You point out a flaw in the witness's testimony.
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@detectivebiggs98
You point out a flaw in the witness's testimony.

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Don't Fall for this scam.
Transgender community, please please please do NOT use this product! It will kill you if used, please do not use it whatsoever.
Please reblog and spread the word
From the media that brought you "Millennials are killing [insert industry here]" articles for years and years and years, now we have....
"Hey, Gen Z, we're gonna relabel vacations into something else now and tell you how you really should be wary of taking vacation because it might impact your financial future."
This is a goddamn dystopia, we know this, right?
genuinely this reminds me of that one tumblr post about that cult indoctrination technique where they make unreasonable requests of you, and when you refuse, suddenly itโs YOUR fault for having a sense of self-care. itโs YOUR lack of commitment, YOUR lack of dedication โ not the insane request of a company that does not actually care about you.
the idea that failure is an individual failing and not the oppressions of a broken system.
this is just flat-out manipulation. it really always has been, but this is the form itโs taking nowadays. crazy
i think it is important to recognize the ways in which your favorite thing sucks. i think it keeps u normal
prev im so sorry to put you on blast like this but please know this had me in hysterics
it's weird how there's this perception of OCD as the "cleanliness" disorder where people still consider OCD behaviors to be like, rooted in some rational and correct (but overshot) trajectory toward objectively sanitary conditions, if that makes any sense? like there was a reddit post about somebody's roommate who had an extremely biohazardous room and a few commenters mentioned that OCD might be a factor based on her other behaviors, and a bunch of non-OCD-havers were like "what??? but it's objectively not clean??? there's so much bacteria in there???"
like idk how to tell you that the disorder gives you disordered thinking. disordered thinking is not rational. and there are absolutely things that trigger 1 person with OCD but do not matter to another, because your OCD can latch on to literally anything.
OCD is easier understood as the anxiety loop disorder. You have the "obsessions," which are the concepts your anxiety fixates on, and then the "compulsions," which are the actions you take to alleviate that anxiety, and the problem is that once you do the compulsion, your brain doesn't actually let go, it just waits a minute and then repeats the thoughts of anxiety, forcing you to do the compulsion all over again.
One example is, if you've experienced a break-in, and you have OCD, you might keep checking the door locks over and over, because what if you missed something and you were wrong and the door isn't actually locked. This could go all night long if it's a severe enough case. Hence, OCD is often called the "doubting disorder."
If you don't fixate on the concept of contamination, you probably won't be particularly neat or clean. Hell, even if you are fixated on that particular anxiety, you can still end up with a disgusting living space, because, for instance, you might get stuck cleaning the same drain over and over because what if it has mold and you weren't thorough enough, and you get so fixated on the drain that you end up neglecting the expired food in your fridge. It doesn't make sense, you're afraid of mold but you got a fridge full of it, because your brain won't stop blaring alarms about the mold in the sink specifically. And you're fully aware it's irrational, which is probably the most maddening part.
It's like a crazy loud fire alarm that goes off and won't stop until you leave the house; you know damn well there's no fire, but it's much easier to just leave the house every thirty minutes for no reason than it is to try to go about your business with that earsplitting alarm. Unfortunately that's an exhausting way to live and you'll end up neglecting yourself in a lot of ways.

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"Six weeks into the term, I assigned my rhetoric and writing students a 20-page article. It was the same length I had assigned for five years and the same length I had read without complaint as an undergraduate a decade ago. Not one student finished it.
When I asked why, a student answered honestly: It was too long, and she kept losing track of what the paper was about. This was not a remedial class: These were students who had cleared the admissions process and written essays good enough to get them here. Yet a routine academic reading assignment had defeated them.
Every generation of professors has complained that their students cannot read. The lament is usually overblown, but data have caught up to anecdote, and what I am seeing in my classroom is no longer a hunch. There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.
In February 2024, Adam Kotsko, who teaches in the Shimer Great Books School at North Central College, wrote in Slate that students who once handled 30 pages of reading per class meeting now seem โintimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.โ Crucially, he added that this is โnot a matter of laziness on the part of the studentsโ but of underlying skills they were never given a chance to build.
