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littletism · 11 days

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🎒✏️🍎 weekend activity for littles! turn your house into a school! 🍎✏️🎒

prepare your schedule the night before! what classes will you do at what time? what order will you do them in? write it down! set alarms on your phone for when each class will be, so you know when to switch!

don’t forget to prepare worksheets, activities, and make sure you know what rooms you’re using! if you have a cg, this job is best suited for them!

class ideas: math, spelling, writing, social studies/history, science, art, music, etc!

“downtime” class ideas: naptime, free time, movie time, free draw, computer lab, play time

wake up bright and early! get dressed, brush your teeth, brush your hair, and get your school supplies! go into the room that you’ve designated as your classroom!

if you have a cg, have them be your teacher for the day! if you don’t have one, that’s okay! you can do all of this by yourself pretty easily.

if the room has a closet, use that as your cubby! hang up your bag and any other belongings in it!

get ready for your school day! sit down on the floor like you would in a preschool or kindergarten classroom, and get ready to learn!

ideas on what to do for each class under the cut (to avoid this post being way too long!)

math

print out some math worksheets (or download and do them digitally, bonus points if it’s on a tablet with a stylus for extra realism!) and work on them! do whatever level of math is most accessible to you!

count stuff! count your toys, blocks, stuffies, anything! make problems and equations by taking away items, adding items, dividing items, etc and solve them!

play math games! multiplication .com has a lot of accessible math games, or you can use the flashpoint program to play math games from your favorite tv shows!

ELA

print/download handwriting practice sheets and practice writing your letters!

if you have a cg with you, have them read a book out loud to you! make sure to pay attention, and be prepared to write about what was just read to you!

read your favorite book, and create a book report based on it with pictures and decorations!

do spelling worksheets and exercises!

social studies

practice geography by identifying states or countries on an unlabeled map! start with your own country, then move on to other countries to make it more challenging!

learn about history by watching educational history cartoons!

do a cultural interview! find someone in your life whether it be a friend, a partner, or a family member and interview them about their heritage and culture! if you can’t find someone, write about your own culture!

science

use a store bought science kit and play around with it! write down everything you’ve learned.

make slime or oobleck! there’s countless recipes online that teach you how to make them! they’re both super easy to make.

draw a diagram of our solar system! label the planets properly and write one fact about each one!

art

draw your family! could be your biological or found family!

finger paint!

watercolor paint!

make pottery out of clay or play doh!

make a collage of your favorite things! print out pictures of stuff you like and glue it to a piece of paper!

music

sing along to your favorite songs! pull up sing-along versions of songs from disney movies or karaoke versions of your favorite songs!

if you have any kind of instrument, play it! try to play simple songs on it like mary had a little lamb or hot cross buns!

if you’re regressed a bit older, study sheet music! teach yourself what all the symbols mean!

nap time

take a 30 minute break to nap, or just lay down and rest! put on a soft lullaby or a quiet song you really like.

to make it more “school-like”, nap on the floor! preferably on a fluffy rug or mat, so it isn’t uncomfortable or bad for your back! lay out your favorite blanket, pillow, stuffie, and hit the hay!

play time / free time

just play!!! have fun and play with your toys, your stuffies, play dress up, etc!

if it’s nice outside, go play outside!

draw a picture!

read your favorite book!

if you’re an over-achiever, do some more worksheets!

computer lab

go on your computer or laptop if you have one, and play some educational games, watch educational videos, etc!

when you’ve done an adequate amount of learning, you earn free time! use this to play any fun game you want! (minecraft, roblox, animal jam, fun flash games, etc!)

field trips

(may require a cg if you can’t take yourself places when small!)

take a trip to a museum!

go to the library! find a cool book you find interesting and read it!

take a walk around town! write down all the interesting things you find in nature like animals, bugs, plants, etc!

end of the day

when your “school day” ends, have your cg grade how you did! if you don’t have a cg, grade yourself! but be honest, of course. if you get a good grade, you’ll get a reward!

i know this is elaborate and may seem silly, but i’ve heard a lot of littles say an elementary school environment would be really beneficial to them! i hope this helps some of you who are yearning for that!

