#source: b class guide

[i-am-trying-my-best-okay]

TSC memes

[yeoldenews]

A Guide to Historically Accurate Regency-Era Names

I recently received a message from a historical romance writer asking if I knew any good resources for finding historically accurate Regency-era names for their characters.

Not knowing any off the top of my head, I dug around online a bit and found there really isn’t much out there. The vast majority of search results were Buzzfeed-style listicles which range from accurate-adjacent to really, really, really bad.

I did find a few blog posts with fairly decent name lists, but noticed that even these have very little indication as to each name’s relative popularity as those statistical breakdowns really don't exist.

I began writing up a response with this information, but then I (being a research addict who was currently snowed in after a blizzard) thought hey - if there aren’t any good resources out there why not make one myself?

As I lacked any compiled data to work from, I had to do my own data wrangling on this project. Due to this fact, I limited the scope to what I thought would be the most useful for writers who focus on this era, namely - people of a marriageable age living in the wealthiest areas of London.

So with this in mind - I went through period records and compiled the names of 25,000 couples who were married in the City of Westminster (which includes Mayfair, St. James and Hyde Park) between 1804 to 1821.

So let’s see what all that data tells us…

To begin - I think it’s hard for us in the modern world with our wide and varied abundance of first names to conceive of just how POPULAR popular names of the past were.

If you were to take a modern sample of 25-year-old (born in 1998) American women, the most common name would be Emily with 1.35% of the total population. If you were to add the next four most popular names (Hannah, Samantha, Sarah and Ashley) these top five names would bring you to 5.5% of the total population. (source: Social Security Administration)

If you were to do the same survey in Regency London - the most common name would be Mary with 19.2% of the population. Add the next four most popular names (Elizabeth, Ann, Sarah and Jane) and with just 5 names you would have covered 62% of all women.

To hit 62% of the population in the modern survey it would take the top 400 names.

The top five Regency men’s names (John, William, Thomas, James and George) have nearly identical statistics as the women’s names.

I struggled for the better part of a week with how to present my findings, as a big list in alphabetical order really fails to get across the popularity factor and also isn’t the most tumblr-compatible format. And then my YouTube homepage recommended a random video of someone ranking all the books they’d read last year - and so I present…

The Regency Name Popularity Tier List

The Tiers

S+ - 10% of the population or greater. There is no modern equivalent to this level of popularity. 52% of the population had one of these 7 names.

S - 2-10%. There is still no modern equivalent to this level of popularity. Names in this percentage range in the past have included Mary and William in the 1880s and Jennifer in the late 1970s (topped out at 4%).

A - 1-2%. The top five modern names usually fall in this range. Kids with these names would probably include their last initial in class to avoid confusion. (1998 examples: Emily, Sarah, Ashley, Michael, Christopher, Brandon.)

B - .3-1%. Very common names. Would fall in the top 50 modern names. You would most likely know at least 1 person with these names. (1998 examples: Jessica, Megan, Allison, Justin, Ryan, Eric)

C - .17-.3%. Common names. Would fall in the modern top 100. You would probably know someone with these names, or at least know of them. (1998 examples: Chloe, Grace, Vanessa, Sean, Spencer, Seth)

D - .06-.17%. Less common names. In the modern top 250. You may not personally know someone with these names, but you’re aware of them. (1998 examples: Faith, Cassidy, Summer, Griffin, Dustin, Colby)

E - .02-.06%. Uncommon names. You’re aware these are names, but they are not common. Unusual enough they may be remarked upon. (1998 examples: Calista, Skye, Precious, Fabian, Justice, Lorenzo)

F - .01-.02%. Rare names. You may have heard of these names, but you probably don’t know anyone with one. Extremely unusual, and would likely be remarked upon. (1998 examples: Emerald, Lourdes, Serenity, Dario, Tavian, Adonis)

G - Very rare names. There are only a handful of people with these names in the entire country. You’ve never met anyone with this name.

H - Virtually non-existent. Names that theoretically could have existed in the Regency period (their original source pre-dates the early 19th century) but I found fewer than five (and often no) period examples of them being used in Regency England. (Example names taken from romance novels and online Regency name lists.)

Just to once again reinforce how POPULAR popular names were before we get to the tier lists - statistically, in a ballroom of 100 people in Regency London: 80 would have names from tiers S+/S. An additional 15 people would have names from tiers A/B and C. 4 of the remaining 5 would have names from D/E. Only one would have a name from below tier E.

Women's Names

S+ Mary, Elizabeth, Ann, Sarah      

S - Jane, Mary Ann+, Hannah, Susannah, Margaret, Catherine, Martha, Charlotte, Maria

A - Frances, Harriet, Sophia, Eleanor, Rebecca

B - Alice, Amelia, Bridget~, Caroline, Eliza, Esther, Isabella, Louisa, Lucy, Lydia, Phoebe, Rachel, Susan

C - Ellen, Fanny*, Grace, Henrietta, Hester, Jemima, Matilda, Priscilla

D - Abigail, Agnes, Amy, Augusta, Barbara, Betsy*, Betty*, Cecilia, Christiana, Clarissa, Deborah, Diana, Dinah, Dorothy, Emily, Emma, Georgiana, Helen, Janet^, Joanna, Johanna, Judith, Julia, Kezia, Kitty*, Letitia, Nancy*, Ruth, Winifred>

E - Arabella, Celia, Charity, Clara, Cordelia, Dorcas, Eve, Georgina, Honor, Honora, Jennet^, Jessie*^, Joan, Joyce, Juliana, Juliet, Lavinia, Leah, Margery, Marian, Marianne, Marie, Mercy, Miriam, Naomi, Patience, Penelope, Philadelphia, Phillis, Prudence, Rhoda, Rosanna, Rose, Rosetta, Rosina, Sabina, Selina, Sylvia, Theodosia, Theresa

F - (selected) Alicia, Bethia, Euphemia, Frederica, Helena, Leonora, Mariana, Millicent, Mirah, Olivia, Philippa, Rosamund, Sybella, Tabitha, Temperance, Theophila, Thomasin, Tryphena, Ursula, Virtue, Wilhelmina

G - (selected) Adelaide, Alethia, Angelina, Cassandra, Cherry, Constance, Delilah, Dorinda, Drusilla, Eva, Happy, Jessica, Josephine, Laura, Minerva, Octavia, Parthenia, Theodora, Violet, Zipporah

H - Alberta, Alexandra, Amber, Ashley, Calliope, Calpurnia, Chloe, Cressida, Cynthia, Daisy, Daphne, Elaine, Eloise, Estella, Lilian, Lilias, Francesca, Gabriella, Genevieve, Gwendoline, Hermione, Hyacinth, Inez, Iris, Kathleen, Madeline, Maude, Melody, Portia, Seabright, Seraphina, Sienna, Verity

Men's Names

S+ John, William, Thomas

S - James, George, Joseph, Richard, Robert, Charles, Henry, Edward, Samuel

A - Benjamin, (Mother’s/Grandmother’s maiden name used as first name)#

B - Alexander^, Andrew, Daniel, David>, Edmund, Francis, Frederick, Isaac, Matthew, Michael, Patrick~, Peter, Philip, Stephen, Timothy

C - Abraham, Anthony, Christopher, Hugh>, Jeremiah, Jonathan, Nathaniel, Walter

D - Adam, Arthur, Bartholomew, Cornelius, Dennis, Evan>, Jacob, Job, Josiah, Joshua, Lawrence, Lewis, Luke, Mark, Martin, Moses, Nicholas, Owen>, Paul, Ralph, Simon

E - Aaron, Alfred, Allen, Ambrose, Amos, Archibald, Augustin, Augustus, Barnard, Barney, Bernard, Bryan, Caleb, Christian, Clement, Colin, Duncan^, Ebenezer, Edwin, Emanuel, Felix, Gabriel, Gerard, Gilbert, Giles, Griffith, Harry*, Herbert, Humphrey, Israel, Jabez, Jesse, Joel, Jonas, Lancelot, Matthias, Maurice, Miles, Oliver, Rees, Reuben, Roger, Rowland, Solomon, Theophilus, Valentine, Zachariah

F - (selected) Abel, Barnabus, Benedict, Connor, Elijah, Ernest, Gideon, Godfrey, Gregory, Hector, Horace, Horatio, Isaiah, Jasper, Levi, Marmaduke, Noah, Percival, Shadrach, Vincent

G - (selected) Albion, Darius, Christmas, Cleophas, Enoch, Ethelbert, Gavin, Griffin, Hercules, Hugo, Innocent, Justin, Maximilian, Methuselah, Peregrine, Phineas, Roland, Sebastian, Sylvester, Theodore, Titus, Zephaniah

H - Albinus, Americus, Cassian, Dominic, Eric, Milo, Rollo, Trevor, Tristan, Waldo, Xavier

# Men were sometimes given a family surname (most often their mother's or grandmother's maiden name) as their first name - the most famous example of this being Fitzwilliam Darcy. If you were to combine all surname-based first names as a single 'name' this is where the practice would rank.

*Rank as a given name, not a nickname

+If you count Mary Ann as a separate name from Mary - Mary would remain in S+ even without the Mary Anns included

~Primarily used by people of Irish descent

^Primarily used by people of Scottish descent

>Primarily used by people of Welsh descent

I was going to continue on and write about why Regency-era first names were so uniform, discuss historically accurate surnames, nicknames, and include a little guide to finding 'unique' names that are still historically accurate - but this post is already very, very long, so that will have to wait for a later date.

If anyone has any questions/comments/clarifications in the meantime feel free to message me.

Methodology notes: All data is from marriage records covering six parishes in the City of Westminster between 1804 and 1821. The total sample size was 50,950 individuals.

I chose marriage records rather than births/baptisms as I wanted to focus on individuals who were adults during the Regency era rather than newborns. I think many people make the mistake when researching historical names by using baby name data for the year their story takes place rather than 20 to 30 years prior, and I wanted to avoid that. If you are writing a story that takes place in 1930 you don’t want to research the top names for 1930, you need to be looking at 1910 or earlier if you are naming adult characters.

I combined (for my own sanity) names that are pronounced identically but have minor spelling differences: i.e. the data for Catherine also includes Catharines and Katherines, Susannah includes Susannas, Phoebe includes Phebes, etc.

The compound 'Mother's/Grandmother's maiden name used as first name' designation is an educated guesstimate based on what I recognized as known surnames, as I do not hate myself enough to go through 25,000+ individuals and confirm their mother's maiden names. So if the tally includes any individuals who just happened to be named Fitzroy/Hastings/Townsend/etc. because their parents liked the sound of it and not due to any familial relations - my bad.

I did a small comparative survey of 5,000 individuals in several rural communities in Rutland and Staffordshire (chosen because they had the cleanest data I could find and I was lazy) to see if there were any significant differences between urban and rural naming practices and found the results to be very similar. The most noticeable difference I observed was that the S+ tier names were even MORE popular in rural areas than in London. In Rutland between 1810 and 1820 Elizabeths comprised 21.4% of all brides vs. 15.3% in the London survey. All other S+ names also saw increases of between 1% and 6%. I also observed that the rural communities I surveyed saw a small, but noticeable and fairly consistent, increase in the use of names with Biblical origins.

Sources of the records I used for my survey: 

Ancestry.com. England & Wales Marriages, 1538-1988 [database on-line].

Ancestry.com. Westminster, London, England, Church of England Marriages and Banns, 1754-1935 [database on-line].

[literary-dolly]

boxer!jason x fem!reader

“Oh Christ, seriously? That’s what we’re working with?”

“Jay! Stop! I’m actually trying!”

“Trying to break your hand maybe, sweetheart.”

The gym had become somewhat of a second home in yours and Jason’s relationship. It was his pride and joy, besides yourself, of course. The years worth of championship prize money had done nothing but sit in various bank accounts until Jason had brought the cheap, shitty run down old warehouse - nothing but a vision and the grim determination to give back to the streets that had raised him.

And that he had done. The place had become a sprawling hub tucked away in the corner of Crime Alley. A source of pride for the locals. Between running self-defense classes, training the stray juveniles that had been pushed in his direction, and maintaining his own rigorous regime, the majority of your fiancé’s time was consumed by the four walls that surrounded you. He’d hired a few oddballs to help him run the place, paid them under the table to keep them out of trouble - but it did little the ease the stress that the work often hung on his shoulders.

“Y’need to push through as you’re punching,” Jason’s large frame swallows your own, slotting in behind you to face the punching bag. He reaches out to cradle your fist in his palm, using his other hand to guide your hips in the correct movement, “Can’t just wave your hand about and expect it to hurt.”

“I don’t want to hurt people, Jay,” you huff out, blowing a stray piece of hair out of your face. The two of you repeat the motion a few times before he steps back to observe, resting his thumb on his lip with the calculated stare you would expect of a champion.

“Not teaching y’to hurt people,” Jason muses, chuckling at your grimace as he shoots a foot out to knock your stance a little wider, “teaching you to defend yourself.”

You attempt the punch again, a small smile curving on your lips as it hits a little harder than before, “Who’s gonna try and hurt me when I’ve got you?”

“Somebody very fucking stupid,” he pulls your hand (and as a result, you) towards him, pressing chaste kisses to your knuckles one-by-one.

The two of you stay locked in an embrace for a few minutes, the yellowish bulbs above flickering off every so often and leaving the gym washed in nothing other than the pale moonlight. It’s difficult not to admire Jason, his shock of white hair painted to his forehead with sweat, the scars that decorate his nose, cheeks, jaw, casting small shadows dancing over his skin. He’s huge, muscle stacked upon muscle, a web of sinew that moves with all the languid precision of a panther. But he’s so gentle, so attuned to his own strength; when he holds you, it’s with more tenderness than you had thought another human being capable of.

“Yuck, love birds,” Roy’s voice rings out, the jangling of keys rattling in the empty room, “Get a room.”

“This is technically my room, you know?” Jason bites out with a grin, turning to face his friend.

“Yeah, yeah, whatever hotshot. Didn’t realise you were still here. Was about to lock up.”

“We’re comin’ now,” Jason puffs out a soft sigh, groaning when he reaches down to sling his gym bag over his shoulder. His other arm comes to wrap around you, tugging you into his side as you begin your leisurely stroll to the door. Roy offers you a smile and a teasing bow as you pass him.

“Can I tell you a secret, Jay?” You whisper into the hollow of his ear as Roy fiddles with the lock, the nighttime air nipping at your skin.

“Go on.”

