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Death Note💚 This song describes this show perfectly😂
Don't leave a guy hanging!
A couple of weeks ago I donated platelets for the first time after years of donating whole blood and plasma. Â Everything seemed to go just fine until today. I got call asking if I could donate platelets again and the the person leaving the message said, "No, wait there was a problem with the platelets, could you donate whole blood or plasma instead."Â
That was it. Â There was no explanation of what the "problem" was. Â The woman just left me hanging. Â Come on, you can't leave a message like that without explaining the nature of the "problem."
I shot the Blood Source an E-mail and got a quick response saying that my platelet count was in the normal range, but just too low for donating on their current machines. Â Fine, in the future you could tell me that right up front instead of leaving me hanging.
As marketing overwhelms university life, it generates documents about fostering imagination and creativity that might just as well have been designed to strangle imagination and creativity in the cradle. No major new works of social theory have emerged in the United States in the last thirty years. We have been reduced to the equivalent of medieval scholastics, writing endless annotations of French theory from the seventies, despite the guilty awareness that if new incarnations of Gilles Deleuze, Michel Foucault, or Pierre Bourdieu were to appear in the academy today, we would deny them tenure. There was a time when academia was society’s refuge for the eccentric, brilliant, and impractical. No longer. It is now the domain of professional self-marketers. As a result, in one of the most bizarre fits of social self-destructiveness in history, we seem to have decided we have no place for our eccentric, brilliant, and impractical citizens. Most languish in their mothers’ basements, at best making the occasional, acute intervention on the Internet. It is proverbial that original ideas are the kiss of death for a proposal, because they have not yet been proved to work.
David Graeber
I solved the Runoff problem of Harvard's CS50 course last month. Watch the full video on YouTube. Link to the video is in bio or directly search Veer Da Vlog on YouTube. . #VeerDaVlog #cs50 #runoff #youtube #coding #harvarduniversity #programming #problem #solving #clanguage #100daysofcode https://www.instagram.com/p/CHLFBcGAog8/?igshid=1lu10ho0ofxs9
Trichotillomania Struggles
- The constant worrying that you'll make yourself go bald.
- Confused why you starting pulling your hair out in the first place.
- Being in public (or even just by yourself) and resisting the urge to put your hands on your scalp.
- That awkward moment when someone catches you pulling.
- Stratigically planning hairstyles to hide possible bald spots.
- Wanting to go to the hair salon but having the constant fear that the person working with your hair will notice.
- Not pulling for a long period of time, and you realize you haven't pulled which makes you think of pulling and you suddenly do it with out thinking and you hate yourself.
- Intense feeling of guilt and hatred after pulling.
- Finally getting the courage to tell a doctor but them telling you they can't do anything about it.
- Sitting in class and fearing that the person behind you might be looking at your hair and knows.
- Not seeing/feeling any bald spots in a certain location, so subconsciously letting that be a reason why it will be okay if you pull more there.
- Getting ingrown hairs on your scalp
- Wanting nothing more some moments than to just yank all your hair out.
- Wanting to stop pulling, but remembering that you've been doing it since elementary school so maybe there is no hope?
- Writing that you have trich online and getting the feeling they'll assume you're some grotesque bald creature when you're not. You're just another sensational human with the tendency to pull your hair out.
- Hair is everywhere on the floor of your room and it is gross
- Disgusting yourself.
- Keeping it a secret from everyone.
- Feeling embarrassed at just the thought of it.
- Dreaming about life without it.
- Nobody seems to understand.
- 'Why can't I stop??????'
- 'I hate my hair.'
- Seeing photos of bad trich cases online and fear that that will be you someday.
- Family or friends (who know) tell you to stop and you dont know how to respond because you've been telling yourself to stop ever since you've started and it's not that easy.
- Wanting someone to talk to about it but also not wanting to talk about it.
-Not knowing how to stop.
I mean, it could be worse. At least we're alive.
Man if I had any money.
I can't fucking hear the 22hz frequency in a silent roommmmmm.........
Ideas for Teachers: Apollo Mission Control Simulation Lesson Plan
In this activity students will watch clips of system failures from Apollo 13 movie and must come up with their own solutions to the problem. This activity would be good for 3rd or 4th graders but can be modified to be harder or easier.
Introduce the Flight Positions
Split up students into five groups EECOM (Electrical Environmental and Communication) Power, EECOM Environment, BOOSTER, GNC (Guidance and Navigation Control). and SURGEON. They should have paper and a writing utensil. Â
Teacher: "You are each flight controllers in NASA's Mission Control in Houston, TX. Have a picture on the board of NASA's mission control. For this mission I am the flight director but you are all  experts on a space craft system. You are in charge of three astronauts heading to the Moon in this space craft. If you have something you want communicated to the astronaut you must tell me. Have a picture of the Apollo 13 command module attached to the Lunar Lander on the board.