#︶︶　˚ babbling #age regression #sfw age regression #sfw agere #age regressor #noncom agere #agere blog #sfw littlespace #agere #agere classroom #agere activities #safe agere #agedre #sfw agedre #sfw age dreaming #age dreaming

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9settersoul · 5 months

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𝐡𝐚𝐢𝐤𝐲𝐮𝐮 𝐛𝐨𝐲𝐬 𝐚𝐧𝐝 𝐭𝐡𝐞𝐢𝐫 𝐟𝐚𝐯𝐨𝐫𝐢𝐭𝐞 𝐜𝐥𝐚𝐬𝐬

you both share this class and, consequently, it became his favorite one of the day. there was no assigned seating, so he chose to sit next to you. from then on you always helped each other with homework, partnered for projects, and passed notes during class. he'll lean over you, sneakily looking for answers off your worksheet. he'll make you laugh in class. even when it's supposed to be silent. he'll steal glances at your studious face, even though he's supposed to pay attention. but he can't help it.

⋆ ★ ⋆

chemistry: kuroo

language arts: akaashi

history: tsukishima

astronomy: oikawa

culinary class: tendou

biology: ushijima

geography: nishonoya

computer science: kenma

nutrition: kageyama

math: daichi + sugawara

economics: asahi

debate: atsumu

business: osamu

religion: kita

health/fitness: iwaizumi + hinata

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nikos-oneshots · 6 months

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hello HELLO guess who's back and is into monster prom now.

could i have some headcanons for calculester with a friend who struggles in school?

:D - 🪐

Calculester & Reader who Struggles in School.

Warnings: No beta we die like everybody in the z'gord ending ✌️ Word Count: 0.6k Pronouns: None Notes: I COMPLETELY FORGOT THIS SAID HEADCANONS UNTIL I WENT BACK TO POST THIS!! D: I'M SORRY ANON!! If you want me to remake this, then I will! Note 2: ALSO IM SO GLAD YOUR INTO MONSTER PROM ANON!! I love monster prom so much so i'm always happy to do requests for it!! I hope you enjoy!

Calculester Hewlett-Packard does really well in school. He has the internet as his brain, everything known by man at his fingertips. I wouldn’t assume he talks about school much because he knows he has a huge advantage over everybody else and doesn’t want to upset people by telling them that he has straight A’s in most of his classes. This rule especially applies to you, Cal knows that you don’t do the best in school. Whether you are a person who tries super hard and still doesn’t make it that far or decides to skip class multiple times a week, I would imagine Calculester would be clueless about your struggles.

I would think that he would only notice after midterms.

Everybody is sharing their scores. Liam is subtly bragging about how he got the highest in the school, Polly is super excited to show everybody that she got a 69 and Scott is relieved that he just did good enough to stay on the football team. You on the other hand, aren’t really happy about your score, you did your best, or maybe you didn’t, point is, you got a 20. Cal comes up to you asking about your score, you were hesitant to show him, but after he showed you his score of 89, you showed him your score.

“Oh, dear Friend Y/N. Not to alarm you, but that has been the lowest score I have seen yet. I apologize for your test failure.”

You look down in shame, you thought at least somebody would have done worse.

“I notice your struggles now Friend Y/N. If you are open to the idea, I could teach you what I know, like tutoring. Your problem may be that the strategies the professors here use aren’t effective for you to learn from. What do you say?”

You decide to take him up on his offer and once you begin your first session at the library. Calculester proves himself to be a great teacher, he knows how to tailor the way he teaches to match your learning style. You get through worksheets faster and actually begin learning the material. Along with potentially turning your marks around, you also begin to connect with Calculester more than you have already before! As you get him to talk about himself during your breaks, you learn about the way he also tutors Scott and how much of a struggle it was. You learned that even though he is a sentient computer, he still has so much he still needs to learn about interacting with others. You also learn a couple new plant facts!

When your next big test came up for your science class a couple months later, you went into it with a newfound confidence, an attitude completely different from your usual one. Calculester wished you luck, he was confident you would do amazingly, but deeper down, he was nervous for you. He dreaded the possibility that you come back with a terrible score again, he was scared that you would lose faith in him as a teacher and along with that, your trust; He could have sworn he was about to malfunction with how worried he was for you.