“You stink.” You can’t contain your laughter as his face pans to your own, his mouth drawn into a tight line. You know him better though, you know that he’s fighting down a smile.

“Thanks, princess, y’sure know how to charm a guy.”

“Anytime, handsome.”

“God, seriously, have you two heard of inside voices? Like, it’s actually just gross at this point. No respect for others-”

Boxer!Jason you have my heart, my soul, and my whole pussy. Thank you and goodnight. (I did not proofread this but it was burning behind my eyes and I had to release it. I’ll check it for mistakes at some point)

If you liked it, well, like it - a reblog is always appreciated. If you don’t like it, leave me alone.

[torchickentacos]

you- you bought a fetal hog from barnes and noble?????

Okay SO! Long post ahead. Storytime. A little set-up for this saga: first off, this story centers around bio 102 lab class. Second, my college has a little on-campus supplies store which just so happens to be run by Barnes and Noble. It's basically a B&N but with overpriced college-color lanyards and shitty coffee and stuff too. and pigs. SO.

Imagine. It's the beginning of my semester a semester or two ago (it all runs together, idfk). This all began in late August and ends at the dissection in October, if I recall. Now, I've taken a lab class before, I know how it works, but I've never done a dissection. I've worked with live animals in an educational setting through vetsci classes back in a high school accreditation program/courses, but I've never had to work with preserved animals, so I didn't know the ~standard procedure~ of how you would prep/find materials for a dissection. I saw 'dissections' on the syllabus and assumed they'd just provide the dissectee to you. You know. Because that's the most rational assumption. You'd think that's how that would work, that they'd just put it on the table in front of you.

...Then I read further down the syllabus and saw that students were expected to buy their own fetal pigs (out of pocket, might I add. Like, our little trio at the lab table pooled our poor college kid money until we had 80 bucks, but I'm getting ahead of myself). It was very specifically specified on the materials list, alongside buying a lab coat and a book and lab guides etc, that we would be buying a fetal pig.

So naturally I was like 'well, that doesn't sound right, but what do I know'. Reread it more closely to make sure, and yep, it's asking me to buy a pig fetus. Not covered by my class fees. What the fuck.

Out of equal parts confusion and curiousity, I then asked tumblr, like "Hey, um, is it normal for your lab to ask you to buy your own fetal pig???" Here were the responses on that.

So that was a fairly unanimous 'no', lol.

At this point, I was like, 'okay, I probably just give them the fee and they take it out of the freezer on the day of the dissection. Right?' No. Wrong. I spent a couple weeks trying to figure out how to source my own pig fetus before our professor FINALLY told us a few classes in, about a month before the dissection, that we would need to go walk over to the school bookstore and buy it there, at BARNES AND NOBLE, all the way across campus, and bring it to lab the week before the dissection so that she can put them in the freezer and have them ready for us.

So I ended up doing just that. Several weeks later, I woke up at like seven in the morning- THIS WAS A MORNING CLASS TOO which by the way, any new college students, don't do that to yourself- anyways I woke up early, got ready, got to campus, and walked into the Barnes and Noble to the cashier lady and was like "Hi. Um. I'm sorry but do you have any fetal pigs?" and thankfully she knew exactly what I was talking about lmfao, and she went and got me one and I paid with the pooled money. And I walked back across campus. With my little vacuum-sealed pig fetus in tow (which, by the way, bigger and heavier than I was expecting it to be. I was expecting maybe a squirrel sized thing but it was roughly the weight of a small pumpkin and, like, hand-to-elbow long, but I have short arms).

And, you know, I've gotten into some situations in my life (the recent accidental acquisition of a ton of sauce comes to mind) but I really think that walking across campus with a bagged pig at like eight in the fucking morning has to be in the top five experiences I've ever had. It's really high up there. Brisk autumn wind biting through my jacket, the leaves are barely hanging on, the sky was the kind of bright blue that contrasts with the auburns and umbers of the dying greenery, just an absolutely gorgeous fall morning and I'm experiencing it with a dead pig in a plastic bag as I walk down the sidewalk.

It was pretty interesting to dissect, though. My lab table named her Peppa (we also had a goldfish named Darcy, who, thankfully, got to be alive and unharmed for his experiments).

[hayatheauthor]

The Arsonists’ Handbook: A Writer’s Guide To Igniting Fire

This comprehensive guide is crafted to assist writers in creating realistic and gripping depictions of arson scenes. We'll explore the psychological motivations behind arson, the different types of fires, and the intricate dynamics of how a fire spreads.

I personally wrote this blog due to a story I’m working on involving the Salem trials fires, thus the extensive research. I hope this comprehensive guide will help you out with your fiery (written) endeavours! (Heavy on the written). 

Understanding Fire: The Basics

How Fire Starts

At its core, fire is a chemical reaction known as combustion. For fire to ignite, three key elements must be present: heat, fuel, and oxygen. This trio is often referred to as the fire triangle. Removing any one of these elements will prevent or extinguish the fire.

Heat: The energy source that raises the temperature of the material (fuel) to its ignition point. Heat can come from various sources, such as an open flame, electrical sparks, friction, or chemical reactions.

Fuel: Any combustible material that can feed the fire. This can range from solid objects like wood and paper to liquids like gasoline and alcohol, and even gases like propane and natural gas.

Oxygen: Fire needs oxygen to sustain itself. Typically, the air around us provides the necessary oxygen, but in certain conditions (like in an oxygen-rich environment), fire can become significantly more intense and harder to control.

Fire Behavior

Once a fire ignites, its behavior is influenced by several factors, including the type of fuel, the amount of oxygen available, and the environment. Understanding how fire behaves is crucial for writing realistic scenes, especially when it comes to describing how quickly a fire spreads and the destruction it causes.

Spread of Fire

Fire spreads through three main methods: conduction, convection, and radiation. Conduction is the transfer of heat through materials, like when a fire heats up a metal door. Convection occurs when hot air rises and circulates, spreading the fire. Radiation is the heat that spreads through the air, setting nearby objects alight without direct contact.

Stages of a Fire

A fire typically goes through four stages: ignition, growth, fully developed, and decay.

Ignition: This is the beginning stage where the fire starts. It’s often small and contained, but the potential for growth is high.

Growth: As the fire consumes more fuel, it grows in size and intensity. During this stage, the fire spreads rapidly, and the heat increases, potentially igniting nearby objects.

Fully Developed: The fire has reached its peak intensity. All available fuel is burning, and the temperature is at its highest. This is the most dangerous stage, where the fire is hardest to control.

Decay: As the fire runs out of fuel or oxygen, it begins to die down. The flames reduce in size, and the temperature starts to drop. However, if there’s still some fuel or oxygen left, the fire can reignite.

Types of Fire

Not all fires are created equal, and understanding the differences between various types of fires can help you write more accurate scenes. The type of fire often determines how it spreads, how it's fought, and the damage it causes.

Class A (Ordinary Combustibles): These fires involve materials like wood, paper, cloth, and some plastics. They are the most common type of fire and are usually extinguished with water or foam.

Class B (Flammable Liquids): These fires involve flammable or combustible liquids such as gasoline, oil, and alcohol. They are more dangerous than Class A fires and are typically extinguished with foam, carbon dioxide, or dry chemical agents.

Class C (Electrical Fires): These fires involve electrical equipment, such as wiring, circuit breakers, and appliances. Water should never be used to extinguish a Class C fire because it can conduct electricity, making the situation worse. These fires are typically fought with non-conductive agents like dry chemicals or carbon dioxide.

Class D (Combustible Metals): These fires involve metals like magnesium, titanium, and sodium. They are very dangerous and are fought with specialized agents like dry powder designed to absorb heat and smother the fire.

Class K (Kitchen Fires): These fires involve cooking oils and fats, often occurring in kitchens. They are fought with wet chemical agents that cool the fire and create a barrier between the fuel and the oxygen.

The Stages of Arson

Arson, the act of deliberately setting fire to property, is a complex crime that involves planning, execution, and, often, a great deal of psychological motivation. Understanding the stages of arson can help you create more realistic and engaging scenes in your writing.

Planning and Preparation

Before an arsonist sets a fire, they usually go through a detailed planning and preparation phase. This stage involves selecting a target, gathering materials, and determining the best time and method to set the fire.

Motive: The reasons behind arson can vary widely. Common motives include revenge, financial gain (such as insurance fraud), psychological compulsion (pyromania), or even a desire to destroy evidence of another crime.

Target Selection: The arsonist will choose their target based on various factors, including the accessibility of the location, the presence of flammable materials, and the likelihood of the fire being discovered quickly. For example, an arsonist might target an abandoned building, a business with financial troubles, or a residence where they hold a grudge against the occupants.

Materials Gathering: The arsonist needs to gather materials to start the fire. This might include accelerants like gasoline or kerosene, tools to break into the target location, and possibly even timing devices to delay the ignition. Some arsonists use household items like matches, lighters, or candles, while others might resort to more sophisticated methods.

Timing: Timing is crucial for arson. The arsonist might choose a time when the target location is unoccupied to avoid detection or ensure maximum damage. Alternatively, they might set the fire at a time when the building is full of people to cause harm or send a message.

Ignition

The ignition stage is when the arsonist actually starts the fire. This is often the most critical and dangerous part of the crime, as it requires the arsonist to be physically present at the scene.

Methods: There are various methods an arsonist might use to start a fire. The simplest method is using a match or lighter to ignite flammable materials. However, more sophisticated arsonists might use chemical accelerants, timing devices, or even electrical equipment to start the fire remotely. In some cases, the arsonist might create a trail of flammable liquid leading to the target, allowing them to ignite the fire from a safe distance.

Initial Signs: The first signs of a fire are usually small flames and smoke. Depending on the materials used, the smoke might be thick and black (indicating the presence of accelerants) or lighter and less noticeable. The smell of burning materials is also a telltale sign, and in some cases, the arsonist might use scented materials to mask the odor of burning chemicals.

Fire’s Progression

Once the fire is ignited, it begins to grow and spread. The speed and intensity of the fire depend on several factors, including the type of fuel, the amount of oxygen available, and the structure of the building.

Growth: As the fire consumes more fuel, it grows in size and intensity. Flames spread to nearby objects, igniting anything that can burn. The heat generated by the fire causes nearby materials to reach their ignition points, further fueling the blaze. In a well-ventilated area, the fire can spread rapidly, engulfing the entire structure in minutes.

Environmental Effects: The fire’s heat can cause significant damage to the surrounding environment. Smoke and toxic fumes fill the air, making it difficult to breathe and see. The intense heat can cause glass to shatter, metal to warp, and wood to burst into flames. The fire might also create a backdraft, a dangerous phenomenon where a sudden influx of oxygen causes an explosion of flames.

Aftermath

After the fire has been extinguished, the aftermath reveals the full extent of the damage. This stage involves assessing the destruction, investigating the cause of the fire, and dealing with the legal and emotional consequences.

Destruction: The fire leaves behind a trail of destruction. Buildings are reduced to charred skeletons, possessions are destroyed, and in some cases, lives are lost. The damage caused by fire can be catastrophic, leaving victims homeless, businesses bankrupt, and communities devastated.

Investigation: Arson is a criminal act, and a thorough investigation is usually conducted to determine the cause of the fire and identify the perpetrator. Fire investigators look for clues like burn patterns, residue from

The Psychological Profile of an Arsonist

Arsonists come from diverse backgrounds, but their motivations often stem from deep psychological issues. Understanding the mind of an arsonist can help you create more complex and nuanced characters in your writing.

Common Motivations

Revenge: Many arsonists are motivated by a desire for revenge. They might set a fire to get back at someone who wronged them, such as a former employer, an ex-partner, or a rival. This type of arson is often impulsive, driven by anger and a need to assert control.

Financial Gain: Arson is sometimes committed for financial reasons, such as insurance fraud. The arsonist may set fire to their own property or hire someone to do it, intending to collect insurance money. This type of arson is usually well-planned and methodical.

Psychological Compulsion (Pyromania): Some arsonists are driven by a psychological disorder known as pyromania, where they experience an uncontrollable urge to start fires. For these individuals, the act of setting a fire provides a sense of excitement, satisfaction, or relief. Pyromaniacs often set multiple fires and may stay to watch the fire burn.

Attention-Seeking: Arsonists may set fires to attract attention, either to themselves or to a cause they believe in. This can be seen in cases where someone sets a fire to highlight an issue, make a political statement, or simply because they crave the spotlight.

Thrill-Seeking: For some, the act of arson is about the thrill of taking risks and the adrenaline rush that comes with causing destruction. These arsonists might not have any particular grievance or financial motive but are instead driven by a desire for excitement.

Psychological Traits

While not all arsonists fit a single profile, there are common psychological traits that many share:

Lack of Empathy: Arsonists often exhibit a lack of empathy, unable to fully grasp or care about the consequences of their actions on others. They may not consider the potential loss of life or property and are more focused on their own desires and needs.

Impulsivity: Some arsonists act on impulse, setting fires without fully considering the long-term effects. This impulsivity can be linked to other behavioral issues, such as a history of aggression, substance abuse, or other criminal activity.

Desire for Control: Arson can be a way for individuals to exert control over a situation or person. The fire represents a powerful force that the arsonist can manipulate, giving them a sense of power and dominance.

Isolation: Many arsonists are socially isolated, struggling to form meaningful relationships. This isolation can fuel their desire for attention or revenge, leading them to commit acts of arson as a way of asserting themselves.

Physical Signs and Symptoms of Arson

When it comes to describing a fire in your writing, the physical signs and symptoms of arson can add a layer of authenticity and vivid detail to your scenes. Understanding these signs not only enhances the realism of your narrative but also helps to convey the severity and impact of the fire.

Visual Cues

One of the most striking aspects of a fire is its visual presentation. The flames, smoke, and other visual cues can vary greatly depending on the type of fire, the materials involved, and the environment.

Flames, Colors, and Intensity of the Fire: Flames can vary in color depending on the materials burning and the temperature of the fire. For instance, a fire fueled by organic materials like wood or paper typically burns with orange or yellow flames. In contrast, fires involving chemicals or metals might produce blue, green, or even white flames. The intensity of the flames can also signal the fire’s progression, with small, flickering flames indicating the early stages and roaring, high flames signifying a fully developed fire.

Smoke Characteristics: Smoke is another key visual indicator of a fire’s behavior. The color, thickness, and smell of smoke can provide clues about the type of materials burning and the presence of accelerants. Black, thick smoke often suggests that the fire is consuming synthetic materials like plastics or rubber, while white or gray smoke might indicate burning wood or paper. The smell of the smoke can also vary, with a sharp, acrid odor suggesting the presence of chemicals.

