out and therefore wouldn’t know which kanji to use. On TOP of that, “me” for 米 is a special nanori (used for names only) reading and is super obscure and uncommon. I couldn’t even find it in my name dictionary by searching “Mezato”, I had to find her name written in kanji in S1E3 and go from there. I wouldn’t expect this kanji to be in anyone’s top ten possible kanji guesses for the “me” in “mezato”. I included it because rules are rules, but wanted to mention this to make it fairer on the boy.

世** = I want to make it known that Shigeo does successfully write this kanji in the image shown here, when he writes 「世紀」(century):

HOWEVER. However. He messed it up SO BAD before that I think it actually overpowers him using it correctly and brings it back around to a “not properly known” kanji, especially because it’s a kanji taught in second grade that he shouldn’t be messing up at all:

The subtitles intersect it but I’ve rewritten what Shigeo wrote there at the bottom. He tried to write 「世の中には」”In the world…”, but tried to write the kanji, messed up, crossed it out, and then rewrote it in kana. Didn’t even try to write it a second time. This is egregious and, in my juror’s power, cancels out his later usage. This would be like misspelling “world” in English. I’m willing to entertain arguments that he just wanted to write it in kana for some reason, but as it is now, I don’t think that excuse is compelling enough against such damning evidence, so in “missed kanji” it goes. (It’s partly cut off but what gets me is that it doesn’t even look wrong in the first place lol but if he crossed it out, it means he didn’t know it well enough, which allowed him to doubt, which is still damning enough.)

造** = Just like above, Shigeo actually does successfully use this kanji once in the show when he’s filling out his paperwork for the Body Improvement Club in S1E2 (forgive my awful kanji, it’s hard to draw on the phone lol):

However, that was not only on an official school document, it was also in the presence of a student council member and Saruta (#2 in the grade lol) so I have to assume he either asked someone for help or got corrected. Either way, the instance where he doesn’t use the kanji is when he’s in his bedroom alone, writing in his personal notebook—a much more casual environment, and one that takes place AFTER s1e2 (can’t argue he learned it):

This leads me to believe that Shigeo does not naturally know the kanji, as he can’t reproduce it in casual day-to-day or when alone.

焉** = This kanji is not only not included in the jouyou kanji, but it is also used in an obscure word. In fact, it took me a minute to locate it in my Japanese-English dictionary app. It is absolutely not reasonable to expect Shigeo to know this kanji off the top of his head, and he probably wouldn’t know it even if he were a kanji ace. It is included and working against him, however, because the kanji he initially tried to write in its place was 「円」, a.k.a. the kanji for YEN/¥:

Sure, 「えん」is a reading for「円」, that part makes sense. But 「終焉」means “the finals years in one’s life”, so I’m really struggling to understand why Mob would think the yen money kanji would be a part of that word and why he would try to write it with that kanji instead of just writing it in kana first, like the majority of the kanji he didn’t know. It’s truly an enigma to me. I’m bewildered he even tried that, and for that, I’m holding it against him.

BASIC STATS:

GRADE 1 KANJI:

- Total known: 17

- Total unknown: 0

- Grand total: 17

- Shigeo knows: 17 out of 17

- Percentage likelihood of Shigeo knowing a grade 1 kanji: 100%

GRADE 2 KANJI:

- Total known: 16

- Total unknown: 3

- Grand total: 19

- Shigeo knows: 16 out of 19

- Percentage likelihood of Shigeo knowing a grade 2 kanji: 84.2%

GRADE 3 KANJI:

- Total known: 13

- Total unknown: 6

- Grand total: 19

- Shigeo knows: 13 out of 19

- Percentage likelihood of Shigeo knowing a grade 3 kanji: 68.4%

GRADE 4 KANJI:

- Total known: 11

- Total unknown: 0

- Grand total: 11

- Shigeo knows: 11 out of 11

- Percentage likelihood of Shigeo knowing a grade 4 kanji: 100%

(Baby apparently had a great year in fourth grade.)