As you received your scores a week later, you instantly go to find Cal to show him your score. You try to hide the smile on your face, but you can’t as you give him your paper marked with a large 79 at the top. Relief washed over him and pulled you into a hug. He was so glad he was able to help you, both of your hard work paid off and he was glad that you had managed to achieve your goal with his help, validating his ability as a tutor. As the bell rang, you guys walked to your next class together. As you guys passed his classroom, you shouted to him as he was going to walk in.

“See you after school for our study session!”

Lots of Love -Niko

#🥞💡= niko writes #monster prom x reader #calculester #calculester hewlett packard #calculester x reader #monster prom #calculester monster prom #monster prom calculester

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xunkun · 4 months

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enstars but its what i think their report cards look(ed) like (1 semester) starpro edition

side note 1: i dont know every single character really well, and this is just for fun and the sake of goofiness. feel free to share your own opinion on their grades n stuff make it sillier

side note 2: im doing letter grades (A, B, C, etc..) and i'll be using the system im more used to

A+: 100-97, A: 96-94, A-: 93-90, B+: 89-87, B: 86-84, B-: 83-80, etc. 60 below is F

side note 3: i dont remember/know what classes they have at yumenosaki/reimei/shuetsu so im making shit up as i go but no one cares hahahaha

side note 3.1: the classes i chose should be pretty standard, like math (broad term, cuz you dont have just 3~4 years of algebra or trig or something), language classes (im putting japanese/national language and english bc i think they would have it ok), science (broad term, covers biology, physics, chemistry, etc), history/social studies, and physical education

again this is for fun and do not take any of this shit seriously. take it unseriously and baffoonish-ly .......

Eichi: [ Math ] A- ~ A [ Jap ] A+ [ Eng ] A [ Sci ] B+ ~ A [ History ] A [ PE ] B

extra: excused from like 90% of the pe activities attendance: 5 tardies, 14 official leaves, 23 sick leaves, 0 unexcused absences

Wataru: [ Math ] C ~ A [ Jap ] A [ Eng ] B+ [ Sci ] B- ~ A [ History ] A- [ PE ] A

extra: feels like the type to have wildly different impressions on teachers attendance: 60 tardies, 11 official leaves, 0 sick leaves, 55 unexcused absences

Tori: [ Math ] D+ ~ B [ Jap ] A- [ Eng ] B- [ Sci ] D+ ~ B [ History ] B [ PE ] B+

extra: i think that the only reason tori doesnt fail is because of yuzuru. the 4 sick leaves are from when he didn't know what to put for his reason of absence attendance: 13 tardies, 12 official leaves, 4 sick leaves, 3 unexcused absences

Yuzuru: [ Math ] A- ~ A+ [ Jap ] A+ [ Eng ] A [ Sci ] B- ~ A- [ History ] A+ [ PE ] A+

extra: doing extra homework actually makes you better in certain classes attendance: 3 tardies, 13 official leaves, 0 sick leaves, 3 unexcused absences

Hokuto: [ Math ] A ~ A+ [ Jap ] A+ [ Eng ] A [ Sci ] A ~ A+ [ History ] A+ [ PE ] A+

extra: i think hes just like the average kid in school. maybe. he's into theater though. attendance: 5 tardies, 15 official leaves, 0 sick leaves, 1 unexcused absences

Subaru: [ Math ] A- ~ A [ Jap ] A+ [ Eng ] A [ Sci ] A- ~ A [ History ] A [ PE ] A+

extra: probably makes paper stars in class attendance: 7 tardies, 15 official leaves, 1 sick leaves, 2 unexcused absences

Makoto: [ Math ] A ~ A+ [ Jap ] A+ [ Eng ] A [ Sci ] A- ~ A+ [ History ] A [ PE ] A-

extra: if i added computer science he'd probably have an A+ i feel like attendance: 6 tardies, 14 official leaves, 0 sick leaves, 0 unexcused absences

Mao: [ Math ] A- ~ A [ Jap ] A [ Eng ] A- [ Sci ] A- ~ A [ History ] A+ [ PE ] A+

extra: he definitely does some of ritsu's homework attendance: 9 tardies, 17 official leaves, 0 sick leaves, 0 unexcused absences