Heat Effects

Heat is one of the most destructive elements of a fire, and it can have profound effects on objects, structures, and people. Describing these effects can make your arson scenes more visceral and impactful.

Effects on Objects and Structures: The intense heat generated by a fire can cause a wide range of damage. Wood and other combustible materials might blister and char, while metals can warp or melt. Glass windows might crack or shatter due to the rapid temperature change. The heat can also cause scorch marks on walls and floors, which are often key indicators in an arson investigation. Understanding these effects allows you to describe the aftermath of a fire with greater accuracy.

Scorch Marks, Blistering, and Charring: Scorch marks are darkened areas that indicate where flames or intense heat have come into contact with a surface. Blistering occurs when the heat causes materials to bubble and expand, often seen on painted or varnished surfaces. Charring is the blackening and partial burning of materials, typically seen on wood. These signs can be crucial in determining the origin of the fire and whether an accelerant was used.

Human Reactions

The physical and emotional responses of individuals during a fire are critical elements in conveying the terror and urgency of an arson scene.

Physical Responses to Heat and Smoke: The human body reacts dramatically to the extreme conditions of a fire. Heat can cause burns, ranging from superficial first-degree burns to more severe third-degree burns that destroy deeper layers of skin. Smoke inhalation is a common and often deadly consequence of being trapped in a fire. It can cause coughing, choking, and disorientation as the smoke deprives the body of oxygen and fills the lungs with toxic gases. Victims might experience blurred vision, dizziness, and confusion, making it difficult for them to escape.

Emotional Responses to Fire: The emotional toll of being caught in a fire can be overwhelming. Panic is a common reaction, as the instinct to flee overwhelms rational thought. Fear and anxiety can paralyze individuals, making them unable to act. However, some characters might respond with determination and resolve, driven by the need to save themselves or others. Describing these emotional responses can add depth to your characters and heighten the drama of the scene.

For a more detailed guide on burns, read how to write burns. 

Common Misconceptions About Arson

When writing about arson, it’s important to address common misconceptions that can lead to unrealistic or inaccurate scenes. Debunking these myths can help you create more credible and compelling narratives.

Fire Spreads Quickly

A common misconception is that fire spreads almost instantaneously. While fire can indeed spread rapidly, especially under the right conditions, there is often a progression that can be influenced by various factors such as the type of fuel, the presence of accelerants, and the structure of the building. In reality, a fire might start small and take several minutes to fully engulf a room, especially if there’s limited ventilation or the materials are slow to ignite. This progression allows for moments of tension and potential escape in your narrative.

All Fires Look the Same

Another myth is that all fires behave similarly, regardless of the environment or the materials involved. In truth, the appearance and behavior of a fire can vary widely. For example, a fire in a well-ventilated area with plenty of fuel will look very different from a smoldering fire in an oxygen-deprived environment. Additionally, fires involving different types of materials—like wood, gasoline, or chemicals—can produce vastly different flames, smoke, and heat. Recognizing these differences can help you craft more nuanced and realistic fire scenes.

Fire and Explosions

Thanks to Hollywood, many people believe that fires often result in dramatic explosions. However, explosions are relatively rare in most fires and usually require specific conditions, such as the presence of flammable gases or liquids in confined spaces. While a fire can cause small, localized bursts (like when a pressurized canister overheats and ruptures), full-scale explosions are uncommon. Incorporating this knowledge can prevent your scenes from falling into the trap of over-the-top sensationalism.

Easy to Identify an Arsonist

The idea that arsonists are easily identifiable or leave obvious clues behind is another misconception. In reality, arson investigation is a complex and challenging process. Arsonists often go to great lengths to cover their tracks, using methods that leave little evidence. The fire itself can destroy crucial evidence, making it difficult to determine the cause and origin. Investigators must rely on subtle clues, like burn patterns, residue from accelerants, and witness statements. Writing realistic arson investigations involves understanding the nuances and difficulties involved in linking the crime to a specific individual.

Real-Life Case Studies

Exploring real-life arson cases can provide valuable insights into the motives, methods, and consequences of arson, helping you to create more authentic scenes in your writing.

Notorious Arson Cases

The Boston Fire (1919): This fire, started by disgruntled city workers, caused extensive damage and highlighted how social unrest can lead to destructive acts of arson. The arsonists used a combination of accelerants and timing devices to ensure the fire spread quickly and was difficult to control.

The Happy Land Fire (1990): A tragic case where an arsonist set fire to a social club in New York, resulting in 87 deaths. The fire was started with gasoline, and the arsonist’s motive was personal revenge after an altercation with a club employee. This case illustrates the deadly potential of arson when combined with crowded, enclosed spaces.

The Oakland Hills Firestorm (1991): Although not initially an arson case, this firestorm was exacerbated by arsonists who set additional fires in the area. The fire destroyed thousands of homes and underscored the difficulty of controlling fires in densely populated areas with dry, windy conditions.

Lessons for Writers

Real-life cases like these offer important lessons for writers. They demonstrate the variety of motives behind arson, the different methods used, and the devastating impact that fire can have on individuals and communities. Incorporating these lessons into your writing can help you create more complex and realistic arson scenes.

Complex Motives: Arson isn’t always about destruction for its own sake. It can be motivated by revenge, financial gain, political statements, or psychological issues. Exploring these motives can add depth to your characters and their actions.

Diverse Methods: Arsonists don’t always rely on the same techniques. Understanding the different methods used to start fires allows you to vary your scenes and avoid repetitive or predictable narratives.

Realistic Consequences: The aftermath of arson can be devastating, with long-lasting consequences for the

Arson in Literature and Film

Arson is a powerful narrative device in literature and film, often used to create tension, drive plot, or explore character motivations. Understanding how arson has been portrayed in these mediums can help you craft more compelling and nuanced fire scenes in your writing.

Arson as a Plot Device

Arson is often used as a plot device to introduce conflict, create suspense, or catalyze a story’s events. It can serve as a turning point in the narrative, forcing characters to confront their past, make difficult decisions, or reveal their true nature.

Catalyst for Change: In many stories, a fire is the catalyst that sets the plot in motion. The destruction caused by the fire forces characters to adapt, overcome obstacles, or seek revenge.

Revealing Character: Arson can also be used to reveal a character’s true nature. A character who commits arson may be driven by anger, greed, or desperation, and their actions can expose underlying flaws or hidden motivations.

Symbolism: Fire is often used symbolically in literature and film, representing concepts like purification, destruction, or rebirth. The act of setting a fire can be a symbolic gesture, reflecting the character’s desire to destroy the past, cleanse themselves of guilt, or start anew.

Notable Examples in Literature and Film

"Jane Eyre" by Charlotte Brontë: In this classic novel, the character of Bertha Mason sets fire to Thornfield Hall, an act that is both literal and symbolic. The fire represents Bertha's madness and desperation, as well as the destructive secrets hidden within the estate. The blaze ultimately leads to the revelation of Mr. Rochester's past and serves as a turning point in Jane Eyre's journey, symbolizing the destruction of the old and the possibility of a new beginning.

"Fahrenheit 451" by Ray Bradbury: In Bradbury’s dystopian novel, fire is used as a tool of oppression. Firemen are tasked with burning books, a symbol of knowledge and freedom, to maintain societal control. The protagonist, Guy Montag, initially takes part in these acts of arson, but as the story progresses, he becomes disillusioned and eventually rebels against the system. The novel explores themes of censorship, conformity, and the power of knowledge, with fire serving as both a destructive and a purifying force.

"Carrie" by Stephen King: In King’s horror novel, fire is a key element of the climactic scene where Carrie White, after being humiliated at her high school prom, uses her telekinetic powers to set fire to the gymnasium. The fire is a manifestation of her rage and desire for revenge, and it leads to the destruction of her school and the deaths of many of her tormentors. The scene is a powerful example of how fire can be used to convey intense emotions and serve as a metaphor for uncontrollable anger and retribution.

"Rebecca" by Daphne du Maurier: The burning of Manderley, the grand estate that serves as the novel’s primary setting, is a pivotal moment in du Maurier’s gothic tale. The fire, set by the vengeful housekeeper Mrs. Danvers, symbolizes the destruction of the past and the erasure of Rebecca’s lingering influence over the characters. It also represents the liberation of the protagonist from the oppressive shadow of her predecessor, allowing her to finally step out of Rebecca’s shadow.

Looking For More Writing Tips And Tricks? 

Are you an author looking for writing tips and tricks to better your manuscript? Or do you want to learn about how to get a literary agent, get published and properly market your book? Consider checking out the rest of Quillology with Haya Sameer; a blog dedicated to writing and publishing tips for authors! While you’re at it, don’t forget to head over to my TikTok and Instagram profiles @hayatheauthor to learn more about my WIP and writing journey! 

[safety-pin-punk]

Punk 101: A Guide To Critical Thinking

We all know that critical thinking is important, and it's something that any punk will tell you is an essential component of advocacy and pushing for societal changes. But, what exactly is critical thinking? As defined by the dictionary, it's “the objective analysis and evaluation of an issue in order to form a judgment”. And that's a good, short definition! But it can make the act of thinking critically seem a bit hard and over complicated for some people. So lets phrase it in a way that seems more manageable:

Critical Thinking is the act of taking in information, understanding it, and forming or connecting ideas because of it

Sounds easy enough, right! So then what are the steps one has to take in order to be a critical thinker? I’m glad you asked! Here's a list in no particular order:

Learn About Things - In order to fully understand information and evidence, you need to know about the topic! Whether the issue is social justice or environmental protection, you need to have a base knowledge on the topic in order to form opinions on it. Researching topics on your own or taking classes are great ways to get informed!

Recognize Bias From The Source And Prejudices From Yourself - No source of information will ever be without bias. A good example of this is how different new networks discuss the same event. One might praise it, while another says it was bad. When trying to understand the information to form your own opinions, it's important to separate the information from the biases of the source. In general, it's good to remember that a pure fact is just the information without an opinion attached to it. On a similar note, you also need to be aware of your own bias! When you form opinions, ask yourself *why* you have that opinion. Do you have a reason? If you were to have grown up with different life experiences, do you think your opinion would be different?

Go Straight To The Original Source - A good way to try and avoid bias is to go to the original source. Maybe news network A and news network B have differing opinions on a Tumblr post. Instead of trying to navigate those conflicting opinions to find the facts about the post, you can just go straight to the post itself!

How Reliable Is The Source And The Evidence - How much should you trust the source that you got the information from? Do they have a reputation of giving factual information? Can you find the information on any other sources? Or maybe someone is yelling about something online, but they’ve failed to add a link. It might make sense to trust what a well established researcher says without a source for their information, but maybe not some random person on twitter. Even if you have a primary source for where the information came from, it’s good to be cautious of the information itself. Sometimes false information is spread around on purpose or because of misunderstandings. 

What Is Being Excluded - Because biases exist, it is always possible that the source you are getting your information from is excluding more information either by accident or on purpose. To avoid missing information about a topic, it's good to check multiple sources and see if any have information that the others didn’t. A simple example of this would be two children playing on a playground. Child A pushes Child B, who gets hurt. When asked about what happened, Child A would say that Child B got hurt, but exclude the fact that it was their fault to avoid getting in trouble. Meanwhile, Child B and any bystanders would likely provide that information. 

What Is The Other Side Of The Issue And Why Does It Exist - You don’t have to agree with other sides of an argument, but it’s very important to be able to understand what they are, who thinks that way, and why they think that way. This will help you to see other points of view and counter any points they make in a discussion with understanding rather than anger or frustration. This is also important because it can expand your own opinions and judgments on a topic. Maybe the other side has points that you have never considered before, but now thinking about them has developed your own beliefs.

Avoid Black And White Thinking - Remember that the world does not exist in a good/bad duality. Everything will have problems, and the things that have problems might even have benefits. The world and its problems exist on a grayscale. To incorporate this into your thinking, try to understand *why* someone or something is doing something, the impacts it may have on multiple different communities, who it helps, and who it hinders. It's important to understand all facets of something before you form your opinion, otherwise you may be lacking very important details.

Don’t Forget To Fact Check - Never trust just one source, no matter how reliable it is! I usually recommend finding the information from at least 3 different sources before you confirm whether it's true or not!

Be Willing To Change Your Mind - Part of being a critical thinker that is often forgotten about is remembering to keep an open mind. Because critical thinking is based on the practice of learning new information, understanding it, and then forming/linking ideas, it is an opportunity to grow and change. You may start out advocating for one thing, but then through time, experience, and thinking, end up advocating for something slightly (or majorly) different. That is more than okay, and it's a sign of growth and maturity!

Resources to help learn how to think critically:

The Foundation for Critical Thinking https://www.criticalthinking.org/pages/index-of-articles/1021/

The University of Tennessee https://www.utc.edu/academic-affairs/walker-center-for-teaching-and-learning/thinkachieve/critical-thinking-resources

The Element of Thought https://theelementsofthought.org/further-exploration/links/thinking/

The Better Future Program https://www.betterfutureprogram.org/liberation-library.html

My entire masterlist can be found here!!

[scarscribblesstuff]

Smile for me Dear

Fandom: Redacted Audio

Characters: Lasko, Dear

Pairings: Lasko/Dear

Song: https://open.spotify.com/track/5NGtFXVpXSvwunEIGeviY3?si=758bac1bd6554157

Please do not feed to AI, claim as your own, or repost to other platforms without my permission. The characters belong to Redacted Audio and this is a fan work.

For context, with this fic it shows Dear experiencing verbal shutdown and using sign language as an alternative way to communicate with Lasko.

(Fic below cut)

It’s late. Far later than it should have been considering Lasko was still in his office. He gazed helplessly over the stacks of papers piled on his desk. Markings, forms, reminders; it was all so much it felt like he had barely made a dent. The fluttering of the papers as he rubbed his forehead was enough of an indicator that he needed to take a break. Pushing back from his desk, he moves his glasses to the top of his head. Just as he goes to stand up, there’s a knock at his office door, startling him out of his chair.

“C-c-come in!” He calls out, trying to calm his racing heart.

The person that sticks their head through the door has quite the opposite effect but for all the right reasons. Dear closes the door behind them carefully, giving him a soft smile and a wave as they make their way inside.

