#this is the pre-academic year motivation to write

[allgreekbitch]

felt silly so here’s a snippet of my next fic x

[sanfangirl-cynicalromantic]

It's Always The Quiet Ones

In which Elsa writes fanfiction, but she never expected one of her own friends to read it.

~

Elsa was antsy. The professor was reexplaining the topic to students who hadn’t  been listening for what felt like the upteenth time. They had learned this subject three classes ago.

Now a college senior, Elsa didn’t appear to have changed too much in four years. She was still quiet, but more shy than haughty and aloof. She had shed her narrow tunnel vision to just ‘out out as soon as possible’ and instead had taken her friends’ advice - she had those now, too - to take a class out of pure enjoyment. But she needed this prerequisite. One of her said friends, Astrid, was also in this class so she could take a different elective, but Elsa was happy to share a class with someone she already knew. Now neither of them needed to make unnecessary conversation with other classmates and had an automatic go-to in the case of any group projects.

Her hands halted over her keyboard. There was no need for taking notes right now and she found herself navigating to a project she’d been stumped on for a while.

Not academic, but purely creative.

Fanfiction.

She’s not sure how it happened. She had sat down and watched a single episode of a show with her sister and then when an edit had come up later on her YouTube page she had idly clicked on it. One click had led to another until she found herself sucked into reading fanfiction feverishly under her blanket at night, too guilty to show her face to the empty room. Eventually, ideas had built up in her head and she had written a little piece. It had been freeing, knowing that she couldn’t be ‘not good enough’ because this was fanfiction, and anyone could write it. She hadn’t expected the heartwarming responses she’d gotten, or the spiral into madness as the dam inside her had broken and she scrambled to write all of her ideas down.

She had a sizable collection of works on AO3 after over three years, and had developed a signature style and carved a niche for herself in the fandom.

What she had gotten really good at was smut.

There was a saying, “It’s always the quiet ones.” Prudish pre-fanfiction Elsa, forced into socializations by her parents because apparently homeschooling online was ‘isolating,’ would roll her eyes, irritable at the guys who’d inevitably say so about her while wagging their eyebrows, hating being the butt of some joke she wasn’t sure she understood. Diabolical post-fanfiction Elsa now would flush guiltily at how true it rang. She still couldn’t say ‘sex’ in front of her younger sister without hesitating, but years of reading had opened her mind to ideas she’d never thought were possible, which had led to research, which had led to writing her own smut.

The professor had deemed today a review day, fed up with all the repeated questions, and after mentally answering all the problems so that if she were called on she could answer, Elsa opened up her special email account, drumming her fingers absently as she looked over her AO3 stats. She clicked away to the tab that held her WIP, taunting her. She needed motivation. She needed validation and an assurance that she could actually write a reasonably clever and hot story. She needed more comments.

She navigated to her drafts and selected a partially smutty oneshot she had written a little while ago on one of her sleepless nights. It had been a sleepless night for the couple on the other side of her wall. Good for them. She prided herself on being continually able to look them in the eye the next morning. She added a short little spiel in the notes, citing no beta and sleep deprivation to excuse errors (like she hadn’t already combed through the very explicit scenes of roleplay and creative positionsing to make sure everything was grammatically correct for her own sanity’s sake) before publishing it and clicking the tab closed decisively. The ninety minute lesson wasn’t even a quarter way through. She resolved to focus for the rest of the class.

Sadly, it didn’t get any more interesting. She made a conscious effort to engage and resist the effort to madly refresh the page and check for comments. Some people aren’t addicted to AO3, she reminded herself sternly.

About half an hour later, her ears perked up at the sound of an email notification. Coming from one of her seatmates. She forced herself to look straight ahead. Damn AO3 for making her develop a physical reaction to emails. People got emails all of the time and she doubted most of them were from AO3.

Out of the corner of her eye, she saw Astrid dig out her phone. She stifled both an amused grin and a resigned sigh. Astrid was very opinionated, and once she made up her mind her decision was final. And the thing was, she was most often right. If she had gotten her phone out, she had given up on the house today.

Elsa was not nosy by nature - she wasn’t - but she was bored and antsy and spending time with Anna had its side effects. Astrid’s expressions were minimal. Her boyfriend Hiccup could usually accurately tell what she was thinking by just a quirk of her eyebrow about half the time. The next person who could understand her half as well was Jack, who considered himself an expert on her and Hiccup’s relationship - at least, compared to the rest of the friend group. That was fair. Elsa considered herself a generally observant person who could relate to Astrid the most. Plus, she had the advantage (or maybe the misfortune) of having her dorm room situated right next to Astrid’s; the walls between them were excruciatingly thin. The phrase ‘it’s always the quiet ones’ certainly applied to Hiccup and Astrid as well. But Elsa understood Astrid’s preference for privacy, and so respectfully never commented on the things she overheard.

If Hiccup frequenting Astrid’s rooms more often instead of vice versa coincided with an increase of publishing smutshots, well, her readers were nothing but happy.

Whatever Astrid was doing on her phone, it seemed to be taking a long time and had her completely absorbed. Her face was stony and cool, and the only reaction Elsa could see was the occasional raise of what she was pretty sure was an interested eyebrow.

At last, the lecture wrapped up and Elsa gratefully annotated her planner before playing it and her laptop neatly in her bag. Astrid stood up with her, still glued to her screen, and the automatically made their way to the group’s designated spot under the big tree on the west side of campus. Astrid had finally cracked a smile and was typing something on her phone. Probably to Hiccup, if she wasn’t scowling. Neither said anything because they weren’t the sort to fill the silence with unnecessary  talk. Elsa didn’t mind, but was glad when she saw Jack and Hiccup waiting for them outside.

She supposed it was just one of those days where she got a craving for social interaction. There was no other reason she was looking forward to talking with Jact at all.

“How was class?” Jack called in greeting. She smiled politely at him, grateful he had started a conversation.

“It was ridiculous,” Astrid scoffed. “Nobody remembered anything from the previous lessons. It was an absolute waste of time.” Elsa shrugged in agreement.

“At least it meant he postponed the homework,” Elsa added, satisfied with her socially acceptable input to the conversation. She would still start the assignment of course, unless she had a stroke of inspiration for her WIP, but they didn’t need to know that.