GRADE 5 KANJI:

- Total known: 3

- Total unknown: 4

- Grand total: 7

- Shigeo knows: 3 out of 7

- Percentage likelihood of Shigeo knowing a grade 5 kanji: 43.9%

GRADE 6 KANJI:

- Total known: 0

- Total unknown: 2

- Grand total: 2

- Shigeo knows: 0 out of 2

- Percentage likelihood of Shigeo knowing a grade 6 kanji: 0%

😭

GRADE 7 KANJI:

(No known or unknown 7th grade kanji found)

GRADE 8 KANJI

- Total known: 5

- Total unknown: 6

- Grand total: 11

- Shigeo knows: 5 out of 11

- Percentage likelihood of Shigeo knowing a grade 8 kanji: 45.5%

^ To Shigeo’s credit, this isn’t bad at all considering he’s only halfway through his eight grade year at this point in the story.

% OF JOUYOU KANJI SHIGEO KNOWS:

% known from observed data:

65/86

75.6%

# of jouyou kanji: 2136

75.6% of 2136 = 1615 jouyou kanji

Here’s a graph for your visualizing pleasure:

Finally:

(All values are rounded up)

There are 1006 kyouiku kanji. There are 1130 secondary school kanji. Because high school in Japan is not compulsory, we’ll assume that the secondary kanji are to be learned over the three years of middle school. That means about 377 words per middle school grade. If Shigeo is halfway through eighth grade, let’s say he should generally know 1006 + 377 + (377/2) kanji, which comes out to 1,572.

There are 80 kyouiku kanji assigned to first grade, which Shigeo should know 100% of—80 total.

There are 160 kyouiku kanji assigned to second grade, which Shigeo should know 84.2% of—135 total.

There are 200 kanji assigned to third grade, which Shigeo should know 68.4% of—137 total.

There are 200 kanji assigned to fourth grade, which Shigeo should know 100% of—200 total.

There are 185 kanji assigned to fifth grade, which Shigeo should know 43.9% of—81 total.

There are 181 kanji assigned to sixth grade, which Shigeo should know… 0% of…. 0 total.

This all totals out to:

80 + 135 + 137 + 200 + 81 + 0 = 633/1006 elementary school-level kanji. That’s 63% of the kanji required for elementary school.

(Didn’t include a calculation for middle school kanji due to having 0 data on seventh-grade kanji and also him being halfway through eighth.)

The truth revealed: can Shigeo write a reasonable amount of kanji for his age group?

Uh… no. Maybe? Well… probably not, no.

I mean, of course there are flaws with my methods. I had a super small sample group and applied the stats there to all of the jouyou kanji, which is almost guaranteed to be lower than reality. I just didn’t really have another choice. Also, I’m very certain that Shigeo MUST know some 6th grade kanji, even if in the results here I considered the probability to be 0%. That’s assuredly not accurate. There were just, by chance, only two instances of sixth-grade kanji in all of the sample writing and he happened not to know either of them. This is just for fun, anyway. I can say with confidence, though, that he certainly isn’t a writer, and he definitely knows less kanji than the average eighth grader, but I wouldn’t take my numbers for anything more than entertainment.

But yeah. Shigeo is…. a little kanji-impaired. Which explains why he struggled with Emi’s writing and is only ever seen reading Shounen Jump volumes lmao. I believe in him though. He makes it work. My illiterate king. Who needs the other half of your elementary sight-words anyway?

All jokes aside though, he really started to scare me with the 世 and 円 things 😭😭😭😭😭

#mp100 #mob psycho 100 #FINALLY IT IS DONE. This took me forever bc i’ve been SOOOO busy this past week #i’ve missed posting on here #so here’s a super long post as apology lol #i actually had a lot of fun with this #im so tired rn tho so i’m desperately hoping it makes any damn sense at all #our illiterate boy #i love him #like i said don’t take it too seriously. it’s all in good fun #kageyama shigeo #shigeo kageyama #mp100 analysis #mp100 meta #described in alt text

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fdelopera · 9 months ago

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Exactly, Anon. Exactly. This is why the Ivy League Universities being turned into Hamasnik terrorist bases is so horrifying. Especially with Jew-hating students attacking Jewish students and professors on campus, with the Universities' sanction. The Universities could shut these Jew-hate riots down. The fact that they don't shows that they want them to continue. They're trying to chase away the Jewish students and professors from these schools. That's always the first step. That's what the Nazis did first, too.