“O-oh! Hello my Dear, how are you? This is a surprise. A lovely one I warrant you! I just wasn’t expecting anyone here so late, l-let alone you and- oh god I haven’t forgotten something have I? If I have, I am so sorry. It’s not an anniversary or anything is it? No it can’t be; it was last month. And your birthday isn’t until next month - unless I have completely lost all track of time in this swamp of paperwork? And I realise I haven’t even said hi to you yet, let alone ask about you. So how are you Dear? How was your day?”

Unphased by his ramblings they smile softly at him, gently moving in to kiss his cheek.

‘Hi Sweets’ they sign to him, ‘I’m alright, just a long day.’

“Oh I’m sorry.” He frowns, “no one bothered you I hope? I- I- I know you said you don’t really have any troublemakers in y-y-your classes but you never, uh you never know if someone is having an off day or, or something.”

They shake their head, allowing him to guide them to one of the chairs behind his desk.

‘Nothing like that, don’t worry. Just a lot of talking and not enough practical work.’ They sign with a sigh. Lasko notices a small orb of water float from a cup on his desk to float around them as they explain. ‘How are you? You seem stressed.’

He laughs a little hollowly. “When am I not, to be honest.”

A small frown creases their features. ‘I meant more that this seemed to have a more obvious source. Rather than more day to day anxiety.’ They gesture to the piles of paperwork on his desk. As they do he watches the orb of water floating around their head form a little sad face along the surface.

“W-well I’m just getting a little bogged down at the minute. E-everyone is in the same boat and really it’s my own fault for setting so many assignments to mark when I’m only teaching D.A.M.N 101. A-and most other teachers told me they only used it as a way to fill hours and not to make it an additional strain on myself. But I, but I really wanted it to be a thing that would be useful to students, you know. Especially humanborns and those who, those who come here n-not really knowing what to expect! And if the best they have is me then I really need to up my game. It’s just so much to mark, and again! I am not complaining there are worse problems to have a-and these are really self inflicted...”

As he’s rambling he can’t help but notice the worried look in their eyes increase and the little ball of water was practically melting with how sad the face on it was. Noticing this, he decides to change tracks.

“B-but I think I should give myself a break. A lot of students have said really positive things about my class. And I’m sure they can wait an extra day or two to get their papers back, it’s not like I didn’t account for it.” As he says that he tentatively looks back up at them and sees the worry lines lessen and a now smooth and grinning ball of water floating behind his partner’s head.

‘I’m glad you can give yourself a break Lasko. I know how hard that is, I’m proud of you Sweet.’ They gently take his hand and give it a tug, encouraging him to sit next to them.

He pushes the other chair to sit next to them as he leans on their shoulder, wrapping his arm around them and gently tracing their arm up and down.

“You help a lot with that. Just by hearing me out and letting me get it all off my chest.” They lightly squeeze him in response. “It also helps that when you’re tired, your emotions are a little more plain to see, let's say.” He gestures to the water behind them, they turn around and gasp when they spot it.

‘I had no idea I was doing that. I'm so sorry.’ They bite their lip, pausing their signing to recall the water to them.

“It’s okay Dear! Really, I think it’s sweet.”

‘...You do?’ They sign after a moment of recovery, the water slowly morphing into a little heart. At this Lasko can’t contain himself and he leans forward, kissing them. They melt into his touch, wrapping their arms around him.

As he pulls back breathlessly, he takes both their hands gently in his to press a kiss to each knuckle. “Of course I do. I love all the yous, and this is a very very cute you.” He lets go of their hands as he briefly panics. “All the yous are cute to some degree! N-not that I have preferences or- oh god just shut me up.”

They chuckle softly, lifting his chin into another kiss.

‘I love you Lasko.’ They sign after he opens his eyes again.

“I love you too my Dear” He replies.

[jimpagne]

Would it be possible for you to make a post talking about/explaining batchim? I watched two videos about it on YouTube but I was still really confused… I found your explanations (and guide in general) very helpful and interesting so I was thinking you could make a post that was clear and understanding.

Hi anon, sorry it took me like... *checks calendar* ... three weeks to answer this... I got a little busy. Maybe very busy. Oh well.

But oh boy, yes, I remember the days of having to learn batchim... Well, if I'm being entirely honest, in my Korean classes my professors actually never touched on the topic besides some of the most basic forms. They just hoped that we would pick it up by ourselves through listening and reading practices.

And in a way, that's exactly what happened.

However, I do know it's pretty hard for someone just starting out, especially if you've only just learned Hangul. I will keep it real with you: don't view batchim as some type of roadblock or something that stands in the way of you progressing with your learning. With enough practice, you'll begin to pick up on these changes and eventually integrate them fully with your speaking skills.

Despite this, I will explain batchim as best as I can, and I will do it from a more linguistic type of view, since I actually study linguistics/phonetics (한국어로 '언어학' & '음성학')! A lot of sources will try to explain batchim in its most simplest form, but I'll try to get a bit more technical with it, but hopefully not in a way that is confusing.

Alright, let's begin!

받침 BATCHIM OVERVIEW

Batchim, in the most simplest terms, is the final consonant at the bottom of a Korean syllable block. However, depending on which consonant it is and which sound proceeds it, can have a pretty big impact as to how its pronounced.

I know everyone (including me) goes on and on about just how perfect the Korean writing system is, and how it's phonetically consistent -- until it's not. But we try not to scare Korean learners away from learning the language, and to be fair, even though batchim can be confusing, it is still way easier than English orthography (writing).

Intervocalic Forms: Voicing

Okay, before I actually dive into the more complex batchim forms, I'm actually going to start off with something that is not batchim. Wow. I know, this is a little inconsistent.

But anyways, have you ever looked at a Korean Hangul chart and asked yourself: why can the ㄷ, ㅂ, ㄱ all be read as both a d & t, a b & p, and a g & k? Many might answer this question with a simple, "because Korean sounds are not like English sounds", which yes, but also because these characters can be read like voiceless and voiced variants depending where they are in a sentence.

For a bit of background, in linguistics, we classify consonant forms as "voiced" or "voiceless". All vowels are voiced sounds, so they don't have a voiceless classification. Basically, to make it as simple as possible, this just means that some sounds produce more buzzing in the throat, whereas others do not. I think the best way for me to really show this to you is for you to say "s" and then for you to say "z"... you feel that difference, right? That's voicing. B, G, D are all voiced, whereas P, K, T are not.

So to try to sum this up: vowels are voiced, liquids (r & l ㄹ) are voiced, nasals (m ㅁ, n ㄴ, ng ㅇ) are voiced.

In Korean, you can have words where one character can be read as both its voiced and voiceless variant. How do you know when to voice versus when to leave it voiceless? Intervocalic positioning.

Intervocalic, in this case, basically just means between voiced sounds.

Let's take the word "idiot" in Korean. 바보. Notice that when you said this word, the first sound in 바 is more like a p, right? And then the second sound in 보 is more like a b, right? That's because the ㅂ in 보 is sandwiched between two voiced vowel sounds, ㅏ & ㅗ.

Other words where this trend is apparent:

바다: pa-da; ocean

아버지: a-beo-ji; father

예쁜 구름: ye-ppeun gu-reum; pretty cloud(s) Again, the ㄱ in this one is read like a g because it comes after a nasal (m, n, & ng), and a vowel, and nasals & vowels are voiced.

You don't need to memorize/learn any of this linguistic mumbo jumbo, but it's just a way of showcasing a pattern that many people learning Korean might have not noticed. You don't need to hyperfixate or constantly look out to see which characters are sandwiched between which characters... because that would be exhausting. A lot of this voicing occurs because it's just more natural to the human articulators to pronounce it that way, so you might just end up doing it without thinking. I just thought I might answer that quick question that some people might've had about Hangul.

But anyways, isn't that cool?! It's cool to me. The linguistics student.

Coda Neutralization

I know, that's kind of a scary linguistic term. Coda. In the simplest words, it's just a term that means the final sound in a syllable. Like the batchim. But in this case, Korean has a lot of batchims that when they are the final sound and not followed by an additional vowel (again, they're the coda), then their sound will neutralize/sound the same as other consonant sounds.

The first rule you should know is that if the sound is aspirated (ㅋ, ㅌ,ㅊ, ㅍ) or doubled/tensed (ㄸ, ㅆ, ㅉ, ㅃ, ㄲ) in the batchim, if it is by itself and does not connect to a vowel, it will unaspirate/untense.

EX) 있 -> 잇, 밖 -> 박, 엌 -> 억, 밭 -> 받, 빛 -> 빚 etc...

The 'T' Variant

Many consonants in the Korean batchim will come out sounding like a 't' if there is no vowel to follow them.

ㅅ

ㄷ

ㅈ

ㅎ

So, words like 곧 (soon, immediately) will sound like got. 빛 (light) will sound like bit, and not bich. Remember, ㅊ had to unaspirate first as well.

The Normies

These are the batchims that are more loyal to their sounds, and will only undergo the aforementioned unaspirating and untensing.

ㅂ

ㄱ

ㅁ, ㄴ, ㄹ don't have tensed/aspirated forms, so they're just chilling fr.

But like I said multiple times, this is only if there is no vowel sound to carry over the batchim sound. If there is a vowel, the sounds will be pronounced as normal.

Like 있다, when added to ~어요, the ㅆ will undergo resyllabification and will be read as i-sseo-yo (있어요).

Cultural notes: Sometimes Koreans will pronounce the batchim as its original sound for comedic effect. I've heard Jimin do this a lot with the ~ㅅ/ㅆ batchim.

Tensification

This section will focus on ㄷ, ㅂ, ㄱ, ㅈ, ㅅ and their tensed/doubled variants ㄸ, ㅃ, ㄲ, ㅉ, ㅆ. Basically the rule goes that if a non-tensed consonant that has the ability to be doubled/tensed is in the batchim, and it comes into contact with another consonant that has the ability to be doubled/tensed, the latter consonant will be doubled/tensed.

Kind of a wordy explanation, but let me try to clarify it.

Take the word 식당 'restaurant' for example, the ㄱ is in the batchim and the consonant that proceeds it is a ㄷ. Both of these sounds have tensed variants. So instead of reading this like sik-dang, you would read it more like sik-ddang. The latter consonant of ㄷ has been doubled into a ㄸ.

학교; school: hak-kyo -> hak-kkyo

먹방 mukbang, (taken from the verb 먹다 [to eat] and the noun ���송 [broadcast/stream]); muk-bang -> muk-bbang

낮잠; nap (낮 day, 잠 sleep): nat-jam -> nat-jjam

있다; to have, to exist: it-da -> it-dda

Nasalization

The process of nasalization occurs when a stop consonant (p ㅂ, t ㄷ, k ㄱ) comes into contact with a nasal consonant (m ㅁ, n ㄴ, ng ㅇ). Though the 'ng' sound can't ever be a proceeding consonant since the 'ng' sound can only be voiced in the batchim, but you know...

I'll explain further.

This is BTS' wonderful MAKNAE LINE. The word maknae in Korean is spelled like 막내. As you can see, the batchim ㄱ (a stop consonant) is coming into contact with the nasal ㄴ sound.

So how will that impact the pronunciation of this word?

When the batchim ㄱ comes into contact with the proceeding ㄴ sound, the ㄱ sound transforms into an ㅇ sound. So instead of saying the word mak-nae with a prominent 'k' sound, you would say it more like mang-nae. The process of nasalization has just occurred!

Other Instances of ㄱ + ㄴ interactions:

학년; school year/grade: hak-nyeon -> hang-nyeon

먹는다; to eat (in the plain form): meok-neun-da -> meong-neun-da

ㄷ&ㅂ Interactions with Nasals

When a batchim ㄷ (and its other variants) comes into contact with a nasal, it assimilates and turns into a ㄴ sound.

받는다; to receive (in the plain form): bat-neun-da -> ban-neun-da

However, if the batchim ㅂ (and its variants) comes into contact with a nasal, they can take on an ㅁ sound. Also, remember, I taught coda neutralization first, because remember, the ㅅ turns into a 't' sound in the batchim if it is not followed by a vowel!

있는데; 있다 [to be] + ~는데 grammar form: it-neun-de -> in-neun-de

앞문; front door: ap-mun -> am-mun

~습니다; deferential conjugation form: seub-ni-da -> seum-ni-da

So, to sum it up, just remember this quick little chart.

ㄱ -> ㅇ ㄷ -> ㄴ ㅂ -> ㅁ

ㄹ Nasal Interactions

ㄹ is a bit of a special case; if nasals like ㅇ & ㅁ are in the batchim, or if ㄱ, ㄷ, ㅂ are in the batchim BEFORE a ㄹ, the ㄹ will change into a ㄴ sound.

심리; psychology: shim-ri -> shim-ni

통로; aisle: tong-ro -> tong-no

This makes a lot of sense! Just try saying tong-ro or shim-ri... it just feels a little uncomfortable, right?

Lateralization: Progressive & Regressive

Time for some more fun ㄹ forms! This particular form circles around ㄹ & ㄴ. I want you to think of these characters as siblings, and ㄹ is the older sibling, and ㄴ is the younger sibling that wants to copy everything that ㄹ does. Basically, if ㄹ and ㄴ are right next to each other, the ㄴ will turn itself into a ㄹ phonetically. Remember, these are still spelled the same way, but when spoken it just sounds different.

There are two instances in which this structure can occur, and it's formally known as progressive or regressive lateralization.

Progressive Lateralization: the ㄹ is in the batchim and turns the proceeding ㄴ into an ㄹ sound.

설날; Korean New Year: seol-nal -> seol-lal

실내; indoor: sil-nae -> sil-lae

Regressive Lateralization: the ㄴ is in the batchim and turns into a ㄹ upon connection to a proceeding ㄹ sound.

신라; Silla Dynasty: sin-ra -> sil-la

난로; stove: nan-ro -> nal-lo

Again, you don't really need to memorize these linguistic terms. As long as you know that ㄴ changes to a ㄹ if they're next to each other, that's good enough.

Palatalization

This will focus mainly on ㄷ and its aspirated (again, just meaning its just spoken with more air) variant ㅌ, and their interactions with 이. This form is quite easy and there's not really a lot of content that goes into this one. Basically, all you need to remember is...

When ㄷ is in the batchim and meets 이, the following sound that carries over will not be 디, but instead 지.

맏이; the eldest/firstborn (like Seokjin!): ma-di -> ma-ji

When ㅌ is in the batchim and meets 이, the following sound that carries over will not be 티, but instead 치.

같이; together: ka-ti -> ka-chi

Syncope (Deletion) & Fusion

This is primarily going to focus on the function of ㅎ, who has been up until this point pretty impartial toward most of the changes that we have covered. However, the ㅎ undergoes deletion and fusion when meeting certain vowel and consonant forms.