“It’s the little things,” Jack agreed easily. Hiccup tried to put his around his girlfriend’s shoulders comfortingly; he knew nothing irritated her more than imbeciles. The only thing she hated more than idiots was anyone who dared to make fun of her boyfriend or slight him in any way - but in those cases, the reaction wasn’t annoyance, it was murder. Astrid dodged his arm and Hiccup cocked his head, confused.

“‘Fraid we’ll have to cut things short today,” Astrid said briskly, grabbing her boyfriend’s hand and making to leave. They all turned to look at her, surprised. She gave Hiccup a loaded look. His eyebrows shot up and he began to sputter immediately.

“Oh. Oh. Okay, yeah. Er - sorry um … something urgent just came up? Yeah, urgent, so we gotta …” he allowed himself to be dragged away just as an email notification chimed on Elsa’s phone.

A comment? She wondered eagerly. Probably spam, she reminded herself.

Jack was snickering and shaking his head. “Wish I had a girl who read smut,” he chuckled.

A girl who reads smut, you say? Elsa thought before she could tamp it down. She cleared her throat and took out her phone instead.

It was from AO3. Elsa’s heart sped up and she bit her lip to keep herself from letting out a shrill, undignified sound of joy.

axes-forever (Registered User) has left the following …

Aww, Elsa loved that reader. Their comments were never long, but they were funny and appreciative and had been with her and her writing since the beginning. She had checked their bookmarks once. There had been a reasonable amount, around eighty or so, which made Elsa assume that axes-forever was a bit selective - a compliment for her, since a good deal of her works had been saved. Aside from those, they seemed to be a big fan of Percabeth and Manorian, and Elsa could only approve of their good taste.

She opened the email.

[Istg I read this immediately after I got the notification in the middle of class. Worth it. You never fail to deliver.

Brb gonna go try those moves on my bf]

Elsa nearly dropped her phone as Jack’s words finally processed. Was he insinuating that Astrid read smut? She didn’t seem like the type, but then neither did Elsa. And considering some of the things she’d heard from the other side of Astrid’s wall … Well, reading smut didn’t seem far-fetched at all.

Wait … Astrid had been reading something on her phone during class only a little while after Elsa had just posted. Axes-forever had gotten the notification in class, and then said she was going to try those moves on her boyfriend. There were too many coincidences with Astrid’s unsubtle exit for them to not be the same person, weren’t there?

Holy shit.

She could be wrong, of course. She could be so wrong. What were the chances of her being right? But Elsa was naturally intuitive and she knew she had the right once she’d found it. She looked at the retreating figures of her friends with wide eyes.

Jack cocked his head to the side. “Hey, you okay?” he asked gently. “You look like you just remembered you forgot to turn off the stove or something.” Elsa let out a shocked laugh.

“No,” she said, shaking her head and smiling. “I just realized my plans to immediately go back to my dorm room aren’t a really good idea right now.” He barked out a laugh.

“Well … we could go get a coffee, if you’d like?” he offered with the slightest bit of uncertainty. Elsa felt something like a warm bubble expand in her chest.

“I’d like that,” she admitted.

[samanthahirr]

Office Hours

Office Hours

In today's installment of "Stories Sam Isn't Writing," I bring you the opening meet cute of a non-MI6 get-together AU, in which private detective James Bond tries to recruit Imperial College professor "Q" Boothroyd to provide technical assistance on his cases.

Bond worked his way up through the Met and achieved the rank of DCI on the murder task force before his habit of following his instincts led him to step on some very important political toes. Bond’s superiors made it clear that the writing was on the wall for him. Rather than face demotion to the Traffic Division or, god forbid, Transport, Bond resigned from the police force and parlayed his investigatory skills into a successful new career as a private detective.

A couple years after his forced retirement, Bond lands his biggest case yet—tracking down the whereabouts of a wealthy recluse who may or may not have been removed from her home under duress. But he quickly hits a snag. The key evidence appears to be on the encrypted security recordings from the purported victim’s home surveillance system. He can’t decrypt it on his own, and it’s far too sensitive to take to a private vendor. Time to call in a favor. He rings up his former partner Bill Tanner to request a little off-the-books use of the Met’s crime lab. For the sake of his career, Tanner must reluctantly decline. But he does tip Bond to the new computer systems consultant the task force has been tapping for the past year, a professor at Imperial College. 

Wonderful. Bond loves spending time with stuffy, pompous academics. But at least this one comes pre-vetted by the Met. And it’s the best Tanner can do for him.

Bond talks his way into the university’s buildings by introducing himself as DCI Bond, a bluff that works far too well on these trusting civilians. In the second building he accesses, he finds the door to Professor Boothroyd’s office in the middle of a long hall. The bench just outside the professor’s door is crammed with four students, each more visually appealing than the last. Bond smiles charmingly at them, but they pay him no attention. He tells himself he doesn’t feel slighted.

He raps loudly on the office door, and when it cracks open, the four students stand in unison, each calling for the professor’s attention in tones of voice that don’t sound desperate so much as eager. 

Bond pushes inside, past the lanky, fluffy-haired student on the other side of the door. Unfortunately, the office appears empty, with no sign of the professor. 

“Can I help you?” the student asks, closing the door behind Bond.

“No,” Bond says shortly, then amends, “yes, if you can tell me where the professor is.”

“I’m Professor Boothroyd.”

Bond is tempted to call him a liar, but his instincts don’t support the assumption. On second glance, the man does seem to have a few years on the young people lined up outside. Behind the hipster stubble and chunky glasses, there are definite smile lines around bright green eyes. Bond recalculates and changes tack smoothly. “Pleasure to meet you. I’m DCI Bond, and I’m here on official bus—”

“No you’re not.”

“I beg your pardon?”

“If you were with the Met, you would have showed me your badge already.”

Bond considers bluffing again…and then deflates with a sigh. “Tanner warned you about me?”

“No, rather the opposite, which is another tell—his people always text ahead. I’ve worked with enough law enforcement personnel to know their protocols, and you’re not following them. So who are you, how do you know Tanner, why are you impersonating a detective, and why are you looking for me?”