This article is taken from the US Holocaust Memorial Museum website. I highly recommend that everyone read the whole article. But even if you read the first paragraph, you'll see the parallels to what is happening on Ivy League campuses today:

After Adolf Hitler was appointed German Chancellor in January 1933, the new Nazi government began an effort to completely reorder public and private life in Germany.

The Nazi regime quickly targeted German universities—among the most elite in the world at the time—for restructuring according to Nazi principles. While the Nazi Ministry of Education initiated reforms, local Nazi organizations and student activists worked to bring Nazi ideals to German campuses. These forces, along with increasing antisemitism under Nazi rule, transformed everyday life at German universities. Throughout this period, students, faculty, and staff made individual decisions that both upheld and opposed Nazi ideology.

With the passage of the "Law for the Restoration of the Professional Civil Service" in 1933, most Jewish professors in Germany were dismissed from their positions. Others, such as Professor Eugen Mittwoch, were able to keep their posts temporarily only due to the political value of their research. After purging Jewish and "politically undesirable" faculty, the regime then targeted the student body with the "Law Against Overcrowding in Schools and Universities." As German authorities continued to "Aryanize" German universities, Jews increasingly lost the opportunity to teach or study. Many non-Jewish Germans sought to benefit from their persecution.

The daily business of university life continued in the wake of these new policies, but political concerns increasingly influenced the way professors and students worked and studied. The practice of denunciation, as demonstrated by the "Request for the Investigation of Professor Hans Peters," illustrates the danger posed to both students and faculty if they failed to follow new ideological norms. Those willing to voice support for the new regime—whether out of enthusiasm or practicality—often received promotions or other rewards. Meanwhile, many others quietly accepted the new policies and passively benefited from the persecution of their Jewish peers. Very few, such as the small student group in Munich known as the White Rose, took any significant action to resist the Nazi dictatorship.

The Nazi government and its supporters manipulated several aspects of the country's traditional university system to turn German higher education into a crucial source of support for the new regime. For example, the German student population had been largely male long before the Nazi rise to power, and German campuses were dominated by fraternities. Those organizations maintained traditional military discipline and dress codes, and their alumni groups exercised significant political power both before and after 1933. Fraternities—often working with the Student Council and Nazi Student League—served as a powerful and violent force for implementing Nazi principles at universities, often going beyond the party platform in their radicalism. A Report on the Camaraderie House for Female Students of Göttingen shows how Nazi student groups used the format of traditional student organizations to train both men and women to become the next generation of Nazi leaders.

Although the regime could rely on many committed student activists, the Third Reich also sought the support of German professors to lend legitimacy to their policies. Because German universities were state institutions, professors' academic careers became vulnerable to the whims and wishes of the Nazi state. While only a small minority of professors had been Nazi Party members before 1933, several prominent professors quickly voiced their support for the Third Reich. In the new German university, political loyalty was valued over academic ability in the assessment of students and in the selection and promotion of professors. Authorities infused university classrooms with Nazi ideology—as shown in the document, "Foundation of the Advanced School of the German Reich". But prioritizing politics over academics affected the quality of German higher education.

Nevertheless, professors—even enthusiastic supporters of the new regime—often spoke out against some aspects of Nazi policy. The case of Eduard Kohlrausch shows how his opposition to student-led book burnings caused his removal from the university administration. Dissent against individual policies, however, did not give rise to any concerted resistance movements. German universities as a whole formed a solid base of support for the Nazi regime, contributing valuable knowledge to the development of technology for the war effort as well as logistical support for the Holocaust.

The Nazification of universities overwhelmed the daily lives of students with new requirements, including mandatory lectures, physical exercises, labor duties, and political assemblies. Many students resented those requirements, even if they supported the Nazi Party. In Heidelberg, for example, where the daily life of students was dominated by political instruction and mandatory physical training, large numbers of students withdrew from the university in search of other educational opportunities. As illustrated in the "Memo Regarding Maria-Elisabeth Koch," students also showed varying degrees of enthusiasm for the labor service that was often required of them in territories occupied by Nazi Germany.