The Chronicle of Higher Educationโs 2024 investigation found the same pattern across institutions as different as the Stevens Institute of Technology and Wellesley College, where the average SAT exceeds 1400. Nicholaus Gutierrez, an assistant professor at Wellesley, told The Chronicle that the baseline for what students consider a reasonable amount of work has dropped so noticeably that he has cut his readings accordingly; a 750-word essay now strikes many students as long. At Stevens, the science and technology studies associate professor Theresa MacPhail described following the mantra of โmeet your students where they areโ for so long that she has begun to feel โlike a cruise director organizing games of shuffleboard.โ
Worse, the national data tell the same story in colder language. On the 2011 National Assessment of Educational Progress (NAEP) writing assessment, which is the most recent comprehensive writing benchmark, only 24 percent of 12th graders reached the Proficient level, and just 3 percent reached Advanced; another 21 percent scored below Basic. The reading side of the ledger is worse, and getting worse fast: The 2024 NAEP results released in September 2025 show 12th-grade reading scores at the lowest level recorded since the assessment began in 1992. Thirty-two percent of 12th graders now score below NAEP Basic in reading, meaning that, in the assessmentโs own language, they likely โcannot draw general conclusions based on concepts presented explicitly in a text.โ And yet more than half of these same seniors reported being accepted to a four-year college. That last sentence is the whole problem in one line: We are admitting a cohort that cannot read at a college level and are pretending otherwise.
Why is this happening? One reason, of course, is smartphones.
I came into teaching as a skeptic of the anti-smartphone argument: I had a phone in my pocket throughout high school and college in the 2010s, and I read long books anyway. I now think I was wrong, because the neuroscience has caught up. In a 2017 paper, Adrian F. Ward and colleagues at the University of Texas at Austinโs McCombs School of Business showed that the mere presence of a participantโs smartphone โ whether that be face down, powered off, untouched, or across the desk out of vision โ measurably reduces available working memory and fluid intelligence on cognitive tests, with the largest effects on the most phone-dependent users. A 2022 study by Motoyasu Honma and colleagues at Japanโs Showa University used near-infrared spectroscopy to compare reading on a smartphone with reading the same passage on paper, and found that smartphone reading produced overactivity in the prefrontal cortex, suppressed sigh generation, and led to general lower comprehension scores; the authors argued that the sigh inhibition and prefrontal overload were causally linked to the comprehension decline.
So when a student tells me they โkept losing trackโ of a 20-page article, I have to acknowledge that they may be describing a measurable neurological condition. The neural pathways that support sustained attention are built by use, and they atrophy without it. Your body is a use-it-or-lose-it system, and the brain is no exception.
Another reason for the decline in student reading capability is increasing reliance on generative AI. In June 2025, Nataliya Kosmyna and colleagues at the MIT Media Lab released a preprint titled โYour Brain on ChatGPT.โ They divided 54 participants into three groups writing SAT-style essays โ one using ChatGPT, the second group using a search engine, the last group using nothing โ and monitored brain activity with a 32-channel EEG. The ChatGPT group showed the lowest neural connectivity of the three, with up to 55 percent reduced connectivity compared with the brain-only group, and โconsistently underperformed at neural, linguistic, and behavioral levels.โ Eighty-three percent of LLM users could not quote a single line from essays they had written minutes earlier. When the LLM group was forced to write without AI in a follow-up session, their brain activity did not bounce back to baseline; the researchers coined the term โcognitive debtโ for the lingering deficit.
This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brainโs engagement with writing tasks, and it is consistent with what those of us in front of classrooms are watching happen in real time. When I assign analysis, I am not trying to extract a polished product; I am trying to put the studentโs mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not โfree students up for higher-order work.โ It deprives them of building the strength to do any substantial cognitive work at all.
There is a final factor that is contributing to this decline in reading skills, and that is that the students arriving in my classroom today are the first cohort to have experienced Common Core-influenced reading instruction across the entirety of their Kโ12 schooling. Whatever the standardsโ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling โevidenceโ from disconnected short passages, the same format used on the standardized tests that increasingly determine school funding. The education scholar Natalie Wexler, among others, has documented this pivot in detail: Students drilled on โfinding the main ideaโ in two-paragraph excerpts never build the stamina or background knowledge that longform reading requires. The pandemic then added fuel to a fire that was already burning. NAEP scores for 13-year-olds dropped sharply in 2022 and have not recovered. A 2023 EdWeek survey found that 24 percent of secondary-school administrators described pandemic learning loss in English and language arts as โsevere or very severe.โ
In July 2025, the journalist Mary Harrington argued in The New York Times that โthinking is becoming a luxury good.โ The ability to read deeply and reason at length is fragmenting along class lines as ultra-processed digital media replaces text in everyday life, much as ultra-processed food has replaced cooking. Her longer treatment of the subject in First Things makes the more provocative case that we are witnessing the end of print culture itself, and with it the end of the cognitive substrate on which modern liberal democracy was built.