Chiaki: [ Math ] C- ~ B+ [ Jap ] A- [ Eng ] B [ Sci ] C+ ~ B+ [ History ] B- [ PE ] A+

extra: hypes people up during group studies probably attendance: 18 tardies, 12 official leaves, 0 sick leaves, 7 unexcused absences

Kanata: [ Math ] B- ~ B+ [ Jap ] A- [ Eng ] B [ Sci ] B- ~ A [ History ] A- [ PE ] A-

extra: not a single worksheet he turns in is completely dry. misses class by accident sometimes because he's off 'puka puka'-ing attendance: 45 tardies, 13 official leaves, 0 sick leaves, 26 unexcused absences

Tetora: [ Math ] B- ~ B [ Jap ] B+ [ Eng ] B- [ Sci ] B- ~ B+ [ History ] B- [ PE ] A+

extra: broke school property at least once attendance: 8 tardies, 14 official leaves, 0 sick leaves, 5 unexcused absences

Midori: [ Math ] B+ ~ A- [ Jap ] A [ Eng ] A- [ Sci ] B+ [ History ] B+ [ PE ] A-

extra: sent to the counselor/guidance office at least 3 times attendance: 13 tardies, 13 official leaves, 8 sick leaves, 1 unexcused absences

Shinobu: [ Math ] B- ~ B [ Jap ] A [ Eng ] B- [ Sci ] C+ ~ B [ History ] B+ [ PE ] A

extra: definitely carved something onto a desk at least once with shurikens when he got bored in class attendance: 9 tardies, 13 official leaves, 0 sick leaves, 0 unexcused absences

Hiiro: [ Math ] A (trust me) [ Jap ] A (trust me) [ Eng ] C- (trust me) [ Sci ] F- ~ A (trust me) [ History ] D (trust me) [ PE ] A+

extra: probably knows extensive history about his tribe but not the history of anything else attendance: 14 tardies, 15 official leaves, 0 sick leaves,11 unexcused absences

Aira: [ Math ] C ~ B+ [ Jap ] B+ [ Eng ] A- [ Sci ] B- ~ B+ [ History ] A- [ PE ] B+

extra: another average kid in school. definitely daydreams in class and falls asleep attendance: 10 tardies, 13 official leaves, 0 sick leaves, 2 unexcused absences

Mayoi: [ Math ] D+ ~ B [ Jap ] A- [ Eng ] B- [ Sci ] C- ~ B- [ History ] B+ [ PE ] C

extra: in the walls and ceilings pretty much for most of the semester attendance: 18 tardies, 12 official leaves, 3 sick leaves, 53 unexcused absences

Tatsumi: [ Math ] B+ ~ A- [ Jap ] A+ [ Eng ] A- [ Sci ] B+ ~ A- [ History ] A- [ PE ] A

extra: not tapping into full academic potential i suspect attendance: 1 tardies, 15 official leaves, 0 sick leaves, 0 unexcused absences

.....

again AGAIN this is for FUN AND JOKES!!1 MEMES!!! LAUGHS ETC. sorry if its not canon compliant enough. i'll make a part for each agency

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studyingpookie · 2 months

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20/100 days of being productive

What I did today:

-had my extra English lesson

-studied physic for upcoming test

-started my computer science worksheets

-worked out for a little bit and had P.E class

Hey guys!

So today was quite good! I hoped for better but I can't complain that much ☺️

The work thing tho is that my teacher didn't approved for my sculpture project and I have to do it again. That kinda made me mad and sad because it's second week when I just literally can't do shit 🥹

Played a lot today and I slightly regret it but well.

And that's it for today!

Good night!