Since becoming a private detective, Bond has grown accustomed to back-stabbing clients, ulterior motives, and a cesspool of petty deceptions. In a campus full of trusting fools, the professor’s clear-eyed suspicion is something of a reassurance. 

Coming off the back foot takes some doing, but Bond lays his cards on the table and survives Professor Boothroyd’s interrogation. After a moment of narrow-eyed deliberation, Boothroyd even agrees to examine Bond’s files…once Tanner vouches for Bond’s story—no offense intended. Bond smirks approvingly. By the time Bond secures his agreement, the professor seems to have warmed to him considerably, relaxing into an affable, vivacious demeanor and a smile that holds Bond’s attention more than usually happens without a low-cut blouse or skinny-legged trousers involved.

As Bond exits the small office, the hopeful gaggle of students rise again, each clamoring to get the professor’s attention first. And judging by the low-cut tops and skinny jeans on display, they’re angling for more than just tutoring help. Bond casts a glance back into the office, to the slim, magnetic figure of the popular young professor, and he thinks the students don’t have an entirely bad idea there.

Next time he visits campus, Bond will be sure to wear his best leather jacket. 

And a tighter pair of jeans.

[academiaac]

intro post!

Brand new studyblr here as a sideblog. I started this so that I could have some motivation and accountability for my schoolwork. (Why did I load this schedule on myself? No clue. Ask very confident last-march me)

about me!

- You can call me kay (she/her)

- I'm a high school junior

- I play the violin

- I'm taking my third year of Latin at school and am currently (slowly) also learning Korean

- I hope to be either a bio/chem major or a pre-law/psych major

- I'm taking the AP classes of chem, lang, and us history this year

fun facts!

- I love to read, specifically fantasy, currently reading iron flame by Rebecca Yarros

- I also write and crochet

- I bake constantly (stress baking + hard academics are a wonderful combo)

Lots of inspirations, but @studyquill and @kraro-school-life were big helps!

always feel free to reach out if you wanna talk, and questions or comments are always welcome!!

[tismcosmology]

Sat. September 21, 2024

my ass is being kicked by classes rn. yippeee. writing this as my 'study break' inbetween phys and math work

General life updates:

I went to the first meeting of two clubs this week, one for stargazing and one for marginalized people in stem (mostly physics but theres also a few math and chem people there). Both were very cool with some very cool people. Learned a lot about student politics and how to avoid the egotistical / self centered people that physics and stem in general attract

I did also find out (from the very kind people at the phys clubs) that the school on purpose designs the first year physics classes to be stupidly hard to 'thin the herd' and force people to drop. So i now have extra motivation to push through this year in the form of spite :)

Academics:

This Week: I got a solid 64% on my math quiz (avg was 65) so. more studying is in order i suppose. I did an english presentation that went very well, and I also did half decent in my physics workshop yesterday

Next Week: pain and suffering.

Math quiz on monday (have not studied)

Physics assignment due mon (ive been working on this thing for like 3 days its kicking my ass so bad) (like 5/13 questions done)

CS online quiz due mon✅

CS assignment due tues (2/3 questions done)

French test on wed

Phys pre-lab for wed

English assignment due thurs

now that ive procrastinated sufficiently i guess im going back to practicing integrals wish me luck

[platonic-qpr-selfshipping]

hi!! could I please have familial headcanons (separately) for dimitri and Edelgard from fe3h with a slightly older sibling? thank you so much in advance btw I’m dying for some familal stuff- ~sunlight-ships

thank you so much for your request!! we gotta love some house leaders familial content

Edelgard and Dimitri as your slightly younger siblings

¡! spoilers for Edelgard's past in the first headcanon and Dimitri's in the last (family stuff), set in canon, headcanons cover both pre-timeskip and after-timeskip

Edelgard

You're like a light of hope to her. After loosing so many of her siblings, being able to still have you there and rely on you is something she values more than you think.

However, this appreciation for her only sibling shows in some different ways. On the one hand, she feels responsible to make sure history does not repeat itself and that you can live a long and healthy life making your own choices. Maybe you don't even want to stay in the castle— she'll understand and let you go as long as you accept to keep in touch with her by exchanging letters.

On the other hand, you're also her weak point. You're her older sibling after all, and she can't let go of the feeling that you can somehow protect her from the world no matter what she does or happens. The mere idea of it is comforting to her, even if she knows it's kind of unrealistic to think about and might embarrass her a bit.

If you're also in Garreg Mach during her academic years, she would love to meet you in breakfasts and talk about your plans for the day as a way to motivate each other. Just please, don't tell her classmates many anecdotes of when she was little... We all know Ferdinand and you can have some lively conversations on the topic, but sharing two or three memories is more than enough for her, really.

In case you're far away from each other, letters are a must. She writes to you quite frequently, sometimes on a whim after having a nightmare and needing to let her thoughts out, but more often as a way to keep you updated with her life. She'll smile if you send her some words of encouragement and praise because of her role in the recent missions at the monastery.

Does not tend to talk about you to others, but if someone asks about you they'll find an unusual happiness in her eyes as she speaks. You're her family, her rock that has always been there when she needed it, so her words about you are always filled with care.

During times of war, her letters could get less frequent. If the worry made you travel to her side, she would take it as a sign that she's got the support to make things work out. Might tear up after not seeing you for long. Probably will, go hug give her a hug.

She got the habit of getting into your room at night when she was younger. The castle felt dangerous and it was not like you knew much more than her about what was going on, but at least you had each other. That's something you two have always been sure of.

Will still surprise you in your room at night from time to time. Sometimes to talk to you about that book you recommended her, other times to wish you a happy birthday with a drawing of you she had been working on for days.

Dimitri

When you were younger, it wasn't unusual to share bed with him in the coldest days of Faerghus' winter. He would enjoy listening to your stories of training or just your days in the castle as someone who is a bit older than him, and this sometimes made him end up falling asleep in your own room too.

And even if this doesn't go on when you are older, he still finds your words and stories to be very calming and reassuring. Therefore he often thinks about talking with you when a problem or worry arises, even if he doesn't expect advice all the time.

Will refer to you as "sibling" when talking about you, no matter with whom. His words and tone make others easily see you two are in very good terms with each other, although he gets embarrassed when it slips out of his tongue with officials from the army or other nobles he isn't close to.

