Thot Experiment: just run at it screaming

rotate your ankles in each direction ten times in each direction or until satisfied,

however, everyone should care about accessibility because disabled people are fellow human beings living in the same society as you who deserve the same rights as you

lounging in an ouch position?

haven't taken a deep breath lately?

hungry? thirsty?

need to use the toilet?

too much sensory input?

Lean In (facebook)

As Native American women, Deb Haaland, Lily Gladstone, Quannah Chasinghorse, Amber Midthunder, and Joy Harjo bring perspectives into their respective industries that have too often been left out. Their words are a powerful reminder of how much representation matters.⁠

⁠

completely untrue. if you're suffering and you take time (even years, like i did) off to find a way to breathe, address the things making you suffer, etc., one day when you're ready you'll go back to school and even have a chance to enjoy it. imagine!

About 10 in 100 people with ovaries have an ovarian cyst, and the true number may be even higher since many cysts don’t cause symptoms and are only found during a pelvic exam or imaging for something else.

Most ovarian cysts are functional cysts, meaning they’re related to the normal menstrual cycle. These often go away on their own within 60 days and don’t cause major issues. Functional cysts fall within one of these 2 types:

Follicular cysts form when a follicle in your ovary doesn’t release an egg—as typically happens once during most people’s menstrual cycles—and instead fills with fluid.

Corpus luteum cysts can form if the follicle releases an egg, but you don’t get pregnant. Normally the egg dissolves, but sometimes instead of dissolving, it fills with fluid.

Aside from the functional cysts described above, there are other types of ovarian cysts that can lead to pelvic pain, bloating, pressure, pain during sex, or changes in your period. In rare cases, a cyst can persist, rupture, or cause ovarian torsion, which is when the ovary twists and needs urgent medical care.

Example of an annotated license plate reader photo showing captured vehicle details

Automated License Plate Readers (ALPRs or LPRs) are AI-powered cameras that capture and analyze images of all passing vehicles, storing details like your car's location, date, and time. They also capture your car's make, model, color, and identifying features such as dents, roof racks, and bumper stickers, often turning these into searchable data points.

These cameras collect data on millions of vehicles regardless of whether the driver is suspected of a crime. These systems are marketed as indispensable tools to fight crime, but they ignore the powerful tools police already have to track criminals, such as cell phone location data, creating a loophole that doesn't require a warrant.

The Dangers of ALPRs

Privacy Violations

ALPRs track your movements and store your data for long periods of time, creating a detailed record of your location history.

Risk of Misuse

Data from ALPRs has led to wrongful arrests, profiling, and stalking ex-partners by police officers.

Limited Benefits

There's no substantial evidence that ALPRs effectively prevent crime, despite Flock's unethical attempts to prove otherwise.

ALPRs are a serious risk to your privacy and civil liberties. These systems continuously record your movements without a warrant, probable cause, or even reasonable suspicion. Your driving history is rarely confined to the town or city where the cameras are installed. It's typically shared with thousands of other agencies nationwide (secretly). Once the data is out of your community, you have no control over how it's used or what rules apply, leading to instances of misuse.

What is Flock?

Flock Safety is one of the largest ALPR vendors in the United States. Their cameras are installed for police departments, businesses, and HOAs. Captured vehicle data is uploaded to Flock's cloud system, where participating agencies can search and share information across jurisdictions.

Flock is not the only ALPR vendor, and other vendors still participate in similar practices. See this list of other common ALPR vendors.

(continue reading)

1. The court holds Google responsible for statements made by its AI, considering them Google's statements (search engines have limited liability for results in their engine as they're the words of other sites/companies/people), meaning when their AI lies/hallucinates they're liable for the defamation/harm resulting from those statements.

2. Google's defense that customers are generally aware of the lack of reliability and are responsible for fact checking was dismissed. As the court pointed out, that would "significantly diminish" AI Search's stated purpose and it can't be distinguished from Google's business practices/statements as a search tool.

3. Studies have found about 91% of Google's everyday AI responses are accurate, leaving millions of searches per HOUR with potential liability for falsehoods. 56% of correct responses weren't supported by the sources the AI listed. Both of which mean Google is now liable for a LOT more AI "errors."

4. Google was held liable for 80% of court costs in this case and this precedent is expected to reverberate around the world. This is a massive shift from the 3rd-party search provider role Google has previously played and it comes right as they've tied ALL searches to their AI search.

Summary from the end of the linked article:

The ruling treats AI Overviews as Google's own statements, not merely pointers to third-party search results.

Product teams should pair generative search answers with provenance checks, complaint handling, and rapid correction workflows.

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 “intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding.” Crucially, he added that this is “not a matter of laziness on the part of the students” but of underlying skills they were never given a chance to build.

The Chronicle of Higher Education’s 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 “meet your students where they are” for so long that she has begun to feel “like a cruise director organizing games of shuffleboard.”

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 assessment’s own language, they likely “cannot draw general conclusions based on concepts presented explicitly in a text.” 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 Austin’s McCombs School of Business showed that the mere presence of a participant’s smartphone — whether that be face down, powered off, untouched, or across the desk out of vision — 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 Japan’s 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 “kept losing track” 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 “Your Brain on ChatGPT.” They divided 54 participants into three groups writing SAT-style essays — one using ChatGPT, the second group using a search engine, the last group using nothing — 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 “consistently underperformed at neural, linguistic, and behavioral levels.” 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 “cognitive debt” for the lingering deficit.

This is the first neurophysiological evidence that early reliance on LLMs measurably alters the brain’s 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 student’s mind through resistance in order to make it stronger. Offloading the struggle to a chatbot does not “free students up for higher-order work.” 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 K–12 schooling. Whatever the standards’ original intent, the on-the-ground implementation in many districts replaced sustained reading with the practice of pulling “evidence” 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 “finding the main idea” 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 “severe or very severe.”

In July 2025, the journalist Mary Harrington argued in The New York Times that “thinking is becoming a luxury good.” 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 “deep work” 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 source’s claim from my own analysis. I make structured peer review explicit, because the workshop format I used to take for granted now collapses into “this is good” and “maybe add more details” 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.

I’m afraid I don’t 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? K–12 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 “students will adapt.” 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 students’ sentences before they’ve 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."

— Tyler Jagt, 1 June 2026, "My Students Can’t Read"