#study #stydyblr #student life #studyinspo #studying #student #100 days of studying #study aesthetic #chaotic academia #chaotic academic aesthetic #study diary #study desk #studying inspo #study tips #dark academia #aesthetic #study blog #study buddy

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maccreadysbaby · 6 months

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A Hundred Ways to Become a Wayne

batfamily + oc insert

tw: none

wanna read more? here’s the table of contents!

want to read the first fic in the hundred days series so you understand what’s going on here? here it is!

this chapters kinda short but I wanted the ANGST to have its own moment lmao, loved leaning into damian’s insecurity for this one

also thank you dami for refueling bentley’s incredibly irrational and borderline stupid idea making tendencies

part nine

❝ PITY ❞

THURSDAY — AUGUST 6 — 5:11PM

BENTLEY DIDN’T SLEEP AGAIN AFTER HIS NIGHTMARE, AND NEITHER DID BRUCE. Instead, they went back to the cave after a while and sat with Dick. All of Alfred’s swabs and tests came back clear, which meant he hadn’t been injected with, inhaled, or even misted with any kind of toxic chemical that could do this to him. (Bruce had told Bentley about fear toxin, an inhalable chemical one of their past villains used that made a person live through their worst fears in their head.) A quick comparison of current Dick’s vital charts and past-Dick-on-fear-toxin’s charts looked freakishly similar, despite one major change: he didn’t have any fear toxin in him.

Which meant, if it wasn’t chemical, he was being attacked psychologically. Somehow.

All signs pointed to it being the Secret Keeper, but she hadn’t done anything to anyone besides plaguing them in bad dreams, much less knocking them out without touching them and wreaking havoc on their brains for six hours. (Which was how long Dick had thrashed and cried and whined for in his unconscious state.) On hour seven, he went limp and still, which probably meant he’d tired himself out.

Bentley didn’t go to school on Wednesday or Thursday, and he didn’t sleep Wednesday night, either. Bruce didn’t seem to mind (he actually seemed a little relieved) and Bentley didn’t want to risk seeing the Secret Keeper out and about. His teachers posted his classwork online, anyhow, so he wouldn’t miss any schoolwork. He spent the better of the two days switching between using Tim’s old computer to do his schoolwork, playing red light green light around the Manor to avoid Damian, drifting down to the cave to check on Dick, and attempting to take power naps that never lasted that long.

Not to mention being texted… like a lot. Ot started when Nico texted early Wednesday morning to ask if he was okay, and why he wasn’t at school. Bentley simply told him he had been sick the night before. (Technically not a lie.) Then Nico took it upon himself to text Bentley all about their environmental science class, even including pictures of their worksheets, and had also taken it upon himself to ask how Bentley was feeling just about every hour. (He always just said better than last night.) Then, Bentley got a text from a random number at lunchtime on Wednesday about how Damian was, quote-on-quote, so creepy. And only ten minutes later and lots of confusion from Bentley did that number come back and say, oh yeah, it’s asten, got your number from nico. heard you were sick. sucks dude.

While Asten wasn’t as incessant about asking how Bentley was doing as Nico was, he did tell him about Spanish class and rant about Ms. Venetstantos making him speak Portuguese every day. And he decided Bentley was a good outlet for all things conspiracy and detective-y, because he kept sending him random articles about metahumans and missing people and Secret Keeper sightings and typing long, drawn out theories about what was going on that ranged from plausible to outright impossible. (Bentley only pretended he read the ones about the Secret Keeper.)

He didn’t remember until those texts that he and Asten had both put detective as their dream job on their get to know me sheets. (Nico had pointed it out on the second day of school when the teacher put those up in the hallway.) He was obviously getting started early. The amount of recon and web-surfing and conclusion drawing he did reminded Bentley of Tim.

Speaking of, Tim and Jason and Steph and Cass had all shown up at the Manor Wednesday and Thursday. Which was strange, considering they’d all been avoiding Damian like the plague. But he didn’t mind — he liked having everybody home.

Bentley started to get really worried about Dick when, on Thursday at five in the evening, (42 hours after Dick had collapsed on Patrol.) he was still laying in that same bed, not thrashing like before, but tossing and turning, still visibly distressed.

He’d been long since changed out of his Nightwing uniform and into some loose sweats, and was connected to drips and other things to keep him hydrated and nourished in his unconscious state. Bentley had finished another color-the-map geography paper about an hour ago and made his way back to the rolling chair stationed next to Dick’s bed.

He had no earthly idea what was wrong with him, but he wished it would all stop. It'd been hard enough seeing Dick during a nightmare he could wake up from — but now, when he was trapped in his own head and no amount of yelling or shaking could snap him out of it, it was practically a form of secondary torture for the entire family. Tim had retired to the Batcomputer, trying so hard to find some kind of solution, or at least a case of something similar, and Bentley didn’t think he’d been upstairs since Dick collapsed.