Likes to train with you and learn from each other. You end up having anecdotes of how many of your trainings have ended in broken weapons you had to turn in because of your brother's strength.

That can also be... a bit of a problem in the kitchen. Not that you really mind, you will love your brother just as he is, but he sure feels hesitant to help when he starts to realise his clumsy mistakes. Everyone agreed to let you on kitchen duty together one day out of curiosity and perhaps that was the kitchen's most chaotic day.

During the timeskip, Dimitri tried to isolate himself. He didn't feel like he deserved to still have you by his side, to possibly drag you into all of that too. You were aware of the situation when his friends came to you for help.

It was a long process, but blood connects you two and you stay hopeful for your brother. He will always remember how you did not leave him even at his darkest moments, and will be willing to do the same for you no matter how far away life puts you from each other.

You know how some families name their first child after their father or things like that? Dimitri would consider doing so, but naming one of his children after you because you are all the family he has. At first, you thought he was joking so you laughed it off, but his confused expression confirmed you otherwise.

[whinlatter]

Hermione —> Overrated? Or underrated?

Do you think Harry or Ron would have been incapable of finding the Horcruxes without Hermione? Do you think their capabilities are overshadowed by Hermione since she’s so smart? When they became Aurors do you think they flopped or thrived without Hermione?

Anon are you trying to start a war in my ask box with this one…

You know, I think I would say Hermione is increasingly underrated in certain fandom spaces, after a long time being maaaybe idealised to the point where her character had all her flaws erased and the backlash was bound to happen. I love Hermione as a character, talents, flaws and all. I love thinking about her arc, her motivations and emotions and relationships that we don't glimpse through Harry's narration (her friendship with Ginny being a great example - I loved loved loved playing with it in Orchards). I just always enjoy exploring her inner life and her joy and fears and more intimate feelings when writing or reading fics (something this recent piece, something so tender (i can't explain) by @incalculablepower, does so so well). When I was much younger I used to be a bit ambivalent about Hermione as a character, for reasons that are almost cliche now: a reader who are themselves a bookish girl seeing too much of themselves in Hermione's worst moments and not enjoying the invitation to look inwards that those moments prompted, lol. (I remember little me reading the part where Ron mocks Hermione for jumping up and down in her chair while putting her hand up in class and being like sorry do other people... not like it when I do that in class... oh no oh no)

The boring answer is I don't think Harry or Ron would have been able capable of finding the Horcruxes without Hermione, but I also definitely don't think Hermione would have been able to find them on her own. Back in the day in fandom spaces, I think Harry and Ron were a bit caricatured as useless clowns bouncing off walls with Hermione being the only one with any sense. These days, at least in the fandom spaces I interact with, there've been a lot of big steps towards giving Harry and Ron their completely deserved credit for being smart, strategic and impressive throughout the Horcrux hunt (digression but I was doing a re-read of Malfoy Manor chapter the other day and sorry Harry and Ron double act in that scene is so impressive when they're dealing with Wormtail. Auror skills absolutely at work in that moment). I think Harry and Ron would do well in those early years as Aurors without Hermione, in part because they have learned from her over the years, but not solely because of it.

For me, it's so interesting to think about how a lot of Hermione's character growth and arc would happen after the war. Although I don't think the transition to Auror life would have been straightforward for Harry and Ron, I think Hermione would really struggle with going back to Hogwarts. It definitely makes sense that she would want to go back and try and get back on her pre-war track, but you know what they say: you can never really go home. For Hermione, going back to school would have been extremely dislocating and challenging, for so many reasons: the absence of Harry and Ron socially (and ofc being long-distance with Ron), but also the experience of going from being a war hero on-the-run back to the very controlled and arguably infantilising life of a boarding school, alongside peers who lived a very different war to her and went through Hogwarts under the Carrows. Hermione would have her own post-war traumas to deal with, but no longer be alongside the two people who shared hers most directly. Then there's also the context with her parents... I think the 1998/1999 academic year was a rough one for her, in ways that are so interesting to think about as a writer.

(Now if only someone... would write a fic... about the girls at Hogwarts in their seventh year... where we might explore these themes... that might begin with b and rhyme with feasts... maybe... might be nice...)

[zenkindoflove]

Do you have any advice for making yourself just sit down and write?

I really want to start writing again (I have not written since high school[and I’m old]) and I have so many ideas in my head but for some reason I can’t make myself write them. It’s not even writers block. It’s like fear? And not even fear about the quality of the writing. I’m super delulu and think I’ll be good at everything on the first try 😅

It’s like stage fright over writing even if it’s only for myself. I think if I can just make myself start I’ll find a groove. But I can’t make myself start.

Hey anon!

First of all "I'm super delulu and think I'll be good at everything on the first try" - Hello are you me? LMAO, this is me and my big, unnerving ego. I'm always like "oh, I think I'd fucking EAT." Even counter to evidence.

First, I want to say I relate a lot to the state you are in now. I wrote a ton when I was younger. First original stuff as a pre-teen/teen and then when I was around 16, I started writing fanfic regularly in my first fandom. I would say I wrote and posted (though I've deleted a lot of these fics since then) regularly from 2006-2012. I then had some pretty big life altering stuff happen, and I only wrote very sparingly up until late 2023 after I finished ACOTAR.

I've always thought of myself as a "writer" but during those 10 years where I wasn't really writing (fiction that is. I was writing plenty as an academic scientist going through graduate school, postdoc, and then the few years of adjuncting trying to keep my career afloat) I kind of thought that it was all just something I used to do. And then I got a new obsession with Elucien and felt like "oh, I can definitely write about this." And here I am. And I think I'm doing really well. I've really shown myself that being a writer never really leaves you. You just need the motivation, space in your life, and some discipline to do it.

Okay, but to your question, how to get started writing? Well, the answer is truly "just start writing". Which sounds like I'm blowing you off, but I think I have a few tips that might help you.

Take those daydreams that you keep having to chase away the crazy pain of life and jot down little details about them. Don't think of it as you're writing the story down. Maybe you're just making a bulleted list of the things you like to fixate on. Maybe it's capturing a cute moment with a few vibey words. Maybe you're really inspired and you write out a outline of a basic plot. Some of these may end up becoming a story down the line as you build momentum.