The Nazi government's project of remaking German universities was broadly successful, but it produced unintended consequences. The quality of education suffered significantly as classes were regularly cancelled for political assemblies and students' schedules became filled with ideological and paramilitary training. Moreover, purging Jewish faculty deprived German universities of valuable expertise. Within a few years, many observers in Germany and abroad became deeply skeptical about the quality of German higher education in the Third Reich. Propaganda efforts such as the Carl Schurz tour for American professors and students—documented with a slickly produced video—did not prevent protest. The 550th-anniversary celebration of Heidelberg University met with opposition in Europe, even while prominent American universities such as Harvard accepted invitations.

With the defeat of the Third Reich in 1945, Allied forces occupying Germany began a long-term effort to remove the influence of Nazi ideology in German society. Many German academics who made significant contributions to the Nazi war effort fled to the United States, where they lived comfortable lives and their expertise was highly valued by American universities and the US military. In postwar Germany, many faculty and students who had benefited from the Nazis' discriminatory policies without being especially vocal or enthusiastic supporters of the regime sought to cast their dissent or their silence as forms of political resistance to obscure their own complicity. Although many Germans denied having supported the Nazi regime, antisemitism persisted in postwar Germany. The case of Hermann Budzislawski shows the difficulties encountered by the relatively few German Jews who decided to return to Germany after World War II.

Sources in this collection document the choices facing students and faculty pursuing their everyday lives in the shadow of Nazism and the Holocaust. Over the course of this period, as antisemitic discrimination escalated to mass murder, the higher education system proved to be a source of support—rather than opposition—to the party's project of remaking German society.

#jumblr #jewish history #the goyim are trying to speedrun the 1930s #goyim have always naively asked “How could the Nazi regime have murdered 6 million Jews??” - and now they're giving us the answer #Jew-hate makes you stupid #NOTE: I report and block antisemites. Any antisemites who comment on this post will be reported and blocked. You have been warned.

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dronacharyacollege · 1 year ago

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codenamesazanka · 1 month ago

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the leaks:

skimming through the entire chapter 431 with my rough translation skills.

Uraraka's Quirk Counseling expansion seems to be her (and Tsuyu) trying to single-handedly screen for problems and child abuse by spending one month at every single (elementary) school/school district? They're helped by volunteer heroes.

She's also helped by Hawks, who negotiating with the Ministry of Education, Culture, Sports, Science and Technology and other organizations to provide support to change quirk education.

She is the best hero. 😭😭😭

My worries about quirk counseling have been slightly mollified by this. Slightly. It's geared towards very young children, and we don't see the actual counseling, just Heroes spending time with kids to make sure they're not showing signs of distress, but it's nice to see this tiny glimpse.

Uraraka has dreams about Toga, and wonders if Toga left her blood/quirk/will inside of Uraraka similar to how OFA functioned. Uraraka can't remember the content of the dreams, though, and wonders if Toga is trying to send her a message.

Deku says he's developed a policy to help students develop their quirks. He also goes around to elementary schools and facilities and give lectures, sharing his experiences with young girls and boys.

Shouto has taken up pottery-making classes, after thinking a lot about fate and inevitability and his path

The entire class mobilizes to capture a car thief who may or may not have used his quirk - alert said that if he does just his quirk, it might cause a big accident? idk about this part.

When Deku asks Uraraka out, Uraraka finally remembers her Toga dream, which is Toga telling her that just like how Toga lived as she liked, Uraraka should live as she likes. So Uraraka says yes to going out with Deku.

.☠️☠️☠️.

Laughing so hard because 'go live as you please!' is so Toga! It's Toga's ideal and guiding principle. She clung to being her quirk-influenced, bisexual-love, creepy-smile self, fighting to love and die as herself. She would be happy for Ochako following her heart! But did it have to be the most conventional hetero cutesy romcom shit.