As of now, five in the evening on Thursday, he, Bentley and Dick were the only three in the cave. Alfred popped in and out often, and Bruce a little less often.

Bentley was sitting next to Dick’s bed, telling him about all the texts he’d been receiving. (Alfred said talking to him would help, so Bentley was trying his best.) He’d taken to telling him about Asten’s conspiracy theories and the new group chat he’d been added to not three minutes ago, with Nico and Asten, in which they were arguing about the possibility of said conspiracies and asking for Bentley’s input. (Asten’s conspiracy about aliens swapping a human’s brain for an alien brain via something he called ‘materialization tech’ and endowing them with the power of the stars being the origin of metahumans was the one on the table now. It was already segwaying into metahuman world domination.)

But eventually, even with the group chat blowing up his phone with the probabilities of metahumans turning the country into a dictatorship, he fell quiet and just took to holding Dick’s hand. He didn’t scream when he grabbed it, at least. But it didn’t seem to make anything better, either.

He was just debating on whether or not he should try to wake him up again when a voice sounded from the doorway of the medbay:

“Hey, Bentley,”

He glanced over, brown eyes locking onto Tim’s icy blue ones. He looked exhausted. Bentley knew he’d been working hard on the missing person and metahuman cases before this happened to Dick. But now? Bentley wasn’t sure if self-preservation was even on his radar anymore. He hadn’t seen him ingest anything other than coffee in a solid two days (given he very well could have when Bentley wasn’t around.) and he was pretty sure sleep wasn’t even a thing he thought about anymore. Though he looked like he needed it.

“Hey,” Bentley replied quietly, slipping his hand out of Dick’s and pulling it back to his lap.

“Doing okay?” Was Tim’s next question, and he moved forward just enough to rest a hand on the top of Bentley’s head.

He shrugged. “Have you found anything to help Dick?”

The weakly plastered-on content expression fell off of Tim’s face. “No. I haven’t been able to find anything.”

Bentley said nothing, but looked back at Dick, who was moving his head back and forth with soft whines.

“Is he going to die?”

It was a heavy question, yeah, but a question that had undoubtedly been floating around in all of their minds since his unfortunate patrol. With all the metahuman stuff out of the way, Dick would technically be classified as in a coma. And lots of people who went into comas didn’t come out of them.

Bentley heard Tim let out a puff of air.

“I don’t know,” He said, hardly a whisper, letting his hand move down Bentley’s head and rest on the back of his neck. “He’s stable, even if it looks like he’s in pain. It’s not ideal, but it’s… better than anything getting worse, I guess.”

Bentley nodded slightly, and hoped that Dick would get better soon.

He heard someone walk across the room on the other side of the cave, and both he and Tim glanced over just in time to see Damian disappear back up the stairs to the Manor. When had he come down there? He wasn’t down there five minutes ago.

“Maybe you should talk to him,” Tim suggested after a quiet moment. “He might actually open up to you.”

Bentley glanced over at him skeptically. “Damian? No he won’t.”

Tim snickered. “That kid would never in a million years cuddle up next to anybody sick like he did you. And he definitely wouldn’t get up in a hospital bed with any of us except, maybe Dick.”

Bentley said nothing. He did kind of miss Damian. Like, the old, not-angry Damian, that took him around the Manor to do things and actually talked to him.

Bentley shrugged. “I’m afraid he’s gonna stab me.”

“Aren’t we all?” Tim snickered. “Seriously, though, he cares about you. He wouldn’t do anything to hurt you.”

“I know, but…” Bentley trailed off, glancing down at his hands.

“There’s still a chance,” Tim finished his thought. “Yeah, I know.”

Bentley said nothing.

“It might be good for you to go upstairs for a while,” He continued, and Bentley glanced back up at Dick, who was still shifting uncomfortably in the bed. “I’ll sit with him.”

Bentley nodded. He wasn’t really in the mood to argue, and he needed to finish his schoolwork anyway.

He pushed himself out of the chair and bid goodbye to Tim, heading back up to the Manor. He took to reading the group chat messages he’d missed on the way through the house and up the stairs. Nico was currently trying to explain to Asten that aliens couldn’t use technology he’d made up, and he was arguing that they could because they could read everyone’s minds.