And if you do feel the urge, just sit down and write 100 words of a scene. No one is watching. No one will read it. It's just you and your computer. Who cares if it's fragmented sentences and half baked thoughts? And then when you return to it, maybe you realize "Oh, I could add some here, and maybe a bit there." And suddenly you're actually writing out a one-shot.

I also highly recommend looking up prompts for when you feel like your ideas are tapped out or you need just a little push to get the ball rolling.

For me, I have also made it a point to write a little bit each day or every other day. Some days nothing will happen and that's okay. But now that I've started again, writing has become a rush for me. I've really found myself again. I had such an identity crisis during the pandemic. I became a mom completely alone and isolated from friends and family. I became disillusioned with becoming a professor which I had been working towards since I was 18. And sure enough, coming back to this hobby that I did in my teens/early twenties really grounded me in the person I always have known. I just needed something that was only mine to have again.

I hope you can start that journey too, anon! And if you ever want to come off anon and chat, my DMs are always open!

[everythingthatsgoingon]

Oh I know just the one.

Years ago, before I switched to ao3, I read this fic on fanfiction.net in the HP fandom that I loved, and I'm pretty sure it's been deleted since. The story was that after "quitting" as a DADA teacher at Hogwarts, Remus Lupin got recruited by this small secret school that taught werewolves kids. There were like 6 or 7 teacher including the headmistress who taught Potions, and maybe 20-30 kids from around the world.

I just loved this idea of a secret school for werewolves (and other rejects from the Wizarding society), and I would love to write a fic with this concept. I've actually basically written the first chapter already, but it's taken me years to do just that, so 😅.

I actually haven't got much of a plot, just a starting point and the main lines : in the beginning of the eighties, a young French witch (a couple years younger than the marauders), I've named her Charlotte, adopts a young girl (8-10) from a French speaking country (I think I went with one in nothern Africa) who was turned into a werewolf and ended up being thrown into the street by her parents right in front of Charlotte (visiting the country, travelling the world post graduation) after a couple full moons. The year the girl is about to turn 11 (somewhere between 1983-1985), Charlotte visits wizarding school after wizarding school, but none will accept the girl as a student. She ends up trying Hogwarts (not originally on her list because her daughter is not fluent in English), and finally gets a positive answer. However (without mentioning Remus Lupin by name), Dumbledore exposes the issues that might arise despite support from the staff, based on previous experience : namely that roommates/friends or rivals/enemies are likely to figure it out, the feelings against werewolves increased due to Greyback's action during the recent Wizarding War, and that education does not guarantee a job; that being employed in the Muggle community might be easier (but could require Muggle education).

With a difficult decision to make, Charlotte (and daughter) meets Remus through Dumbledore to get his opinion as a former werewolf student at Hogwarts.

Charlotte ends up having a stroke of inspiration : the purposeless young graduate, heir to a decent fortune, sets out to create a school for werewolf children, their families, and other Wizarding outcasts, combining Muggle and Wizarding teachings and scheduled around the full moon ; half school, half community (some parents living there for instance, growing their own food, etc.) settled in a large property in Great Britain.

Obviously Remus gets roped into it; Dumbledore is aware and the students from the "werewolf school" (WS) will be taking their OWLs and NEWTs at Hogwarts (their visit is an event for Hogwarts students, because the teachers from WS are always organising those fun activities for their students that double as magical practice, and sometimes Hogwarts students get to join in. Students from WS are basically considered cool, very skilled, and eccentric). Cue having to come up with lots of OCs to get the school started.

First a long part about the creation of the school, then glimpses through the years to show how its reputation and daily life evolves : their antics at Hogwarts, pureblood parents trying to enroll their kids into this "prestigious" school (very good academic results because those kids are really motivated and the teacher can give them more attention as there's less students) only to end up obliviated because they're bigots (they agreed to forgetting about the meeting if they weren't accepted pre-meeting), classes, vagues articles about the school in the newspaper, following a few characters through the years ; finally we get to 1991 and Harry starting at Hogwarts, we recenter the story around Remus. In June 1992, 1993, Remus getting glimpses if Harry when he chaperones his OWLs/NEWTs students, eventually getting updates on what happens that year from McGonagall.

Then Sirius escapes. My idea was for Harry to "transfer" to WS for the year (being hidden as Sirius has no idea it even exists and protected by the one person who might be able to predict his actions as Remus won't abandon his student to teach at Hogwarts). Having fun with Harry meeting Remus and Sirius being more free to move around in Hogwarts given that no one knows about his animagus forl there. I imagined a very dramatic reveal, with Sirius trying to snatch Pettigrew from Ron in a very public place like the Great Hall, ending up with Pettigrew transforming back to avoid having his head bit off and teachers stunning both him and the rogue dog.

Obviously very tearful reunion of Sirius with Remus and Harry, and Sirius loves the WS and stays there.

So yeah that's my way too ambitious, never gonna write it, novel-length fanfiction idea.

What's the fic you would write if you had the energy for it? Ambitious, complex, novel-length—the fanfic you'd make if you could.

[blog2252]

What are the admission requirements and process for ISB&M, Pune’s programs?

1. Eligibility Criteria

Educational Qualification: Candidates must have a bachelor’s degree in any discipline from a recognized university with a minimum of 50% aggregate marks. Students in their final year of graduation can also apply, provided they complete their degree with the required percentage before the commencement of the program.

Entrance Exam Scores: ISB&M accepts scores from various national management entrance exams, such as:

CAT (Common Admission Test)

XAT (Xavier Aptitude Test)

MAT (Management Aptitude Test)

CMAT (Common Management Admission Test)

ATMA (AIMS Test for Management Admissions)

GMAT (Graduate Management Admission Test)

Minimum Score Requirement: While ISB&M does not have a strict cut-off score for these exams, higher scores improve the chances of securing admission, as the competition is intense.

2. Application Process

Online Application: Interested candidates can fill out the application form online through the ISB&M Pune official website. They need to provide personal details, academic records, and entrance exam scores, as well as upload necessary documents.

Application Fee: Candidates must pay a non-refundable application fee as part of the application process. This fee can typically be paid online via net banking, credit/debit card, or other available methods.