If ㅎ comes into contact with unaspirated stops (ㄱ, ㄷ, ㅂ) & affricates (ㅈ), it will aspirate them/carry an aspirated sound over. This can occur with ㅎ in the batchim, or if its proceeding one of these characters. This explanation might be confusing, so bear with me if you can.

DELETION: ㅎ in the batchim

A common process that ㅎ undergoes is having its sound "deleted" when proceeded by a vowel sound. ㅎ is a "weak" consonant, and therefore just falls silent, even going as far to be overpowered by other consonants in its double-batchim forms.

좋아요; it's good [좋다 to be good] + 아/어요 conjugation form: jo-ha-yo -> jo-a-yo

많이; a lot (adv.): man-hi -> ma-ni

괜찮아요; it's alright [괜찮다 to be alright] + 아/어요 conjugation form: gwen-chan-ha-yo -> gwen-cha-na-yo

As you can see, in both 괜찮아요 & 많이, they have the double batchim ㄶ, but in this case, the ㅎ is completely ignored in favor of the ㄴ.

FUSION: ㅎ in the batchim

This is when ㅎ comes before an unaspirated stop (ㄱ, ㄷ, ㅂ) or affricate sound (ㅈ). The ㅎ will turn its proceeding sound into its aspirated form (ㅋ, ㅌ, ㅊ, ㅍ).

좋다; to be good: joh-da -> jo-ta (조타)

넣다; to put/insert: neoh-da -> neo-ta (너타)

싫지만; 싫다 [to loathe/disagree] + ~지만 but: shil-ji-man -> shil-chi-man (실치만)

FUSION: Following Stops and Affricates

This is when ㅎ proceeds an unaspirated stop (ㄱ, ㄷ, ㅂ) or affricate (ㅈ) batchim. The ㅎ will carry over the sound from the batchim much like a vowel would, but it will carry its aspirated form (ㅋ, ㅌ, ㅊ, ㅍ).

막히다; to be blocked: mak-hi-da -> ma-ki-da (마키다)

입학; matriculation (entering a school): ib-hak -> i-pak (이팍)

축하하다; to congratulate/celebrate: chuk-ha-ha-da -> chu-ka-ha-da (추카하다)

When you sing Happy Birthday in Korean, the process of fusion takes place!

생일 축하합니다 생일 축하합니다 사랑하는 [이름] 씨 생일 축하합니다~🎵

Double Batchim Battle!

Well, we've reached the end of the road... for now, anyway. The reason why I decided to include this last is because this is something that'll just require memorization. I don't really have any cool hacks for you here, it's just something you'll have to manage to cram into your brain. So, let me make a WHO WILL WIN!!! type of guide for you. Again, this is in the case of reading it without a vowel for the other batchim to attach itself onto.

ㄱ WINS!

ㄳ - ㄱ ㄺ - ㄱ

ㅂ WINS!

ㅄ - ㅂ ㄼ - ㅂ

ㅁ WINS!

ㄻ - ㅁ

ㄴ WINS!

ㄵ - ㄴ ㄶ - ㄴ

ㄹ WINS!

ㄽ - ㄹ ㄾ - ㄹ ㅀ - ㄹ ㄿ - ㄹ

Alright, did you get all that? I hope so because I have no other way of explaining this.

The End ... ?

Congratulations, or 축하해요! You made it this far. If you managed to get through that without a headache, I applaud you. As I stated in the beginning, trying to memorize/learn all of this in one go is motivation suicide. So, I really don’t recommend that you get stuck on this. Don't worry about it too much, you'll pick it all up eventually!

Also, there are a fewww more details when it comes to batchim, however I thought it would be better to save that for a Korean conjugation/present tense lesson instead, since I feel like it fits a bit better into the "curriculum" of my brain. The conjugation lesson would be devoid of linguistic terminology, but would still answer some questions some may have about it.

Well, until next time!

[sevenish-spheres]

Civilian Mechs in the Spheres

Art Source

[Civilian-ish, anyway. I couldn't find many images with the vibe i was going for]

Although the most iconic of the mechs operating in the Seven Spheres are mercenary cavaliers and debatably noble lancers, the most common by far are the frames employed throughout its most inhospitable environments as wayfinders, farmers, heavy lifters and shepherds. These mechs vary greatly in body plan and design, perhaps even moreso than their mostly humanoid combat-driven kin. Despite this, civilian mechs are relatively recent, as the Hadal Revolution has spread through Vorsaine, Droskol and beyond only quite recently. Despite this, a variety of frames exist developed by both major companies, smaller guilds and even independent mechwrights. 

Unlike military frames, which all are powered and controlled via the Hadal Ichor, many civilian mechs (nicknamed Grubbers by unimpressed mercenary pilots) use basic levers, pedals and buttons to operate their frames. Whilst this makes them far slower and clunkier, it does significantly ease repair costs and avoid the usual effect of hadal ichor on the mind. Alongside this, some civilian frames (and increasingly, certain military ones), use a fusion system, allowing the pilot to inject ichor when necessary, but use analogue controls for general labour. Below are detailed a few common civilian mech frames.

Birgusen-35

These generally red-painted mechs are notable for their protruding chests and exceptional modularity. They can be found all throughout the cosmos, serving predominantly on ports, where their standard configuration, the 35X, uses massive forklift-like claws for moving crates and containers off of dwarven bulk haulers. However, the Birgusen-35 also sees frequent use as a farming vehicle, with many being outfitted with cushioned claws for moving animals, and harnesses for pulling larger carts. So ubiquitous is the Birgusen-35 that it has become a common motif in propaganda depicting the ‘humble farmer’, and despite its initial release over four decades ago, it remains an exceptionally reliable class of machine, and to this day one of the most successful frames ever produced.

Teleos Ganymede-III

A fairly recent invention, the Ganymede line was developed to serve as shepherds on pastoral worlds on the Vorsainite Fringe. To this end, its frames featured the hybrid ichor system that allowed for safe use whilst escorting the huge Hammerhead Oxen and Frokaheim cattle it was designed to watch, and for quick movement and fast reflexes when dealing with numerous predators that can be found on such worlds. The Ganymede is a fairly large frame, carrying a large scutum shield which can be slung over the back and a huge crook for both fending off titanic attackers such as wyverns or Steppe Rocs and for guiding the frequently unruly beasts the mech deals with. Alongside this, the Ganymede features abnormally long and reinforced legs to deal with its charges butting against it and to allow for it to easily see over them. Finally, it also sports a platform running around its shoulders and behind the head, allowing for shepherds to step out of the mech without properly leaving it on during long days, and allows for a tent or similar to be pitched atop the mech, keeping the pilot safe from the landbound threats too small to target the huge cattle, but of ideal size for eating a human.

St Vilgo Gilgama-B

The St Vilgo Free Company mainly manufactures long-haul transport mechs designed for use on its mountainous homeworld of Hilivad, where conventional vehicles tend to struggle. The Gilgama-B is no exception, but is largely notable for the following it has developed outside of Hilivad. It is on the larger end of St Vilgo’s offerings, appearing as a somewhat lanky but hunchbacked frame with typically tan armour panels round the torso and upper arms and legs, but stripped-back lower legs and arms, which normally are outfitted with extra stabilising pistons. It has a mostly featureless cylindrical head, but many pilots take to painting faces onto these blank canvases, resulting in mechs that frequently bear simple grins or mythological visages. The Gilgama-B’s most notable feature, however, is the huge,boxy backpack that is built into its frame, and which features several ladders and a shuttered door allowing for easy access to its not-insignificant cargo bay. Alongside this, this rear container also sports a tiny kitchen and sleeping cubby for the pilot, giving it a practically unheard-of level of ‘comfort’ and operating time, as thanks to the mechs hybrid ichor/analogue control system, the pilot can safely use it for weeks at a time provided the mech isn't in frequent combat, which most aren't. Alongside its intended use a transport mech, something it excels at, the Gilgama-B is frequently used by mercenary companies as a pack animal, as its stripped-down body allows it to keep up slightly better than most other civilian mechs, and its large container and body allow for the mounting of a surprising number of turrets and even missile pods. Most unusually, however, is the fact that the Gilgama-B has seen surprisingly frequent use as a wandering hermitage among certain religious groups such as the cult of Holinstan the Wanderer and Wonderer. This allows for a double use, as monks of those faiths are able to live as anchorites within the mech whilst also tending the a given monasteries holdings and, in more dangerous areas, serving as an effective defense, as the garland-covered cell-mechs are capable of wielding staffs made from stripped tree trunks to impressive effect. 

Odran’s Tunnelmaker

A product of the dwarven mechwright Odran Hargullasen, the Tunnelmaker is a squat frame notable for its lack of a distinct head, second set of arms, and large backpack module. In the case of the Tunnelmaker, this backpack contains both a large supply of wooden stakes used for supporting freshly-made tunnels, which are put into place by the smaller set of arms and nailed in place through an integrated nailgun, and a deployable shield generator which allows the mech and anyone around it to remain safe in the event of a cave-in. Finally, the mech has numerous nets and racks slung around its legs which can be used for storing tools and supplies for normal miners, and several large lamps which keep tunnels illuminated. Tunnelmakers tend to be armed with large jackhammers and pickaxes, although a few have been equipped with shaped charges and drills. They run on a purely analogue system that has been described as ‘bloody complicated’ by most of its pilots, but which is in fact a simplified version of Hargullasen’s original designs, and which allows for a remarkable degree of control by the standards of a typical grubber frame. The Tunnelmaker is by far Odran Hargullasen’s most successful creation, with both Runsk and Basker attempting to buy the license to it, albeit unsuccessfully, and has likely been responsible for the prevention of numerous cave-ins and the rescue of many trapped within, as its shield can be calibrated to specifically fill a tunnel, completely preventing cave-ins around it thanks to the mech’s unique and exceptionally stable Urelium refraction generator.

B-29 Kilroy

The Kilroy is easily the smallest frame on the list, being barely larger than an exo-suit, and is, perplexingly, one of the most common. Notable for its domed helmet and drooping, beaklike gas mask, the Kilroy is exceptionally modular. It can be found chopping logs in timber yards on Silvas Umbrae, mining Urelium on Pentus and even serving as bouncers in cities like Kelsats. The Kilroy runs what appears to be an ichor control system, although one that functions in a far more stable and safe manner than almost any other, and one that resists all attempts to dissect, as the heart located in the mech’s generator rots almost immediately on exposure to air. Despite this, the Kilroy allows for an incredible degree of dexterity, meaning that it can serve in many roles that even the best mercenary cavaliers would struggle at. In one memorable case, a Kilroy pilot succeeded in playing a mostly correct rendition of Hastur’s Dance on the fortepiano whilst within the frame, a feat so impressive that the phrase ‘a pianist of a pilot’ has since come to describe any pilot with a similarly impressive degree of motor control of their suit. The greatest mystery of all, however, is the Kilroy’s manufacturer, as no records exist of it, and many Kilroy units feature nonsensical or contradicting serial numbers. Indeed, despite the Kilroy’s ubiquity, no-one seems capable of recalling its initial seller, with every Killroy having been sold fourth or fifth hand, according to most of its pilots, a fact that also doesn’t line up with the fact that the Kilroy is a relatively recent frame. Numerous people have tried to trace the parts in the Kilroy, but have found that the ‘default’ kilroy units (which often still vary wildly beyond their heads) are composed of parts reminiscent of scrapped parts from large manufacturers such as Teleos, Basker or Runsk, but never quite identical, producing a strange sense of mechanical uncanny valley. In spite of, or perhaps because of this, the Kilroy is an exceptionally popular mech, being found all the way from Kelsats to Pandorum, and graffiti bearing its likeness has been found equally far and wide, with some supposedly being found in the summer palace of the God-Emperor Solomon himself.

Inspired by this post from @blazing-butterfly

[gallifreyinstituteforlearning]

does all the information on here have actual sources or is some of it ur own creation?

Does all the information here have sources?

Yep! Nothing is pulled out of thin air; it’s all rooted in genuine Doctor Who lore. Some of it is speculative with some creative license because it has to be, but everything is firmly based on established canon. I always prioritise canonical responses and specify when I’m being more theoretical.

🧠 How each area is approached ...

🗣️Language: The Gallifreyan language is a conlang, but whenever there’s a real word or concept in Doctor Who lore, I'll provide that first. I always specify when I have to default to the conlang if I can't provide canonical answers.

📅 Friday Facts: These are always hard, real facts, and I always provide a source.

🧬 Biology: I work in medicine, so this is my special interest. It's more comprehensively constructed than any other area. It bases itself on almost every mention of Gallifreyan and Time Lord biology in any medium, supported by anatomical textbooks, online medical databases, and multiple learning resources. All sources are cross-referenced and analysed, ensuring that the biological systems are both true to Doctor Who lore and scientifically rationalised.

💭 Hypothetical Questions: For random questions like "How do Gallifreyans view balloon animals?" or "Do Gallifreyans wear Speedos?" where there's literally no information at all in lore and probably never will be, I use known facts about Gallifreyan society and biology to create the most plausible answers (and before you ask, it's a personal preference for Speedos and balloon animals are just plain weird not matter what planet you're on).

📚 The sources used include ...

My Brain

Rassilon, Omega, and That Other Guy x (information found here is located in the original source and checked)

TARDIS Wiki x (information found here is located in the original source and checked)

Tardis Technical Index x

Parkin, L. and Pearson, L., 2018. Ahistory: An Unauthorized History of the Doctor Who Universe. Volumes 1-3. 4th ed. Mad Norwegian Press. x x x

Reference Guide x

Discontinuity Guide x

Chrissie’s Transcripts x

Standring, S. 2020. Gray’s Anatomy: The Anatomical Basis of Clinical Practice. Gray’s Anatomy. x

Tortora, G. and Derrickson, B., 2017. Tortora's Principles of anatomy & physiology. 15th ed. Wiley. x

Waugh, A. and Grant, A., 2018. Ross & Wilson anatomy and physiology in health and illness. 13th ed. Edinburgh: Elsevier. x

BMJ Best Practice x

British National Formulary (BNF) x

ClinicalKey x

NICE x

Skills for Health x

Osmosis from Elsevier x

Oxford Medical Handbooks x

Patient for Medical Professional x

You can find the source list for canonical references at the bottom of every post, including this one.