The OFA-esque accumulation of will and power of Toga's quirk and love and ideals............... to encourage Ochako to date Deku.

I don't believe the League is mentioned at all by name except for Toga via Uraraka's dream, and one line from Shouto saying he was praying at Touya's altar (thus confirming that Touya is dead).

AFO is mentioned but in context of young heroes deriving their impressions of heroism from the AFO battle? idk about this part.

Two flashbacks to Shigaraki, from Deku.

First is Deku flashbacking to him inside Tenko's heart, holding Tenko's hands, as he talks about how even if he had OFA, he would still come to want to be a teacher.

(Feel like this is interesting because AFO has always been 'Sensei'/teacher to Shigaraki. In a way it feels like Deku is trying to be a Good Teacher to AFO's Bad Teacher, I guess?)

Second is Deku ruminating on Shouto's talk about 'inevitability' and how he's doing everything he wanted, and he's blessed. He flashes back to Shigaraki's "Really, do your best," which is when he also notices Uraraka laughing and get heart eyes.

So i'm laughing again that even without a dream ghost, Shigaraki's words about destruction also gets used and recontexted to fuel Deku/Ochako.

Did that extra panel of Shigaraki's almost-smile in Chapter 423 come about just to give us this ~*~parallel~*~???

It's pure gold. Villainous creeds (Destroy everything / Live as I please) ultimately used to not even prop up the Heroes doing heroic stuff related to the society that the Villains were rebelling against... but rather to get Deku and Uraraka on a date.

#nalslastworkingbraincell

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blueiscoool · 10 days ago

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Army Museum Worker Discovers Early Medieval Sword in Poland

The collection of the Army Museum in Białystok, Poland has been enriched after renovation with a unique relic of great historical value – an early medieval sword of the Viking type, dating from the 9th or 10th centuries. It was found by an employee of this institution while diving in the Supraśl River over two years ago.

This rare artifact, which was found by museum employee Szczepan Skibicki in 2022 while diving in the Supraśl River, is among only a handful of similar swords discovered in the country.

Skibicki stumbled upon the sword in a river bend where erosion had exposed a sand deposit. “At about 120cm [four feet] deep,” Skibicki recalled, as translated from Polish to English through Facebook, “I spotted an interesting object which turned out to be a sword! Then for the first and last time, I screamed for joy under the water!… Thanks to my education and work I knew how to secure it and which services to notify.”

He likened the discovery to winning the lottery, reflecting on the extraordinary luck involved in unearthing such a treasure.

The sword, which may have been linked by Baltic or Viking cultures, was forged in the late ninth or early tenth century, according to experts. Despite Poland’s lack of Viking activity, archeological evidence demonstrates that the Vikings were present at important administrative and commercial hubs during this time. The unique hilt of the weapon denotes its design, which is in keeping with Viking craftsmanship while also suggest potential Baltic community influences.

Dr. Ryszard Kazimierczak of Nicolaus Copernicus University in Toruń highlighted the sword’s rarity and cultural significance: “The sword is unique due to its form, shape, and the degree of preservation of organic material visible on the hilt. This is incredibly rare for artifacts of this age.”

“We think there is a high probability that there was a fight by the river, a battle and the sword was in the water with its owner,” Kaźmierczak said, per the museum’s Facebook post.

The blade itself tells a story of conflict, bearing micro-cracks, scratches, and splinters likely resulting from combat. “The middle part shows how time and use have acted upon it,” explained Robert Sadowski, director of the Army Museum. “When these swords were used in battle, the middle part absorbed the most blows, leading to the wear and tear visible today.”

The Ministry of Science and Higher Education noted in its press release that before the sword could be transferred to the Army Museum it had to go through legal protocol overseen by the Provincial Conservator of Monument. Once it became the property of the Army Museum, the sword went into conservation involving specialists from the Institute of Archaeology of the Nicolaus Copernicus University.

By Leman Altuntaş.

#Army Museum Worker Discovers Early Medieval Sword in Poland #Army Museum in Białystok Poland #ancient sword #ancient artifacts #archeology #archeolgst #history #history news #ancient history #ancient culture #ancient civilizations #medieval history

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stillness-in-green · 9 days ago

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do you have thoughts about the way MHA431 went?