Document Submission: Along with the application form, candidates must upload scanned copies of important documents such as:

Academic transcripts (for both completed and ongoing studies)

Entrance exam scorecards

Identification proof (Aadhar card, passport, etc.)

Passport-sized photograph

3. Selection Process

Shortlisting: ISB&M reviews applications based on the candidates’ entrance exam scores, academic records, and other relevant factors. Shortlisted candidates are then invited for the next stages of the selection process.

Group Discussion (GD): Shortlisted candidates participate in a Group Discussion, where they discuss a topic chosen by the panel. This process evaluates a candidate's communication skills, teamwork, leadership potential, and ability to articulate ideas.

Personal Interview (PI): After the GD, candidates attend a Personal Interview, where they are assessed on various factors, including:

Academic background and achievements

Work experience (if applicable)

Leadership potential

Communication skills

Motivation and fit for the program

Written Ability Test (WAT) (if applicable): ISB&M may conduct a WAT, where candidates are asked to write an essay on a given topic to evaluate their written communication skills, analytical thinking, and creativity.

4. Final Selection and Admission Offer

Comprehensive Evaluation: ISB&M considers the overall performance of each candidate, including entrance exam scores, GD/PI performance, academic background, and work experience. The final selection is based on a composite score calculated using these factors.

Offer Letter: Selected candidates receive an admission offer letter from ISB&M. This letter contains details about the program, fee structure, and deadlines for accepting the offer.

Acceptance of Offer and Fee Payment: Candidates must accept the offer by paying the required admission fee within the stipulated time frame. This confirms their seat in the program.

5. Preparatory Steps for Enrolled Students

Document Verification: Once admitted, candidates must submit original documents for verification before the academic session begins.

Pre-Orientation and Induction: ISB&M conducts an induction program for new students to help them acclimate to the campus, understand the program structure, and meet faculty and fellow students.

6. Important Dates and Deadlines

Application Deadlines: ISB&M has multiple rounds of admissions, so candidates are encouraged to apply early. Specific deadlines for applications, GD/PI dates, and offer acceptance deadlines are available on ISB&M’s official website.

[everyday-explorations]

Navigating Your Future: How an Overseas Education Consultant Can Make a Difference

In an increasingly globalized world, pursuing higher education abroad has become a dream for many students. The allure of top-notch education, diverse cultures, and better career opportunities drive thousands to seek admissions in international universities each year. However, navigating the complex process of studying abroad can be daunting. This is where an overseas education consultant comes into play. These experts can simplify the journey, providing invaluable assistance from choosing the right course to settling into a new country.

Understanding the Role of an Overseas Education Consultant

What Does an Overseas Education Consultant Do?

An overseas education consultant is a professional who guides students through the various stages of studying abroad. Their services typically include:

Career Counseling: Understanding the student’s interests, strengths, and career goals to suggest suitable courses and universities.

University Selection: Recommending institutions that align with the student’s academic background and aspirations.

Admission Assistance: Helping with the application process, including filling out forms, writing personal statements, and preparing for interviews.

Visa Guidance: Assisting with visa applications, ensuring that all documents are in order, and providing tips for visa interviews.

Financial Advice: Offering information on scholarships, loans, and budgeting for living expenses.

Pre-Departure Briefing: Providing information on accommodation, travel, and adapting to life in a new country.

Why You Need an Overseas Education Consultant

The process of studying abroad involves numerous steps, each with its own set of challenges. An overseas education consultant can help you:

Save Time and Effort: With their expertise, consultants can streamline the application process, saving you from the hassle of navigating it on your own.

Access Accurate Information: Consultants stay updated with the latest requirements and changes in university admission processes and visa regulations.

Increase Chances of Admission: With their experience, consultants can help craft a compelling application, improving your chances of getting accepted.

Avoid Mistakes: From filling out forms to preparing for interviews, consultants ensure that you avoid common pitfalls that could jeopardize your application.

The Journey with an Overseas Education Consultant: Step-by-Step

Step 1: Initial Consultation and Career Counseling

The journey begins with an initial consultation, where the consultant gets to know the student’s academic background, interests, and career aspirations. This step is crucial as it sets the foundation for the entire process.

Step 2: Shortlisting Universities and Courses

Based on the student’s profile, the consultant will recommend a list of universities and courses. Factors such as university rankings, course content, location, and budget are taken into consideration.

Step 3: Application Process

Once the universities are shortlisted, the consultant assists with the application process. This includes:

Document Preparation: Ensuring all necessary documents, such as transcripts, recommendation letters, and test scores, are in order.

Personal Statement: Helping craft a compelling personal statement that highlights the student’s strengths and motivations.

Application Submission: Guiding through the online application portals and ensuring all details are correctly filled out.

Step 4: Test Preparation

Many universities require standardized test scores such as TOEFL, IELTS, GRE, or GMAT. Consultants often provide resources and coaching to help students prepare for these exams.

Step 5: Interview Preparation

Some universities require interviews as part of the admission process. Consultants offer mock interviews and tips to help students prepare confidently.

Step 6: Visa Application

Securing a student visa is a critical step. Consultants provide guidance on the visa application process, including:

Document Checklist: Ensuring all necessary documents, such as admission letters, financial statements, and passports, are ready.

Application Form: Assisting with filling out the visa application form accurately.

Interview Preparation: Offering tips and conducting mock interviews to help students prepare for their visa interviews.

Step 7: Financial Planning

Studying abroad can be expensive, but consultants help explore financial aid options such as scholarships, grants, and student loans. They also provide budgeting tips to manage living expenses effectively.

Step 8: Pre-Departure Briefing

Before the student departs, the consultant offers a pre-departure briefing that includes:

Travel Arrangements: Guidance on booking flights and arranging airport pickups.

Accommodation: Assistance with finding suitable accommodation, whether on-campus or off-campus.

Cultural Orientation: Tips on adapting to a new culture and making the transition smoother.

Step 9: Post-Arrival Support

Some overseas education consultants also offer post-arrival support, helping students settle into their new environment. This can include:

Local Guidance: Providing information on local transportation, banking, and healthcare.

Emergency Support: Offering assistance in case of emergencies.

Choosing the Right Overseas Education Consultant

Factors to Consider

When selecting an overseas education consultant, consider the following factors:

Experience and Reputation: Look for consultants with a proven track record and positive reviews from past clients.