I see this stratification in the classroom and on the page every week. My students from districts that protected sustained reading through small class sizes, strict phone policies, and faculty who refused to teach to the test all arrive with their attention relatively intact. My students from districts that surrendered to devices and standardized testing arrive cognitively winded. A democracy that requires a literate electorate is now training one fraction of that electorate out of literacy while marketing to the other a โdeep workโ lifestyle as a luxury good. The students who cannot read a 20-page article today are the voters who will not be able to read a bill, or the jurors who cannot follow a closing argument, tomorrow.
I do what I can in my own classroom to address the problems. I break 20-page articles into two halves and assign the first half with explicit analytical tasks. I require exploratory writing before formal drafts. I model (visibly, on the board) how to track an argument across pages or distinguish a sourceโs claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into โthis is goodโ and โmaybe add more detailsโ the moment I step back.
But I want to be plain about the limits of what an individual instructor can do, and all of these solutions have costs. Scaffolding a 20-page article into halves compromises the integrity of the argument I am asking students to engage, just as modeling note-taking in a credit-bearing rhetoric course is using a college slot to teach a middle-school skill. None of the syllabi I teach are designed to deliver this type of cognitive rehabilitation, and pretending otherwise has produced credential inflation. We cannot keep conferring degrees on students who cannot do what the degree is supposed to certify.
Iโm afraid I donโt have answers. I do, however, have some questions that may point us in the right direction. If higher education is going to respond to the reading crisis as a structural problem rather than a private burden carried by composition instructors and adjuncts, it has to stop avoiding the following questions: If a majority of incoming students cannot read at a level the curriculum requires, are we admitting students we cannot serve, or offering a curriculum we cannot provide?
Why are first-year writing and reading-intensive general-education courses still the most adjunctified, lowest-paid, highest-load corner of the university, at the precise moment when their work has become the most important work the institution does? What is the responsible institutional response for AI usage: Is it a syllabus statement, or a sequencing principle that requires students to demonstrate the cognitive work themselves before AI assistance is permitted?
Why are most college classrooms still phone-permissive by default? Kโ12 districts from Florida to California are now banning phones bell to bell; higher education has somehow lagged behind the public schools. Universities benefit from a pipeline they did not build and refuse to repair. What would it mean for a university system to invest seriously in the reading instruction happening in the high schools that feed it, rather than treating remediation as something to be quietly outsourced to first-year composition instructors?
The thing I am no longer willing to do is pretend this is a temporary adjustment period, or that โstudents will adapt.โ They will not adapt on their own. The conditions that produced this collapse are still in place: the phones, the algorithmic feeds, the test-prep excerpts, staffing models that load the reading-intensive work onto the most precarious faculty, and now the chatbots that finish studentsโ sentences before theyโve even begun to think of them. If we want literate citizens, we will have to rebuild the conditions for literacy deliberately, against the grain of every incentive currently pointed the other way. I know the academy has the will to do that. It also has the obligation."
โ Tyler Jagt, 1 June 2026, "My Students Canโt Read"
The generational collapse in literacy is measurable, persistent, and likely to get worse.
man half of my mutuals are named some shit like Snooble at this point im doing some poob as bullshit in my life
wbat the hell you weren't even exaggerating
Stupid thought, I know. I understand throwing an adult into the mix, assuming there are even any cooperative adults left, would truly fuck the power balance, but y'all also might fuckin' die.
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re:zero is a cautionary tale about what happens when you dont wash the dishes

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Say you break your ankle. You could know everything there is to know intellectually about the injury. Even with this vast knowledge, you will still experience physical pain.
Now take this logic and apply it to things like ADHD, autism, clinical depression, and other less visible/divergent disabilities. You cannot think your way out of feeling.
That is to say: you are not a bad, lazy, or selfish person for struggling, even if you know why you are struggling.
Genuinely, thank you so much for this.
Long time jarona
oh you love me? name 97 of my trials and tribulations
๐ ๐ฟ๐๐ผ chomato ๐ฑ๐ ๐ผ๐ค๏ธ

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The complete triforce of the zonai/dragon armor sets. I love all three of them but the ember set is my favorite one because of the horns and also because Dinraal is my favorite of the dragons ๐ฅ
i will never risk saying this in an actual gaming server but I don't think constantly screaming out of anger when you're playing is good
if a game is making you so angry that you have to scream, dusturbing the whole house and distressing your teammates maybe close the game and go cool your head and i mean this in the nicest most literal way possible