It's currently moving along with the anatomy guide, so right now, it's only focused on biology and is a WIP. This source list extracts and examines the relevant information in the DW EU directly from the primary source to help support anatomical concepts. Each extract is contextually checked. It's all ridiculously academic.

🔍 Then there's the evidence hierarchy ...

Because Doctor Who is such a ridiculous universe with a million conflicting sources, I use an evidence hierarchy to harmonise and prioritise information. The highest priority is at the top:

TV Show: Classic and New series are of joint importance, including animations and info on lost episodes. Any conflicts are sorted on a case-by-case basis.

Spin-offs and Extended Broadcast Media: Full spin-off series (Torchwood, SJA, Class, etc.), BBC-produced minisodes, animations, cartoons, trailers, and charity broadcasts.

BBC Books/Audio: BBC-produced main book ranges, audios, and comics.

Big Finish: Main ranges, crossovers, spin-offs. Excludes alternate universe stories like Doctor Who Unbound and Death Comes to Time.

Other BBC-Licensed Material: Books, audios, comics, and board games. Includes Virgin New Adventures, IDW and Titan ranges, and other BBC-licensed content, plus anything that got deleted from above.

Proximal Sources: Production team comments and other relevant but less reliable sources.

At any point, the answers I give could be invalidated by new releases, but at the time of posting, they’re the most likely and detailed responses you could get. I would absolutely detail every source on Tumblr if I could, but I just don't have the time because unfortunately, this isn’t my full-time job 😭 However, the Anatomy and Physiology Guide will be fully referenced when released.

🎉 So, what's GIL all about?

Essentially, GIL is designed to be a kind of information point where you can ask the weirdest, dumbest, and most intriguing questions and I'll try my best to provide accurate and comprehensive answers that align most with established lore. As mentioned, I specialise particularly in Gallifreyan biology, but I'll take pretty much anything.

Why? I have no idea. Help me.

Any orange text is educated guesswork or theoretical. More content ... →📫Got a question? | 📚Complete list of Q+A and factoids →📢Announcements |🩻Biology |🗨️Language |🕰️Throwbacks |🤓Facts → Features: ⭐Guest Posts | 🍜Chomp Chomp with Myishu →🫀Gallifreyan Anatomy and Physiology Guide (pending) →⚕️Gallifreyan Emergency Medicine Guides →📝Source list (WIP) →📜Masterpost If you're finding your happy place in this part of the internet, feel free to buy a coffee to help keep our exhausted human conscious. She works full-time in medicine and is so very tired 😴

[slytherinshua]

A GUIDE TO STANNING BOYNEXTDOOR

GROUP NAME: BOYNEXTDOOR (often abbreviated BND or Bonedo)

DEBUT DATE: May 30th, 2023

DEBUT SONG: One and Only

MEMBER COUNT: 6

FANDOM NAME: Onedoor

SLOGAN: Who's there? BOYNEXTDOOR!

COMPANY: KOZ Entertainment

Spotify playlist with all BOYNEXTDOOR songs

Youtube playlist with all MVs in order

OTHER GROUP INFO:

They are the first group to debut under KOZ; a subsidiary label of HYBE formed by Zico (leader of the 2nd gen group Block B). They have a close relationship with Zico, even though he is the CEO of their agency. He is also involved in the writing and production of all of BOYNEXTDOOR's albums thus-far.

Their first 3 albums: Who! Why.. and How? are part of a trilogy and include BOYNEXTDOOR's simple storyline. (in chronological order: Who!, How?, Why.., although How? was released after Why..) The albums encapsulate the story of falling in love, being in love, and breaking up. Even the album designs and colours coordinate, with Who! being a bright blue, Why.. being a deep magenta, and How? being a gradient of the two colours along with orange.

They got their first win on September 12th, 2023 with But Sometimes on THE SHOW. They've since bagged 5 music show wins total, 2 with But sometimes, and 3 with Earth Wind & Fire.

JAEHYUN/MYUNG JAEHYUN

BIRTHDAY: December 4th, 2003

HEIGHT: 177cm (5'10)

MBTI: ENFP

NATIONALITY: Korean

REPRESENTATIVE EMOJI: 🐶

FUN FACTS:

He has an older brother.

He was a former trainee at YG.

He likes playing soccer.

He was the last member to join the group.

He participates in writing lyrics and composing BOYNEXTDOOR songs. He writes his own raps, and has written some for remixes of songs, such as Le Sserafim's Smart and X Japan's Endless Rain.

He is the MC on M Countdown with Sung Hanbin from ZEROBASEONE and Sohee from RIIZE.

Jaehyun can be very shy, but he's also extremely extroverted and loud. He has amazing charisma on stage and can always capture the audience's attention.

SUNGHO/PARK SUNGHO

BIRTHDAY: September 4th, 2003

HEIGHT: 173cm (5'8)

MBTI: ENTJ

NATIONALITY: Korean

REPRESENTATIVE EMOJI: 🐈 (formerly 🦊)

FUN FACTS:

He has an older brother.

He has a pet cat named Simba.

His nicknames are "shoulders" because he has very broad shoulders, "top gun" (given by the members), and "yeppi" because he is very pretty.

He likes to try out different cafes.

He is the best vocalist in BOYNEXTDOOR.

He has bad eyesight so he wears contacts.

He was in a band in middle school.

RIWOO/LEE SANGHYEOK

BIRTHDAY: October 22nd, 2003

HEIGHT: 170cm (5'7)

MBTI: ISFP

NATIONALITY: Korean

REPRESENTATIVE EMOJI: 🦦

FUN FACTS:

He has an older brother and a younger brother.

The members nicknamed him 우리 리우 (Our Riwoo).

He has a pomeranian named Daebak-i.

He loves desserts, especially donuts.

He is the best dancer in BOYNEXTDOOR.

He seems cold at first, but he is actually really sweet and easy to become friends with.

He took part in multiple dance talent shows before debut and has taken dance classes at different schools.

TAESAN/HAN DONGMIN

BIRTHDAY: August 10th, 2004

HEIGHT: 182cm (6'0)

MBTI: INTJ

NATIONALITY: Korean

REPRESENTATIVE EMOJI: 🐈‍⬛

FUN FACTS:

He has a younger brother and a younger sister.

Taesan participates in the writing and composing of BOYNEXTDOOR's songs. He has also written some of his own songs, but hasn't released them yet. He started writing music when he was in 10th grade

His music taste was influences by his father, who was a big fan of old bands and musicians. Taesan likes NIRVANA, The Carpenters, Oasis and Richard Sanderson.

He likes to read and play the piano. He prefers reading to watching movies or Youtube.

He trained under Source music, and was a trainee for 7 years; the longest amongst the members.

His nickname is "Giant Mountain" because that is what Taesan stands for.

He came up with BOYNEXTDOOR's official greeting.

LEEHAN/KIM DONGHYUN

BIRTHDAY: October 20th, 2004

HEIGHT: 180cm (5'11)

MBTI: ESFJ

NATIONALITY: Korean

REPRESENTATIVE EMOJI: 🦁 (formerly 🍤, �� or 🐠)

FUN FACTS:

He has an older sister.

He loves fishes and plants. His favourite fish are corydoras and he has several in the dorm. He often zones out while watching his fish tank, and he can talk for hours about them. He assigned each member with different fishes as well.

He's a very positive person and a very good listener. The members usually seek him out for advice, and his nickname is "the therapist of KOZ".

He loves gummies and would rather eat them than a real meal.

He did taekwondo since he was 5, and even won medals in city competitions. He quit when he was in 8th grade.

He's often described as the weirdest member because his habits and hobbies are quite unique from the rest.

WOONHAK/KIM WOONHAK

BIRTHDAY: November 29th, 2006

HEIGHT: 182cm (6'0)

MBTI: ENFP

NATIONALITY: Korean

REPRESENTATIVE EMOJI: 🧸

FUN FACTS:

He has a younger sister. He says his sister is his favourite person in the world and he misses her a lot since he is so busy.

He's close with Daniel from I-LAND.

He loves basketball and he's a big fan of Michael Jordon.

He participates in writing and composing BOYNEXTDOOR songs.

He loves people and is very affectionate towards the members. He takes good care of them despite being the maknae, and he says his strength is making people feel good.

When KOZ came to Woonhak's school for auditions, he had slept in and missed them. But the company contacted him and told him that they wanted him to audition, so he went to the company and ended up signing under them.

He was the Inkigao MC with Yeonjun from TXT and Park Jihu.

[mbti-notes]

with regards to learning it may be important to know about IEOD(illusion of explanation depth) which may sometimes lead us to believe we understand more about the world than we think this can be especially true for those with an intuitive preference i write this because I've fallen for it too I hope this helps

I have discussed such learning problems in previous posts. After spending many years teaching, tutoring, and coaching students from a variety of backgrounds, in a variety of subjects, it never ceases to amaze me just how little people understand about learning. I believe that basic knowledge of learning theory is necessary for optimizing the learning process, if one hopes to be a good student of anything.

With so much information at the fingertips, it's more important than ever that people are mindful about how they learn. Being in the role of "student" is hard because you're a newbie and you're ignorant and you don't know the best way to tackle a big subject. Without a good teacher or an expert to guide you, you might come to rely on dubious sources of information, misinterpret what you read, misapply the ideas, or hit a seemingly insurmountable block/plateau.

Unfortunately, there are not enough good teachers to go around. Unfortunately, many teachers in public education are tasked with "babysitting" rather than teaching, to the detriment of learning. As a result, too many students get to high school, i.e., into adulthood, without a solid foundation of study skills.

Just recently, I was helping a twelfth grade student with essay writing. Being a good student, they couldn't understand why they kept getting low marks in writing despite putting a lot of effort into the assignments. Turns out, they kept submitting summaries of the literature when the teacher was explicitly asking for analysis of the literature. When I brought this problem to their attention, they were even more confused, because they thought they had been doing analysis all along. They had no clue that there was a difference between summary and analysis, so they were incapable of getting to the level of depth that the teacher was demanding.

One of the first things I often have to do with students is explain the difference between lower order vs higher order learning. Lower order learning is usually enough to pass the class throughout K-12 or achieve basic competency. Higher order learning moves people into expert territory. Without a clear vision of what they should be aspiring to, students tend to get stuck in lower order learning.

The difference between lower and higher order learning is neatly summarized by Bloom's Taxonomy, a conceptual framework for evaluating cognitive/intellectual ability. It breaks down the learning process into six categories/levels: 1) remember, 2) understand, 3) apply, 4) analyze, 5) evaluate, 6) create. Since it's hard to quantify exactly what's happening in a student's mind during learning, this framework helps by asking concrete questions about what the student can or cannot do.

My student got stuck at level 2 when the average requirement for the class was 4. They gave me a sample essay that their teacher considered to be "excellent" and it was easily at 5. While they could "feel" that there was a difference between their own essay and the excellent essay, they weren't able to articulate the difference at all.

One learning problem that people, Ns especially, often suffer is that they tend to get ahead of themselves, which is related to illusion of explanation depth. It's basically trying to run before walking. For example:

they believe "gist" is enough and dismiss details

they conflate knowing (theory) and doing (real world)

they judge/conclude without proper analysis

they try to create without mastering the basics

The above problems arise when a person doesn't realize how much they don't know (and in the case of an unhealthy personality, they refuse to acknowledge it). My student (N) is a good example. They believed that being able to do level 2 stuff (paraphrase, summarize, interpret, give examples) qualified as level 4 "analysis" and that this meant they had "mastered" the material. They simply didn't know any better or that more was possible. It wasn't until I explained to them the differences between lower and higher order learning that they began to realize how low-level their writing actually was.

I've talked before about the differences between a good student vs a good learner. A simple way to think about it: A good student is preoccupied with proving how much they know, so they are mainly motivated by extrinsic rewards or egotistical gain. By contrast, a good learner is preoccupied with how much they don't know, so they are mainly motivated by intrinsic rewards or intellectual humility that naturally breeds intellectual curiosity.

[jan-ala]

On Comprehensible Input

Disclaimer : I am not disagreeing with the comprehensible input theory of language acquisition within the context of the science of linguistics. This post is about a tumor that has grown off of it into the 'science' of pedagogy. Regardless, this is more of a vent post against current instructional strategies than anything. I am not citing any sources, most of what is here is anecdotal.

For those unaware, language classes in K12 have changed a lot since you were in school. Many decades ago, it was primarily a text translation course. Then it became what most of the readers probably had, a course integrating vocabulary and structures into conversational performance. Today, as has been pushed for the last decade or so, we are 'encouraged' to teach with what pedagogy scam artists call a comprehensible input based curriculum.

This largely involves an immersion class with a heavy focus on reading and listening (especially in the novice level) with multimodal texts to guide understanding. To give you an idea of the efficacy of this strategy, almost zero students have achieved a "passing" (4/7) score on the IB DP Language B exams in my district since our coordinator started pushing this. My heavily lauded predecessor at this school had 2s and 3s across the board last year, students on their fifth year of language acquisition.

My current fifth year students have a vocabulary of maybe 200 words, mostly cognates.

I can think of a few reasons why this becomes the case.

Immersion classes at the middle/high school level have a tendency to devolve into the dominant language of the school. Infants learn this way because it is their primary method of communication and interacting with the world around them. In class, the students' dominant language is spoken by everyone in the room (from whom students are constantly seeking validation). This is especially a problem when taking into account class sizes of 30+ students who largely do not even want to be there.

The curricula that are available are weak, untested (scientifically), and teacher-created. Teachers are not curriculum designers, neither by training nor by time allotted. What results is a mish-mash of ideas half-executed, with wide, gaping holes in student knowledge. My Language B coordinator literally just threw a random assortment of various difficulty beginner reader books (one is a story about a capyabara wearing boots, for example) at me with no materials, no guide, no placement within a curriculum. This is not an effective foundation for a high school student's language journey.

Comprehensible Input as a theory is a description of how language is acquired, it is not a prescription for curriculum. Refusing to take into account the differences between someone whose job, 24/7, is exclusively to understand the language enthusiastically, compared to someone who is in a class against their will for maybe 160 minutes per week is ludicrous.

The de-emphasis on output, especially in the beginning levels, leaves students without the tools and muscle memory to become proficient speakers later.

Recently, I have been studying Toki Pona.

Reading the official text, I learned very quickly and very effectively. I made flash cards, read about grammatical constructions, did translation exercises, and assigned myself conversational tasks to practice what I could. Writing very short stories, skits, practicing common dialogue patterns. It has been really fast and effective.