Range of Services: Ensure the consultant offers comprehensive services covering all aspects of studying abroad.

Accreditation: Check if the consultant is accredited by relevant educational bodies and organizations.

Success Rate: Inquire about the consultant’s success rate in helping students secure admissions and visas.

Personalized Attention: Choose a consultant who offers personalized attention and understands your unique needs.

Top Overseas Education Consultants

Some of the top overseas education consultants known for their excellent services include:

IDP Education: Known for its extensive network and comprehensive services, IDP Education has helped thousands of students achieve their dream of studying abroad.

The Chopras Global Education: Offers a wide range of services from career counseling to post-arrival support.

Edwise International: Renowned for its personalized approach and high success rate in university admissions and visa applications.

Study Overseas Global: Specializes in providing tailored advice and support for students aspiring to study in various countries.

Conclusion

Embarking on the journey to study abroad is an exciting yet challenging endeavor. An overseas education consultant can be your guiding light, simplifying the process and increasing your chances of success. From choosing the right course to securing a visa, their expertise can make all the difference. As you prepare to take this significant step towards your future, consider partnering with a reputable overseas education consultant to ensure a smooth and successful journey. Your dreams of international education are within reach, and with the right support, you can navigate the path with confidence.

[qmis1]

Unveiling the Best Academic program from a Top CBSE International Board School.

The academic program of our country’s educational system is designed to identify and boost every student’s strengths and areas of interest. What seems drab and boring is made interesting and coherent by the top CBSE international board schools in Madurai. These schools, in addition to adopting a global outlook also take learning beyond the textbooks to achieve academic excellence. This blog will highlight the unique academic program at Queen Mira International School (CIS accredited) and the benefits of the carefully curated student milestones.

The exclusive academic program at QMIS.

Queen Mira International School at Madurai is the first CBSE international board school in the world to be awarded the CIS accreditation. The school’s academic excellence is on par with international standards enriching students with core values to flourish in the global platform. QMIS’s 3B curriculum model brings out the hidden potential of every child and allows towards continuous and consistent growth, carrying a positive attitude and growth outlook.

The early childhood programme (Pre KG, KG1, and KG2) fosters curiosity, exploration and discovery in kids, in a fun-filled and safe learning environment.

The Primary School programme (grades 1 to 5) encourages kids to stay curious, explore and develop various novel skills such as reading, listening, speaking, writing, and observation. 

The Middle Years Programme is designed to focus on the students’ varied intellectual and developmental needs where the academic subjects are research-based. Progression and continuity are of prime focus in this phase, which is achieved through accurate and consistent evaluation.

The Secondary programme aims at steering young and confident minds to pursue their academic interests, excel in the global platform, and emerge as leaders.

Benefits of the academic curriculum at QMIS.

QMIS, one of the top CBSE schools in Madurai emphasises supporting young minds to reach their potential in line with the school’s mission. The school’s courses are structured to meet the academic, personal, and cultural requirements of the students and ready them for future challenges. An enjoyable and supportive learning environment is created to inspire and motivate them. Students are not tutored to excel in the Science and Economics stream as per CBSE norms. Still, the academic program is tailored to meet the global demands and requirements of various competitive examinations.

Students are encouraged to acquire multi-dimensional knowledge in core subjects by offering carefully designed courses which address their holistic development. The varied range of co-curricular opportunities/activities instil confidence and discipline in young minds during their schooling journey, which is a prudently built happy schooling environment. Visit the school website to learn about QMIS’s unique initiatives that offer a complete learning journey for the students.

[juniordsindia]

HOW READING IS AN ESSENTIAL LANGUAGE SKILL?

Reading falls under the four langauge skills namely LSRW , Listening, Speaking, Reading and Writing. Traditionally, reading was narrowly conceptualized as a decoding process, that is, speaking out  written language. In terms of literacy acquisition the dominant perspective (reading readiness) considered learning to read as learning to decode. In terms of material, it meant that the texts were structured around letter-sounds and children were expected to master the letter-sound correspondence and learn about blending to decode words. The assumption behind constructing materials was a ‘bottom-up’ approach to reading, where the whole consisted of parts and by learning parts one could learn the whole. Varnmala , barakhadi in pre- primary and primary classes along with drill based letter writing was the road to langauge teaching.

This view of reading has been challenged in recent years. An alternative perspective, emergent literacy, based on a different and broader conceptualization of reading and development has gained prominence. Literacy is not viewed merely as decoding but rather the whole act of reading, including comprehension (Mason and Sinha, 1993).

Emergent literacy perspective advocates literacy learning by interacting with meaningful texts for genuine purposes including enjoyment as early as to three years depending on age appropriate material. The text when are considerate towards children, better is the process of motivation for them to read.This perspective focuses on all aspects of language (semantic, syntactic, and graphophonic), and not merely on phonics. Also Read About Top 10 Preschool In India

Hence, we must understand that Reading  is a cognitive process involving decoding symbols to arrive at meaning. During this processing of information, the reader uses strategies to understand what they are reading, uses themes to organize ideas, and uses textual clues to find the meanings of new words. It is also not just done in language classrooms, but across curriculum and is a lifelong activity.

The suggestive approach to reading is top-down processing approach which revolutionized the conception of the way students learn to read (Goodman 1967; Smith 1994). In this view, reading is not just extracting meaning from a text but a process of connecting information in the text with the knowledge the reader brings to the act of reading. Reading, in this sense, is “a dialogue between the reader and the text” (Grabe 1988, 56).

 It is basically making readers  be at the forefront and is an active cognitive process in which the reader’s background knowledge plays a key role in the creation of meaning (Tierney and Pearson 1994). There are several indicators that enable early and careful development of reading. Like:

1. Importance of Rich reading environment for Children(at home , school, culture , outside world)- The National Curriculum Framework (NCF) -2005 appreciates the importance of a print-rich environment as one of the strongest tools for reading. There should be enough printed material in and around the classroom. Symbols, charts and notices should be placed in the class so that children can learn the sounds of various letters along with their written symbols. NCF-2005 also supports the use of reading material other than textbooks for children. The exposure of children to printed material in their surroundings is essential. Read More :- Best play school in Delhi

Also , at school the School and classroom libraries have a significant role to play in children’s literacy.The research, commissioned by the Great School Libraries campaign, highlights the benefits having a library can have on reading and writing skills, enjoyment of reading and improving general academic achievement.