Point at EECOM Power
Teacher: "EECOM Power, you are in charge of the power system that keeps the communication system, computers, heat, and lights on the space craft. You will get data on the battery level, amps, volts and which systems are on."
Point at EECOM Environment
Teacher: "EECOM Environment, you are in charge of the air system on board the space craft. This means scrubbing the carbon out of the air and supplying enough oxygen. You will get data on the O2 CO2 and poisonous gas levels."
Point at BOOSTER
Teacher: "You are in charge of the boosters that fly the astronauts too and from the Moon. You make sure that there is enough fuel to accomplish each task. You will get data on the fuel level and functioning boosters."
Point at GNC
Teacher: "You are in charge of making sure the space capsule is flying in the right direction. You will get data on the flight path of the space craft."
Point at SURGEON
Teacher: "You are in charge of the health of the astronauts. You will get data on their temperature, vital organs, and comments from them on their well being,"
Above are examples of data slides you can display I made with an old Mission Control Picture. Note that these levels and figures in coming up simulation data are not very accurate. For example - in reality over 15% CO2 would cause black outs and brain asphyxiation. What is most important is that data is fluctuating and the students learn what data is important, how to write down observations and react.
Begin Mission
Pull up the current and nominal flight data on the board.
Teacher: "Here is the current data for each of your systems. Write them down because they may change and you may need to fix your systems when something goes wrong."
Students write down data.
Houston We've Had A Problem
Teacher: "These three astronauts are on a mission to the Moon, but something goes horribly wrong. And you have to do something about it. Let's see what happened..."
Show this clip: https://youtu.be/kAmsi05P9Uw
Teacher: "You are tens of thousands of miles away from the astronauts but must fix the problem. Pull up the new set of data. Here the latest data. Tell me whats wrong and how you think we can fix it.
Students write down new data and discuss among themselves whats going on. Students then let the flight director know whats going wrong. Change the data three times so it fluctuates, don't wait for students to write everything down, this is a real time crisis and things won't run as planned.
Example of data slide 4, the vitals show error because in real life the Apollo 13 astronauts took off their vital sensors for privacy.
Teacher checks in with EECOM Power and lets students share their thoughts
Teacher: "Looks like we are loosing power rapidly and can only use certain devices at once. We need to figure out how keep the astronauts alive, send data back to Earth using the computers, and collect enough data on board so we can keep each flight team updated. Hand them batteries, paper clips/ wires, lights and switches. Each light represents an electrical device on board. You must find the correct electrical configuration to power the devices and order in which they must be powered on."
Teacher checks in with EECOM Environment & SURGEON and lets students share their thoughts
Teacher: "Looks like we are losing oxygen for the astronauts to breath. How long till its all gone? Students suggest answers. Here are the materials on board to create a new air filter. This square peg in a round hole. Make it work. Dump the materials on their table." Inspired by this clip: https://youtu.be/C2YZnTL596Q
Teacher checks in with BOOSTER Â & GNC and lets students share their thoughts
Teacher: Has BOOSTER & GNC sit closer to each other "Looks like we are off trajectory to the moon, the lunar lander is broken, the space craft is accelerating in the wrong direction we are losing fuel and the only logical thing to do now is head back to Earth. Both of you are needed to solve this problem. Give them a model of Earth, Moon, Capsule and attached Moon Lander. Work together to figure out how to then back to Earth with limited fuel."
Teacher: Talking to all. "Once you come up with a solution come up to the front and explain to your fellow flight controllers what you came up with and why it will work. The other flight controllers can argue if they think it won't work and why. Astronaut lives are at stake so it is necessarily to speak up if something is a faulty idea or you have a better solution."
Students work to solve their problems. Give them a little bit of time to work on it. After each team presents their solution.
Teacher: "Let's see how the NASA engineers solve the problems you were given..."
Note: You may want to scan these clips for swear words before showing them in class. And end the clip accordingly.
EECOM Power: https://youtu.be/KhoXFVQsIxw
EECOM Environment & SURGEON: https://youtu.be/Zm5nUEG5Bjo
BOOSTER & GNC: https://youtu.be/gmLgi5mdTVo
Teacher: "Lastly let's see if the crew makes it back after your adjustments"
https://youtu.be/-1BPx5Wsm7k
Celebrate with astronaut ice cream!
Not gonna lie, it is getting too hard for me to draw Dancing Rasta's face.
It's still incomplete.
Sayonara ~
My mom found the copy in which I write my gay Supa Strikas stories. What should I do now!?
Sayonara ~