About halfway through the book, I decided to install a game called Toki Pona Island. A self-proclaimed comprehensible input strategy to acquiring the language. I have played for hours, and the only word I have meaningfully retained is alasa (look for, quest, seek). And it is an entire game ABOUT alasa. Every character says it constantly and I had to look it up about 50 times before I forced myself to remember. Even then, while writing this, I originally wrote it as asala before I looked it up for accuracy. So, in effect, nothing was meaningfully learned.

[philocalistherz]

«──« ⋅ʚ study methods ɞ⋅ »──»

➴ September 28, 2024. ₊˚ෆ

⊹˚₊‧───────────‧₊˚⊹

ೃ⁀➷ reading’s menu ༉‧₊

💭— a table to study complex subjects and prepare essays about it. May contain main or secondary arguments, other’s sources / authors referenced and key words, important dates or works quoted.

𖥔 First column: name of the book or article i’m referencing or reading.

𖥔 Second column: key points with color code.

𖥔 Third column: questions that pop out through the lecture / questions to consult the professor.

𖥔 Fourth column: terminology and its meaning to the author in particular.

𖥔 Fifth column: page count.

🤍 c o l o r • c o d e x 🤍

𖥔 B4DAF9 [baby blue]

— main argument.

𖥔 FEE1E8 [soft pink]

— reference to another author / work.

𖥔 DBE6DB [baby green]

— Key words.

𖥔 F9E9D5 [coral]

— doubts to consult.

𖥔 BC96CD [lavender]

— secondary argument.

ೃ⁀➷ anatomy of a good essay༉‧₊

💭— A tactical guide to approach whatever essay. Function as a template for redacting one.

𖥔 title and quote related to the subject.

🤍 i n t r o d u c t i o n 🤍

𖥔 hook line: grab the attention with a simple phrase, don’t formulate closed questions.

𖥔 context: background information and general panoramic about the object of study (what, who, when, why and how)

𖥔 statement: includes the topics and highlights important arguments and point.

🤍 b o d y • p a r a g r a p h 🤍

𖥔 theory: personal point of argument.

𖥔 evidence: examples that support the theory.

𖥔 connection: associations between your points and the authors points, can be in favor or not.

𖥔 interrelation: a link to the conclusion section.

🤍 c o n c l u s i o n s 🤍

𖥔 statement: condense your point or argument

𖥔 summary: key points and statements all around the document in a conclusion.

𖥔 double hook: let your professor wanting more without leaving loose ends.

ೃ⁀➷ blurting method ༉‧₊

💭 — An useful tool to complex and extent subjects, it can work well with another type of studies. You’ll need the following:

𖥔 name the block: assign a general title about what are you studying right now.

𖥔 material: observe and read two or three times the texts to mark with the color code.

𖥔 memory game: set aside your text and notes and grab a blank page to write down everything that you remember from the notes in consistent sentences.

𖥔 look back: read your notes and add with another color the information that you missed, use this time to look external sources and find meanings/ simpler synonyms of important concepts.

ೃ⁀➷ feynman technique ༉‧₊

💭 — an active way to remember and comprehend complex subjects, can be alone but functions well with a study group.

𖥔 the topic: choose one of the themes that the academic program has, a complete subject. Apply the blurting method or your notes from the reading’s menu.

𖥔 go down to earth: explain on paper or in a whiteboard the subject like you were speaking to a child.

𖥔 revision: compare the explanation paper with your notes and with another color of pen write missed key points.

𖥔 crumble: to a final revision an repeat the process until you can do it without consulting your notes or menu.

ೃ⁀➷ crow method ༉‧₊

💭— an organization guide to save time and study puntual subjects without (sometimes) distraction.

𖥔 collect: find all the themes, sub jets and topics discussed in class and classify them in order of importance / apparition.

𖥔 prioritize: annotate due dates and set reminders with alarms at least for 2 days before the due time; again organize this information in order of importance.

𖥔 construct: mark the most heavy is difficult subjects, units, the dates of important tests and alternate with simpler activities, don’t forget include spare time to take some rest.

𖥔 rank: make space for maximum 2 study sessions per day, balancing your personal life with you study life. try to always separate your spaces, study outside bed.

[ last updated September 28, 2024]

⊹˚₊‧───────────‧₊˚⊹

[haplogamingchef]

Mastering Ironeye: The Ultimate Elden Ring Nightreign Guide

Introduction

Welcome to your all-in-one guide for mastering Ironeye in Elden Ring: Nightreign. If you're looking for a powerful support class that also brings serious ranged damage to the table, Ironeye is the way to go. In this detailed breakdown, you'll learn exactly how to make the most of Ironeye’s abilities—from optimal weapon use to positioning, team synergy, and boss fight tactics. Whether you're brand new to the game or refining your build, this Nightreign Ironeye guide covers everything you need to start dominating as the best support class in Elden Ring.

We’ll go over ability mechanics, gear selection, upgrade routes, and real-time combat strategies to help you maximize your impact across PvE scenarios.

Understanding Ironeye’s Strengths and Role in Your Team

Ironeye in Elden Ring: Nightreign is best defined as a ranged support class. This character shines by combining damage output with team protection. The marked ability is at the heart of Ironeye's utility—it not only revives allies quickly but also increases the enemy's vulnerability, making them take 10% more damage and suffer heavier stagger buildup.

Key strengths include:

Excellent at interrupting boss mechanics (like sleep attacks).

Effective in kiting fast-moving enemies and flyers.

Allows your frontline to focus on aggro while you control spacing and crowd pressure.

Reliable at keeping stagger pressure on enemies, especially bosses.

The gameplay loop is simple but powerful: maintain your distance, mark enemies strategically, and punish mistakes with burst damage.

Core Combat Mechanics and Movement Mastery

Getting the basics right with Ironeye is critical. The key to staying alive and doing consistent damage lies in movement and attack precision. Here’s a breakdown of essential controls and techniques:

Two-Handing Your Bow: Use Y + RB or Triangle + R1 to enter two-hand mode. This boosts your damage and allows for quicker shot cycles.

Aiming and Shooting: LT to aim, RT to fire. You'll get more accuracy and flexibility, especially in mid- to long-range duels.

Jump-Back Shot: Dodge (B or Circle) + RT triggers a backstep attack. This move lets you maintain space while still dealing damage.

Triple Shot Sprint: Sprint forward and press RT to unleash three arrows. Use this to apply pressure or chase down weakened targets.

Skill Activation: With two-handing active, use RT again to activate your weapon skill or enchantment, if available.

Pro Tip: The charged ultimate (Y + RT) can pierce through multiple enemies. Holding the input lets you aim—ideal for lining up shots in boss fights or clustered mobs.

Weapon Selection and Upgrade Strategy for Ironeye

Success with Ironeye depends heavily on your weapon choices. While any bow works early on, certain options provide significant boosts depending on your target’s weaknesses.

Early Game Tips:

Find Element-Specific Bows – If you’re up against a lightning-weak boss, prioritize finding a lightning-infused bow.

Rare/Blue Weapons Are Worthwhile – Even if they don’t match your damage type perfectly, rare weapons can be upgraded further and faster.

Smithing Stones – Aim to collect Smithing Stone [2] by Day Two, especially from mines. These are key to boosting damage for mid-game fights.

Recommended Approach:

Search early areas for churches and bosses.

Loot based on enemy weaknesses (ping areas where a lightning, fire, or holy element can give you an edge).

Don’t forget to visit your Grace points frequently for upgrades.

Top Tip: Always have a secondary ranged option (like a wand or elemental bow) to exploit boss weaknesses.

Using Ironeye’s Marked Ability Effectively

The Marked Ability is what separates Ironeye from basic ranged characters. Not only is it a dash (comparable to Bloodhound Step), but it sets enemies up for team combos.

Benefits of Marking:

Targets take +10% damage from all sources.

Significantly increases stagger susceptibility.

Helps tanks and melee DPS secure staggers or criticals faster.

When to Use It:

Dash into an enemy and apply the mark before a team burst.

Use on fast or aerial targets to control the flow of the fight.

Apply during boss attack wind-ups—this allows your team to get a major damage spike while they’re exposed.

Stack Pressure: Keep hitting marked targets to prevent stagger bars from resetting. This is crucial in prolonged boss encounters.

Exploration and Day-One Priorities

Getting started right on Day One sets the tone for your entire run as Ironeye. Your goal early on should be to secure key upgrades and elemental gear to align with upcoming boss weaknesses.

What to Focus On:

Target Elemental Weaknesses – If you know a boss is weak to lightning, explore zones with lightning weapons.

Search for Greases – These consumables let you coat your bow with elemental effects for added power.

Secure Healing and Buff Items – These items become especially important since Ironeye has low health scaling.

Do Not Overcommit Early: Mines are great for Smithing Stones but avoid deep exploration until Day Two unless you're well-equipped. Save major grinding for later when your gear and stats catch up.

Key Locations to Prioritize:

Churches for buffs.

Mines (light exploration only).

Areas with rare item drops (blue-tier bows or greases).

Day Two Strategy: Upgrades and Evergaol Runs

Day Two is where your Ironeye build really starts to scale. With access to more materials and tougher challenges, you should focus on leveling up, finding Evergaols, and refining your playstyle.

Main Goals:

Level Up Regularly – Return to Grace points often and invest in Dexterity and Mind (for faster bow use and ability usage).

Find Evergaols – These reward around 10,000 runes and often contain useful loot like rare weapons or stat-boosting relics.

Gear Synergy – Start looking for weapons or artifacts that match Ironeye’s strengths (ranged damage, mobility, stagger support).

Survivability Tips:

Prioritize dodging upgrades like improved rolls or dash boosts.

Look for Wending Grace, which lets you revive once per life—game-changing for boss fights.

Adapt Based on Elemental Zones: If you enter a lightning-heavy area, pick gear that resists or enhances that damage type.

Boss Fight Strategy and Team Synergy

Ironeye isn’t just about dealing damage—it’s about positioning, timing, and setting your team up for success. Knowing how to handle boss fights is what elevates a good Ironeye into a game-changer.

General Boss Tactics:

Stay Behind the Boss: Most enemies have frontal AoEs. Stick to the rear or sides, allowing your tank to absorb aggro.

Use Ultimate Shot to Interrupt: Your Y + RT attack can disrupt abilities like the sleep move from the Augur fight.

Track Aggro Swaps: If the boss targets you (e.g., red chest mark), kite away from your team to reduce risk.

Supporting Your Team:

Constantly mark bosses to raise team damage.

Use ranged pressure to keep stagger bars active, aiding melee teammates in triggering criticals.

When a teammate is down, prioritize picking them up. Ironeye’s revive is one of the fastest in the game.

Avoid Overextending: Ironeye is not tanky. Don’t get greedy—stay mobile and use distance to your advantage.

Dealing with Groups and Fast Enemies

Crowd control is one of Ironeye’s hidden strengths. You’ll often find yourself facing waves of enemies or highly mobile units like flyers.

Tactics for Handling Multiple Targets:

Aim for the Weakest First: Focus down the lowest-health enemies to thin out the group.

Position High: Use terrain to get a better angle and avoid being surrounded.

Use Triple Shot Smartly: Sprint-shot (forward + RT) is ideal for groups when retreating isn't an option.

Special Cases:

Flyers and fast bosses (like Augur) are where Ironeye shines. Stay locked on, keep firing, and use dodge shots to maintain pressure.

When fighting multiple enemies, mark one to reduce group pressure and allow your team to collapse on that target faster.

Use Jump-Back Shots to escape quickly if surrounded. This move gives just enough spacing to reposition without taking a hit.

Late Game Tips and Advanced Tricks

By the late game, your Ironeye should feel like a fully realized support DPS class. At this point, maximizing your contribution depends on optimizing cooldowns, refining mark timing, and adjusting your loadout for each fight.

Late Game Focus Areas:

Elemental Swaps: Carry multiple bows or enchantments tailored to specific enemy weaknesses (e.g., Holy for Albanarox).

Critical Combos: Stack marked shots with teammate ultimates for massive burst.

Situational Magic Use: If you find yourself with underused FP, equip a wand or talisman for ranged elemental damage.

Important Reminder: Some bosses are resistant to piercing. Have a magic or elemental alternative ready to avoid being stuck in a damage drop-off.

Support Mentality Wins Games: Reviving allies, applying mark frequently, and controlling field presence is often more impactful than raw DPS.

Conclusion

Ironeye is one of the most versatile and rewarding classes in Elden Ring: Nightreign. With a mix of mobility, crowd control, and team support, this build offers a strong balance between survivability and pressure.

Whether you're pinning down flyers, keeping your team alive, or marking a boss to break its posture, playing Ironeye right means knowing when to stay back, when to mark, and when to unleash damage. Mastering these rhythms transforms you from a backline shooter to a frontline enabler.

Stick to ranged positioning, prioritize utility, and keep pressure on your enemies’ stagger bar. If you follow this guide, you’ll soon see why Ironeye is considered one of the best support roles in the game.

Frequently Asked Questions (FAQ)

Q: Is Ironeye good for beginners? A: Yes. Ironeye has straightforward mechanics and is very forgiving thanks to its ranged style and revive ability.

Q: What stats should I focus on first? A: Dexterity, Mind, and Endurance. These boost bow efficiency, ability usage, and movement.

Q: What weapon should I use? A: Look for bows that match enemy weaknesses. Elemental bows (Lightning, Holy) are especially strong.

Q: Can Ironeye deal with bosses alone? A: Yes, but it’s more effective in a team. It excels in supportive roles, softening up targets and reviving teammates.

Q: What is the best time to use the marked ability? A: Before a damage burst from your team or to interrupt dangerous boss mechanics.

Q: Is Ironeye viable in all fights? A: Mostly, yes. However, against high-resistance piercing enemies, you may need a backup magic or elemental weapon.

🎮 Meet Haplo Gaming Chef 🍳

Level 99 Kitchen Warrior here! I'm on a quest to transform your gaming sessions into epic culinary adventures. When I'm not farming rare ingredients in MMOs, I'm crafting real-world recipes inspired by your favorite video games.

Specializing in: • Game-inspired recipe creation • Cooking quest guides • Power-up snacks for gaming sessions • Achievement-worthy meal prep

Join my party as we explore the delicious intersection of pixels and plates. Whether you're a casual foodie or a hardcore gamer, there's always room at my crafting table! #Gaming #GamingGuides #GamingChef #HaploGamingChef For More Visit: https://haplogamingchef.blogspot.com/

[rabbitindisguise]

happy adhd awareness month!