Bentley had nearly made it into his room when he bumped right into someone.

“Sorry-“ He muttered, glancing up from his screen to meet Damian’s ice cold blue-green eyes. The assassin’s glare alone shut Bentley up.

Damian walked past him with nothing more than a faint scowl, heading for the stairs.

He wasn’t planning on talking to him, but it was a better opportunity than seeking the angry assassin out.

“… hey, Damian?”

Bentley turned on his heel, and Damian did, too, shooting him another dagger-like-glance.

Bentley wanted to recoil and say nevermind, but that wouldn’t be very helpful. “What’s wrong?” He asked instead, really focusing on the fact that Tim said Damian wouldn’t hurt him.

“You should know well enough, Whittaker,”

Bentley nearly flinched when Damian used his last name instead of Bentley like he always did. Why in the world would he know what was going on when Damian wouldn’t tell anyone?

“I don’t…” Bentley blinked, searching Damian’s face and then looking at the floor when the unpleasant expression got too reminiscent of his father’s. He knew what that expression meant. And coming from Damian, it made him want to cry.

A moment of silence passed, and when it was clear Damian didn’t intend on speaking, Bentley muttered in a tiny voice: “You’re mad at me?”

Silence.

Bentley thought and thought and thought about all the interactions he’d had with Damian before he started getting upset, but he couldn’t for the life of him remember doing anything wrong. He’d asked Damian to teach him about throwing knives, but he’d told him yes. (He hadn’t done it yet. Was it maybe Bentley’s fault for never asking again?) He didn’t think that was enough to make Damian so upset for so long.

Bentley wished he could bring his knees up, but he was standing, so he wrapped his arms around himself instead. He hoped Damian couldn’t see the slight wetness brimming in his eyes at the very prospect he’d done something so bad the assassin didn’t even want to talk to him anymore and he didn’t know what it was.

He looked at the floor in a vague attempt to hide it. “What did I do?”

“Exactly what you’re doing right now,” Damian replied bitterly, in a tone that literally made Bentley want to start crying. “You weaseled your way into this family with nothing more than pity. All you have to do is shed a few tears and you have the whole household at your feet — the only reason you’re here is because my father and brothers feel bad for you. Because you’re exactly what your father trained you to be. A manipulator.”

Bentley did flinch, that time, like he was dodging knives made of words. It wouldn’t be any use — Damian never missed.

“Your relationships are built on pity, your place in this family is built on pity. Even Drake has contributed more than you, and I’m not shy about discussing his obvious inferiority,” Damian spat. “I am a Wayne by blood and I have to work to be part of this. If I had even considered doing anything like you did with your father, considered betraying this family like you did, they would…”

Damian trailed off.

“You don’t deserve to be here. It’s pity that’s keeping you in this house, pity that’s holding your relationships together, and once that pity is gone, what’s going to be left? Nothing. Because pity is all you are. Pity is what you’re built for, and once it’s gone, you’re going to be left with nothing, useless, just like your father created you to be.”

Bentley watched through blurry eyes as Damian turned and continued down the stairs like he hadn’t just dispatched a carefully-sharpened killshot right through Bentley’s chest.

Damian didn’t want him there.

Thank goodness he was right next to his bedroom, because he hardly had time to get inside and close the door before he started crying.

Everything Damian said was right — he was in this family out of pity. If it weren’t for pity, none of this would’ve happened.

And Damian didn’t want him there. This was his worst nightmare. Tim was wrong, Damian had hurt him.

He walked over to his bed in the dark — the lights were off but the sun was still somewhat out — and curled up in a tiny ball in it, covered his head with the blankets, and cried.

Dick had been taken in when he had nothing, and became Robin to help Bruce fight crime. Jason got taken in off the streets and became Robin. Tim got taken out of a neglectful household and became Robin. Damian got shipped here from overseas to be Robin. Cass, Duke, Steph, Barbara, they were all superheroes, crime fighters, vigilantes.

What the hell did Bentley have to do to make himself deserve being a Wayne?

Become a superhero?

—

dedicated to @sassenashsworld 💚

—

tag list! (If you want me to remove or add you, ask in comments!)