Sure, I'll bite. Let's have a

Chapter Thoughts - Chapter 431: More

Some of this will be a rephrase/expansion on stuff I said in Part 3 of the fascism essay, particularly the section about how Heroes view the prospect of long-term peace, but it’s all worth saying here as well.

Hit the jump for some roughly ordered thoughts primarily about Ochaco’s counseling program, the romance stuff and how it’s facilitated, some stray character observations, and some Stillness-typical complaining about the handling of Villains.

O It was nice to see Ochaco’s program in more detail than the jaw-droppingly bad handwave it got in 430, but I still think it didn’t go anywhere near far enough. To wit, what we see is a nice introduction to a program that could well be effective at finding some people with behavioral, familial, or quirk-based problems, but the depiction is badly lacking an illustration as to what will be done regarding people with problems that can’t be helped by a tiny bit of encouragement and support. As it’s with Toga in mind that Ochaco undertook this whole project, it seems fair to ask: How would Toga have fared in it?

If it had been young Toga Himiko in the scene instead of Shy Mining Helmet Boy, Ochaco offering her a little anti-gravity boost would have gone exactly nowhere because no amount of manuevering would have changed Himiko’s basic inability to participate in the activity. It would have clued Ochaco into Himiko having an issue, though, and perhaps that discovery could have led, with further interaction, to uncovering her feelings of repression and, critically, her problems at home. Great! That stuff absolutely needed to be uncovered!

But—then what? When Ochaco’s program turns up Himiko, a girl with a problem so severe that no amount of welcoming class play is going to resolve it, what’s the next step? Recommend counseling for her parents, too? What if they’re resistant, resentful, or they outright refuse? Do you then remove Himiko from the home? Let’s switch the lens over to a different kid for a second: Shimura Kotarou. As evinced by his massive unaddressed abandonment issues, the alternative child care system clearly did him no favors! And he didn’t have a taboo quirk[1] to add on top of the perception of his being an “unwanted child”!

So if you haven’t improved the state of Japan’s alternative child care system—and there’s no specific evidence that anyone has[2]—have you done much but kicked the consequences down the road a few years or slightly changed the color of the problem at hand? Would Himiko really fare so much better in a group home or orphanage? Would the views of the people in charge be significantly different than those of Himiko’s previous counselor? Or would they just be, as Tomura described his family doing to him, rejecting her kindly instead of cruelly?

1: And “taboo” is honestly putting it lightly. Shinto beliefs about the spiritual pollution of spilled blood being what they are, Toga’s quirk would actually be profane to a devout adherent—if the reader is familiar with X-Men, think about the kind of nastiness that periodically gets thrown at Nightcrawler by particularly militant Christians. There’s no indication that Toga’s parents are more devout than the average Japanese person, of course, but values embedded in the culture are going to be embedded in the culture all the same.

2: All we have in that direction is Uraraka enthusing that the program has a lot of support and does very thorough work, and noting that Hawks does negotiations with the Ministry of Education and other (non-specific) organizations, which we see him framing as “investing in young people.” While this could be indicative of efforts being made somewhere, by someone, to improve the situation for children in alternative care, that read is undercut by Uraraka following up with the note that all this work has done a lot to improve “the quirk education environment.” This falls far short of specific evidence for improvements to any given other aspect of child welfare.

While I’m sure we’re intended to read Ochaco’s program as one that will be meaningfully helpful to children like Toga—and I don’t even think that it categorically couldn’t be!—what we see directly on the page simply does not prove that case. Encouraging a baseline kid with an emitter quirk and age-typical shyness does not prove that The Problem of Toga has been addressed. So what was even the point of showing it to us?

What Himiko really needs—if you’ll pardon my MLA Stan coming out here for a bit—is a complete reevaluation of what quirks are and how people can use them. She needs a world that’s willing to throw out its old ways of thinking, to update its “notion of normal” to something that will allow the Toga Himikos of the world to live without suppression. For all the good I'm sure it will do, I don’t see Ochaco’s program doing that.