I'm not gonna lie, I saw posts that reminded me I've been meaning to do a self dx post for adhd since 2 minutes ago (when I realized I could channel my energy into something fun and exciting)

Anyways, this post comes in two parts:

ADHD diagnostic criteria a) literal criteria b) discussion of the meaning of various terms and how they relate to everyday experiences

ADHD community terms a) executive dysfunction b) neurodivergent c) hyperfocus/hyperfixation

bonus content: a) getting diagnosed b) stim toys and other accessibility aids c) accommodations d) bonus literature

diagnostic criteria

Symptoms and/or behaviors that have persisted ≥ 6 months in ≥ 2 settings (e.g., school, home, church). Symptoms have negatively impacted academic, social, and/or occupational functioning. In patients aged < 17 years, ≥ 6 symptoms are necessary; in those aged ≥ 17 years, ≥ 5 symptoms are necessary. Symptoms present prior to age 12 years. Symptoms not better accounted for by a different psychiatric disorder. Symptoms may be classified as mild, moderate, or severe based on symptom severity.

Hyperactive type - ADHD-H

Patient meets inattentive criterion, but not hyperactive/impulse criterion, for the past 6 months.

Hyperactive Symptoms:

Squirms when seated or fidgets with feet/hands

Marked restlessness that is difficult to control

Appears to be driven by “a motor” or is often “on the go”

Lacks ability to play and engage in leisure activities in a quiet manner

Incapable of staying seated in class

Overly talkative

Impulsive Symptoms:

Difficulty waiting turn

Interrupts or intrudes into conversations and activities of others

Impulsively blurts out answers before questions completed

Inattentive type - ADHD-I

Patient meets inattentive criterion, but not hyperactive/impulse criterion, for the past 6 months.

Inattentive Symptoms:

Displays poor listening skills

Loses and/or misplaces items needed to complete activities or tasks

Sidetracked by external or unimportant stimuli

Forgets daily activities

Diminished attention span

Lacks ability to complete schoolwork and other assignments or to follow instructions

Avoids or is disinclined to begin homework or activities requiring concentration

Fails to focus on details and/or makes thoughtless mistakes in schoolwork or assignments

Combined type - ADHD-C

Patient meets both inattentive and hyperactive/impulsive criteria for the past 6 months.

source: DSM-5 Diagnostic and Statistical Manual of Mental Disorders, 5th edition; ADHD: attention deficit hyperactivity disorder (via aafp.org)

Changes made in the DSM-5 update:

Overall, the revised diagnostic criteria of the DSM-5 do not fundamentally change the concept of ADHD. However, the definition of the disorder has been updated, to more accurately characterise adults affected by ADHD. In all previous versions, ADHD was depicted as a disorder affecting mainly children, and to a lesser extent adolescents, but not adults. Hence, the wording of the 18 symptoms, and corresponding examples, was appropriate for assessing mainly school-age children. With the DSM-5, efforts have been made to more appropriately guide clinicians when assessing adult ADHD. These changes are based on two decades of research, which show that, although ADHD is a childhood-onset disorder, the core symptoms and resulting impairments can persist into adulthood, and continue to have a significant impact on everyday life. Box 1. The most important changes to the diagnostic criteria for ADHD in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition [bulleted list below]

ADHD grouped with other neurodevelopmental disorders, rather than with behavioural disorders

Subtypes changed to presentations

Age of onset increased from seven to 12 years

For adults and adolescents aged 17 and above, only five symptoms now required instead of the six needed for younger children

New symptom examples added

Updated definition of situational pervasiveness

Definitions of ADHD severity added

Autism spectrum disorder removed as an exclusion criterion

Mild ADHD is defined as having no, or only a few, symptoms in excess of those required for making the diagnosis. At the other end of the spectrum, severe ADHD requires either many symptoms in excess of the minimum required, several very severe present symptoms or a very high degree of social or occupational impairment. Individuals with moderate ADHD are between the two extremes, either in terms of the number of ADHD symptoms or the level of impairment. Although this initiative is praiseworthy, in that it defines terms that are already in use but lack specifications, the definitions are not particularly specific or operationalised. It could also be argued that adults with persisting ADHD may have a more severe form of the disorder; this has not been incorporated in the definitions of severity, despite the fact that adults with ADHD often have more problematic outcomes.

(source Hayward Medical Communications 2015, ADHD IN PRACTICE 2015; Vol 7 No 2 - warning, pdf download link!)

Self-scorers:

others mentioned here

ADHD Rating Scale IV (ADHD-RS-IV) With Adult Prompts

Adult ADHD Clinical Diagnostic Scale (ACDS) v1.2

Adult ADHD Investigator Rating Scale (AISRS)

Adult ADHD Self-Report Scale (ASRS) v1.1

Adult ADHD Self-Report Screening Scale for DSM-5 (ASRS DSM-5) Screener

Adult ASRS Symptom Checklist v1.1

Barratt Impulsiveness Scale (BIS-11)

Brown Attention-Deficit Disorder Symptom Assessment Scale (BADDS) for Adults

Clinical Global Impression (CGI)

Conners’ Adult ADHD Rating Scales (CAARS)

Diagnostic Interview for ADHD in Adults (DIVA) 2.0

Wender Utah Rating Scale (WURS)

(source)

Discussion of terms:

Fidgets: picking at the skin around fingernails, tapping fingers/bouncing leg, tipping chairs, changing seating position frequently (more than once every ten minutes is too much), stimming, using a fidget toy, touching face, doodling, etc

Restlessness: the feeling of wanting to move, change activities, get up, or struggling to be satisfied by doing the same thing.

"driven by a motor" phrases: basically not wanting to take breaks because it'll be distracting, as far as I can tell. Busy as a bee, etc. Not wanting to (or being able to, or noticing) pause while speaking, not wanting to speak to someone while walking to something else despite being in no rush, etc.

Listening skills: paying attention without needing to doodle or imagining funny scenarios in your head the whole time. Might include being able to answer questions when asked about what they were listening to, responding when prompted, and looking in the person's general vicinity.

Unimportant stimuli: things not related to what someone *should* be focused on. Like if you're in school and you're distracted by a bus going by out the window, or if you get distracted by the sound the lights make while trying to focus on what the cashier is saying.

Daily activities: eating, sleeping, using the bathroom, doing chores (sweeping, laundry, shopping), getting dressed, etc

Completes schoolwork: includes answering every question you know the answer to, fully, and doing all the steps to questions as well as filling in required fields like name/date/etc.

Thoughtless mistakes: typos, spelling your name wrong, wrong fonts, forgetting to attach the bibliography, doing basic addition wrong on an algebra problem, etc.

In many of self-scorers there are questions like: "How often do you have problems remembering appointments or obligations?"

This is a very "but I have a system!" question. It might help to understand the neurotypical expeirence here.

Neurotypicals do not struggle to remember appointments, unless they have so many of them that it would be difficult for anyone to keep track of. If they have one appointment this week, they are not setting eight alarms or putting stickynotes everywhere. They say "oh! I have an appointment." And then go to that appointment. That's it. It doesn't take a lot of energy to remember. They don't have to repeat it in their head every chance they get to remember it. They haven't tried three different planner systems in the past year or struggle to stay with them. They don't religiously check google calendar every day. They simply know they have an appointment, and (assuming nothing weird like they're a secretary managing 9 clients or they got a cold) they remember it. All of these questions are pretty much like this. If you've had to struggle to do something most of the time and still fail, the answer is you have problems "most of the time." It's not the amount of times you have failed to remember.

ADHD community terms

Executive dysfunction

Not specific to ADHD, this term describes something that both people with depression and people with ADHD struggle with (though often for different reasons). People with ADHD tend to put off tasks until the last minute, struggle to finish things, and have a difficulty doing something when they need to. It can have a severe impact on someone with ADHD and their ability to do things in their daily life. Having executive dysfunction is one of the (many) reasons why ADHD is considered a disability.

One person (Dr. Russell Barkley) has a theory that ADHD should be reclassified to be a disorder of executive dysfunction, but aside from being a useful tool to understand ADHD it doesn't explain many of the other symptoms or why they are presented the way they are. In particular: it doesn't explain many of the concepts that folks with ADHD have developed to talk about our experiences with each other, and how folks with ADHD tend to have less issues with executive dysfunction in settings where openly expressing ADHD symptoms is perfectly fine. It also understands ADHD through the lens of a disorder that's wholly maladaptive and dysfunctional, an understanding not shared by everyone in the community.

Neurodivergent

This is a term coined primarily by the autistic community. It describes autism (and other types of neurodivergence, things that diverge from the norm/"the typical" aka neurotypical) outside of the idea of the medical model. [Autistics in particular has faced a lot of inhumane treatment in schools and by the psychiatric system under abusive (and legal) things like ABA (applied behavioral analysis) and shock therapy. Autistics have fought for the right to openly stim, to not make eye contact, and to communicate while being non-speaking for decades. This has pushed back against the medicalization of autism, and the process of diagnosis not involving autistics in the creation of the criteria or what treatments (if any) should be approved for autistics.] This overall philosophy promotes the idea that neurodivergent people should not be stigmatized, and should exist as equal members of society regardless of how their symptoms present.

People with ADHD were early adopters of this concept (maybe because of the high rates of comobidity of autism and adhd). As a result, many of the concepts feature heavily in the language and strategies for ADHD- especially online. Along with alternative methods of orgnization (many small trash cans, two laundry bins, etc), you'll often find people with ADHD discussing stim toys and things like that.

Hyperfocus/hyperfixation

Hyperfocus describes one aspect of difficulty regulating focus. Basically: during hyperfocus a person struggles to pay attention to things outside of the thing that's taking up their attention.

More specifically they lose awareness of signals like hunger, exhaustion, the need to pee, and can even struggle to hear someone calling for their attention. If they do try to stop focusing on the thing they're focused on, they might still struggle to pay attention- even as they try to hold a conversation or go make a meal, they might be distracted by thoughts about the thing they were focused on before. This might lead to doing things incorrectly (like putting on shoes without socks or putting toothpaste in the freezer). With such acute focus someone with adhd can create art quickly with a lot of detail, discover a lot of information on a topic, and even learn new practical skills. It can also provide a lot of joy and accomplishment to someone, and improve self confidence.

A hyperfixation is the subject of hyperfocus, either once (hours) or over longer period of time (weeks, months, years). It can be anything from abstract (like a favorite subject) to specific and grounded in reality (like a hobby), or broad (a time period) to specific (a particular beetle).

Hyperfixation was a term coined by the ADHD community to describe an experience that wasn't described in the medical literature about us that needed terminology. Hyperfocus is also an experience that is really important to folks with ADHD because it's often wrapped up in the "twice exceptional" narrative many people experience- having both amazing talents and terrible grades in subjects that don't interest them. On top of that, neurotypical adults treat kids with ADHD hyperfocusing as doing something wrong and punish them, when what they're doing is perfectly fine and isn't hurting anyone. A greater understanding of this concept has helped people work with how their mind works, rather than try to resist it and be "normal."

Bonus content

Getting diagnosed

fill out self scorers

interview your family and teachers with parent/teacher scorers (optional)

get you information together, like insurance, debit, and credit card information. They will ask you for your full name, your date of birth, your insurance information, any pre-existing conditions, your availability

find a local low/no-cost neuropsych testing facility near you. If you're currently in school, you're in luck! Many will refer you out to a low/no-cost testing facility. (Either way, the result is the same: these can be universities teaching students studying neuro-psychiatry, state sponsored programs, and more. Here's a solid comprehensive guide on getting low cost testing, as well as managing the costs associated with ADHD).

make it known that you would like to be assessed for ADHD to have it ruled out. That is the specific phrasing that you should use with everyone- do not claim you think you have anything, simply that you're concerned and wish to be assessed. Talk to your therapist, your parents, your pcp, your teacher- whoever it makes sense to contact, based on your prior research. If you were unable to find anything, then contacting the people who might have better access to information like your therapist or teacher would be best. (If you're not yet in therapy, getting into therapy would be a good idea.)

If all else fails, contact your insurance (if you have it). Testing can cost a lot of money and might not be worth the expense. You're still welcome in the ADHD community regardless of being diagnosed or not.

If you go to get assessed, here's what to expect:

you will likely have to fill out self scorers for lots of things, including things that don't apply to your situation like mood disorder evaluations to rule of depression. Your answers on these should not affect how you will be diagnosed with ADHD.

there will be a lot of weird things in full neuropsych evaluations, like repeating words back to them, or playing with blocks, or drawing shapes

they will pay attention to how you act in the room, so don't resist the impulse to fidget and feel free to ask to get up or take a break after an exercise

it may last under sixty minutes, but with a student it could take longer. I have 4+ hour sessions twice a week for a month, but not everyone has such an extreme experience (they had last minute additions that went beyond ADHD testing).

Tips for the day of testing:

do not bring your best self. Leave your best self at home. They need to see you at your usual or your worst to make an accurate assessment.

bring water. You will be talking a lot.

some information can help, like recent test performance and last semester teacher comments

comfortable clothing is best. T-shirt and jeans are totally fine.

prepare to be totally out of it when you leave, by bringing a snack or having someone you trust pick you up. It's mentally exhausting and makes you do all the things you avoid because they suck.

A neuropsych (or any type of ADHD evaluation) can help you get access to things you might not normally get, like medication (stimulants, typically), accommodations, and recommendations to your therapist about what to work on. It also can be shared with doctors and other therapists in the future so you don't have to worry about someone questioning your need for whatever it is they helped you get in the first place (like accommodations, etc).

Accommodations

In order to request accommodations through most colleges, you need a letter from a therapist of some kind requesting an accommodation in writing. Getting diagnosed for ADHD helps with this. Some accommodations you can request include:

time and a half on tests and quizzes

extensions of papers and projects

alternative assignments (i.e. oral exam over essays, different topics, etc)

excused absences

a notetaker

audio and/or video recordings of lectures

laptops in classes that don't ordinarily allow laptops

snacks in classes that don't ordinarily allow snacks (unless it poses a safety hazard, like in labs)

stim toys in class

and more

Literature

books on adhd:

You Mean I’m not Lazy, Stupid, or Crazy?!

Smart but Scattered Guide to ADHD

other:

additude magazine

*looks at the clock* oh god it's 7 p.m. I've been trapped in making-a-long-post hell for four plus hours OTL but I'm finally free.

Anyway, I hope this helps and feel free to DM me if you want to know more. I got diagnosed with ADHD (combined type) back in late 2017 so I'm happy to talk about that with anyone who might be considering going through testing.