DEAR programs in preschools and primary schools are a significant step towards the same. Junior Delhi School, leading playschool franchise India is a prime example of it.

[evoldir]

Fwd: Graduate position: UMemphis.EvolutionaryGenomics

Begin forwarded message: > From: evoldir@evol.biology.mcmaster.ca > Subject: Graduate position: UMemphis.EvolutionaryGenomics > Date: 7 October 2023 at 08:50:28 BST > To: rdmpage@gmail.com > > > The Puckett Lab in the Department of Biological Sciences at the University > of Memphis is recruiting a highly motivated student for a PhD position > in Evolutionary Genomics.  Available dissertation topics include: > adaptive introgression, or landscape genetics of deleterious traits. > Projects would use North American populations of American black or brown > bears as the system of inquiry. > > Required Qualifications: Academic interests in evolution, > genetics/genomics, and/or bioinformatics.  Candidates should be organized, > persistent, a team-player, and have strong writing skills. > > Preferred Qualifications: A Master's degree, 2 years work experience, > or a post-bac.  Experience working within Unix/Linux or a programming > language (R, perl, python, etc).  Wet lab skills including DNA extraction, > gel electrophoresis, and next-generation sequencing library preparation. > Students interested in the link between evolutionary genomics and the > conservation and management of species are encouraged to apply. > > Students will receive five years of stipend support via TA-ships > and tuition waivers.  To learn more about the graduate program > and intellectual community within the department, visit: > https://ift.tt/qdWlshD > > Please email Emily Puckett (Emily.Puckett@memphis.edu) with an informal > inquiry or pre-application (CV and a cover letter highlighting relevant > experience and motivation for the position) as a single pdf.  I screen > applications ahead of the formal application to the department to save > students application costs.  Informal reviews welcomed from Oct to Dec > 2022; formal applications are due Feb 1, 2024 for entrance to the program > in Fall 2024. > > Emily E. Puckett, PhD > 333 Ellington Hall- University of Memphis > Memphis, TN 38152 > https://ift.tt/dEOcXW0 > > > "Emily Elizabeth Puckett (puckett3)"

[ethanbabayyyy]

Weekly Tumblr Essay

For the first entry in my weekly self-care post, I would like to establish some of the goals I have held for myself since the beginning of the year.

Land a teaching job over the summer for children

Get into a research lab on campus

Go to the gym 4x a week

Get A’s in all my classes

Call my parents once a week on Fridays

Study for about 6 hours a week for Chem 14C

Get to bed before 1:00 AM

So far, I have been successful in goals 1, 2, 3, and 5 (grades have not yet been released for the quarter so that is why I have not met goal number 4). I have started onboarding for my summer teaching job and the Peng Research Lab at the Stein Eye Institute. I have also gone to BFit very regularly, making sure I prioritize my physical and mental health through weightlifting. It helps me stay sane in my hectic college lifestyle.

At the moment I am writing this, I feel a little overwhelmed with the “pre-med path,” mainly on the topic of extracurriculars. I have been told by upperclassmen and medical students that I should aim to do things that I care deeply about and can pour my passion into, but I have yet to find that niche. I guess it comes with time. I might consult some more upperclassmen about their own experiences with directionlessness to quell my own concerns. 

I’m glad that things are starting to fall into place, though. I get more motivated when I see my plans come to fruition, so getting involved in a lab and getting onboarded for a job this summer has given me an extra boost of confidence and motivation when it comes to my academic and professional career.

[centralacademyrewa]

The curriculum from Nursery to Std XII includes the following core subject and the following activities.

Nursery -

To develop motivation towards study in school environment, an introduction to the capital letters of alphabets in English, Hindi & Numbers 1 to 20, coloring.

Kindergarten -    

Children learn to write the cursive alphabets in English & Hindi, reading & writing of short words in both the languages, Number 1 to 100, drawing.

STD I to V –

English, Hindi, Maths, Environment, Studies, Computer, Music, General Knowledge, Value Education, Sanskrit (for V) SUPW, Drawing & Crafts.

STD VI to VII –

English, Hindi, Sanskrit, General Science, Modern Mathematics, Social Studies, Crafts, Drawing & Painting, Music, General Knowledge, SUPW, Computer Science and Mental Mathematics.

STD IX & X –

Compulsory Subject: Hindi Course-A, Communicative English, Mathematics, Science and Technology and Social Science.

STD XI & XII –  (10+2) Pattern :

Science Stream: Compulsory – English, Physics & Chemistry, Optional – Maths/Hindi, Biology / Physical Education (any two may be offered).

Commerce Stream: Compulsory – English Core, Business Studies, Accountancy & Economics. Optional – Hindi / Physical Education / Maths (anyone may be offered). 

TEST & & EXAMINATION –

In each academic year the school will hold the following test and examinations.

1.      Exam Schemes from Classes I to VIII: The school will conduct two terminal examinations in the entire year from class I to VIII. Periodic Assessment–I and Half Yearly Examination will be included with Term-I (April – September) and Periodic Assessment –II and Annual Examination will be included with Term-II (October-March). Class assessment and Project activity will also be included with each term.

2.      Exam Schemes from classes XI and X: For class-IX and X three periodic written tests will be conducted in the entire year and the average of best two will be taken for final mark submission.

3.      Pre-Board Examination- These examinations are conducted twice (Jan. & Feb.) for the students of classes X & XII. These examinations are based on complete syllabus of each subject. These examinations help the students to face the Board / Annual Examination as well as to understand the system of the Board Examination.

4.      Board Examination – It is started from first week of March every year for the students of class XII and class X. It is confirmed that periodic exams are not applicable for classes XI & XII. For these classes Quarterly in the month of August, Half Yearly in the Month of October and Annual Examination in the month of Feb./March are conducted.

5.      Exam – Scheme for Nursery L.K.G. & U.K.G.-The school academic year in planned out from April to March and is divided into three terms. At the end of the each term three will be periodical assessment i.e. Quarterly, Half Yearly and Annual Examination.