O It’s so hilariously telling that we got that whole shpiel about updating the Billboard Charts such that non-professional Heroes can be recognized for their efforts, only for the last chapter to give us jack shit on any non-Pro Heroes charting at all. And like, I’m willing to be generous here: I always assumed that Hawks wasn’t talking about adding non-Pros to the charts verbatim, but rather creating a brand-new chart for the recognition of Civilian Heroes. But we don’t get anything like that at all—and Deku being a teacher and public speaker gives us a perfect opportunity to indicate such a chart’s existence! But then, maybe he can’t count because he does Hero work on the weekends, which leads me to my next point.

O Ochaco and Deku should both have just retired, and Shouto should be on sabbatical. Seriously, if Horikoshi really had the courage of the convictions he was putting to paper, and if it were really true that the Villain emergence rate was down and Heroes were beginning to have more free time, then Ochaco and Deku should both have decided to prioritize the work they believe is more meaningful and helpful than Professional Heroics, and Shouto should feel free to take some time completely off for his self-exploration. That none of this happens suggests that Horikoshi either didn’t believe or didn’t trust his audience to accept his idea that there are meaningful ways for these characters to be heroic without them also having to be Heroes.

O Ochaco musing about Toga still existing somewhere inside her, and especially all the junk about the dead bisexual teenager being used to encourage the exhaustingly hetero endgame, really just makes me want to read the actual ghost story where Toga is literally haunting Ochaco. Toga still loves Ochaco-chan, of course, but her encouragement for Ochaco-chan and Deku to hook up is aimed solely at getting the two of them alone in a quiet, private room. Once that happens, Ochaco’s eyes will go gold and slitted, the walls will start dripping blood, and Deku will find out quite quickly that not everyone is so willing to move on from him murdering Shigaraki Tomura of the League of Villains.

O I miss the Bakugou who was on-course for a big personal growth arc about learning to work in a team. I feel like that Bakugou, alongside having had a way less tiresome endgame battle, might actually have been able to keep some sidekicks without being chiefly concerned about the level of their personal ambitions. I don’t give a shit about his (or anyone else save one guy’s) chart position, but it’s exhausting that he had great development into being a proud but capable team player all the way up through the 1-A versus Deku fight, and then all of that gets flushed down the toilet to revert to him getting a badass solo fight against All For One and an epilogue that allows him no work partner options whatsoever outside of the main character.

O The comedy visuals of Deku’s dumb face being subsumed by Bakugou’s plush backseat make me want to die. Someone please throw this main character away.

O I’m glad Mina reclaimed at least some aspect of her original Alien Queen aspirations with the “Ridley Hero” thing. Good for her.

O On a worldbuilding note, my attention is caught by Shinsou being described as “not contending” for a chart position, though the kanji can also mean things like “out of contention” or “beyond the sphere of.” I assume it’s just indicating that Shinsou is an underground Hero like his mentor Aizawa, but a) I feel like that runs a bit counter to his goal of proving that he can be a Hero even with a quirk like Brainwash, and b) isn’t it a bit sketchy if underground Heroes can just choose to exempt themselves from the most visible, public-facing form of Pro Hero evaluation? Maybe the HPSC charts them for its own records and then removes them from public visibility, of course, or maybe the charts only go down to 200 or so and stop after that, with Shinsou, not seeking for attention, comfortable to be below that cut-off. Not sure, but there are some interesting possibilities there, as well as some concerning ones.

O HOLY GOD, Monoma’s new look. I like it very much. He is also the only person I want to see on the charts at all. Two hundred ranked entries of Monoma's daily work antics. I support him wholly and with only the most loving of faceitiousness.

O Extremely funny to me that all the people I saw on Twitter talking about this chapter confirming KamiJirou had to first ignore Jirou explicitly denying that there’s anything going on and second be very disingenuous indeed with the panel crop they used to wave around crowing about their ship. I don’t have a strong distaste for KamiJirou relative to my distaste for Kaminari himself, but my tolerance for him pretty much starts and ends with KamiJirouMomo as a poly arrangement, so I was pleased to see that left open here.

O If I dislike Toga’s image being used to encourage Ochaco to hook up with Deku (and I dislike it very much, particularly given the loathsome last words Deku spoke to Toga when she was alive, but at least I can see the sense it makes from a thematic and characterization perspective), I have only profanity for how much I hate Shigaraki’s image being used to encourage Deku in confessing to Ochaco. Just take my entire folder full of negative reaction memes. Jesus Christ.

I have said before, and will have more to say in the future, about Deku’s assorted failures as a protagonist and hero, but him deciding that the kind of adult he wants to be is a Hero high school teacher really is the ultimate indicator of just how little he cared about who Shigaraki was and what he wanted. Ochaco is making a good faith effort to help the Toga Himikos of the future. Deku, meanwhile, is shallowly paddling around in his Hero Worship wading pool, ignoring both the Shimura Tenkos and the Shigaraki Tomuras of the world—the people Hero Society outcasts, villainizes, and sweeps under the rug.

Shigaraki’s last behest—that Deku ensure the things Shigaraki fought to destroy remain destroyed—was wasted on Deku, who, once he got Spinner and Overhaul off his conscience, clearly could not give less of a shit about helping the people Shigaraki fought for. To see that last behest come back in the context of Deku using it to bolster his goddamn love life is a fucking travesty, and I hope Ochaco dumps him inside of a year if Toga Himiko’s vengeful ghost doesn’t get him first.

O DON’T WORRY, GUYS; I’M SURE THE HEROES TOTALLY TRY TO BE MORE COMPASSIONATE AND UNDERSTANDING TOWARDS RANDOM, DOWN-ON-THEIR-LUCK VILLAINS NOW. THINGS ARE SURE TO BE TOTALLY DIFFER—

Oh. Oh, it’s not different at all, is it?

(Have I mentioned enough times yet how much I really, really dislike the street crime scenes where Our Heroes stand around and chitchat in the middle of a crime scene, having successfully dealt with the big bad villain whose actions they did not even attempt to de-escalate and whom they have immediately forgotten all about?)

O Wow, thanks for letting us know you don’t think impulse criminals aren’t wicked to the core, Iida. That makes me feel real reassured about how you guys are handling Villains who premeditate! (It does not.)

O I’ve already said I disliked how Toga’s “image” is used here, but let me not shortchange the fact that it also sucks because it puts the last nail in the coffin of Uraraka having any agency over sharing her own feelings. She has a lengthy arc about how she is—like Toga in the past—repressing her feelings for the one she loves; she gets through to Toga by frankly admitting to those feelings, as well as all the other things she was sitting on about Toga herself. And then in the aftermath, she goes right back to repressing her feelings, now ones of paralyzing grief over Toga’s death. Deku witnesses those feelings not because she chooses to share them with him, but because he tracks her down mid-cry. And now we find out for sure what Chapter 430 left unclear: that in eight years, Ochaco hasn’t said a word about her once-again repressed feelings for him. Instead, just as she did when she was a teenager, she’s doubled down on putting those feelings away in the name of what she “should” be doing.

And here? Does she finally take control of her own life, her own feelings, her own expression? No. At least, not until after Deku has been the one to confess first and Vision!Toga psychically shoves her forward to close the gap. The only thing left for Ochaco to do, the only assertiveness asked of her, is to accept or rebuff Deku’s overture. Good god, you’d think she was Eri, a helpless waif wrestling with indoctrination about how much she’s not allowed to want anything for her own sake, whose turning point in the narrative is finding the strength to reach back for the hand being extended towards her.

Coming from a long-term abuse victim, that’s a perfectly worthy character arc, even a deeply moving show of strength, but it’s wildly pathetic for BNHA’s most prominent female hero, the gal whose character arc was founded entirely on balancing her desire to help others with pursuing her own happiness. Good lord, did Shonen Jump tell Horikoshi that boys don’t like it when girls are too forward or what?

#bnha #bnha 431 #chapter thoughts #uraraka ochaco #no. 2 green #toga himiko #class talk #bnha epilogue #bnha critical #quirk counseling #bnha hero society #stillness answers #stillness has salt

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