@fleur-alise @sarcopterygiian @cademygod

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the-whispers-of-death · 2 months

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Do They Have a No Food/No Gum Policy?

I was going to do the first chapter of the High School Teacher AU, but I'm wondering now if I should just scrap the whole Stone x Kali premise of the AU and just focus on writing the dynamics of everyone because there's just so many characters and most of them have never interacted with each other before. So for now, here is the policy about food and gum in their classrooms.

Here are the introduction to the characters in the AU.

Coach Williams- He purposefully ends his lessons ten minutes before the bell rings so students can snack and drink water. Personal fitness is tiring, so he makes sure to provide them with snacks and water so they don't feel so lethargic for the rest of the day.

Mr. Khatri- He doesn't care. While it is a science class, there's no labs being done, so there's nothing food can potentially contaminate. He also doesn't care about students chewing gum in his class, as long as they don't make those loud obnoxious bubbles or leave gum sticking on the undersides of the desks.

Mr. Garrick- Students can eat snacks if it's on the days where they're not developing films. There's chemicals in the developing mixture and it's best not to snack on those days in case students' hands aren't extremely clean of the mixture.

Mr. MacTavish- He snacks all the time personally, so he doesn't mind. He does caution against eating and drinking water/soda when drawing art projects that have to be turned in, simply because it'd be sad if a student accidentally ruined their artwork by spilling food or their drink on the paper. Same goes for gum.

Mr. Shah- It's a culinary class, he's not going to stop students from eating or drinking. As long as it's not too messy, he'll allow them to do so. He'll take it as an opportunity to tell them some very healthy snack brands.

Mr. Kumar- Eating food isn't the best thing when one has to handle music sheets. Most of the time, the students are singing, so there's really no time to eat. Only on the days when he decides to put a movie on can students eat in his classroom, and he provides them with the snacks too.

Mr. Price- If it's early in the day and a student hasn't had breakfast due to some reason or the other, he'll allow them to snack. Other than that, no eating in his classroom. He's also the type not to care about chewing gum, again as long as they don't make those loud obnoxious bubbles or leave gum sticking on the undersides of the desks.

Ms. Singh- Absolutely no food or drink allowed, though she does allow gum (if no one sticks it on the desk). This is because students are working with computers and food and drinks don't really mesh well with computer, drinks especially. The food thing is mostly because she doesn't want to spend so much time cleaning little bits of crumbs from the little spaces in the keyboard.

Dr. Greene- As long as it's not messy, he doesn't care. Don't ruin the worksheets he gives them and he's fine. Also fine with chewing gum in his classroom.

Coach Riley- This is the one thing Coach Williams and him agree on, and it's making sure students have snacks and water after a long lesson. So he too will provide his students with snacks and water.

Mr. Mishra- This man glares at students who bring in a can of soda into his class, even a plastic water bottle will make this man glare. He has a no food and no gum policy, all day every day. He doesn't have any faith in his students to not make a mess and he just hates hearing people chew gum. It is a true miracle students actually like his class.

Mr. Kohli-Petrov- He has a no food and no gum policy, but it's because he doesn't want anything to ruin the books he gets for his students. He has them read classics, spending his own money to get the books. So students don't really eat in his class, simply because they know the nice books will be taken away and substituted with books that look really ratty from students in previous years using them.

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lesbiansandgayssupporttheminers · 11 months

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School Funding and the Teacher Pay offer

So in the light of the pay offer made to teachers in England, there’s a big debate about whether this offer is actually fully funded and whether it is affordable for schools. On twitter, you may see some headteachers saying yes, it is affordable, and some saying it isn’t for their school. This isn’t just down to political allegiance, or a desire to avert more strikes. Because of the way school funding works, a pay offer can be affordable for one school, and not for another.

To understand this, you have to understand how school funding in England works (I think the rUK is similar, but I’m not confident enough to comment on that).

The vast majority of funding is per pupil funding. For every student that attends a school, the school is given £X of funding. Rather bizarrely, the actual amount given varies from local authority to local authority, but on average in England about £5215 was given to each school per pupil. There are other sources of money, which I’ll try to go into later, but this per pupil funding is supposed to cover the day-to-day running costs of a school. This money does go up a bit year on year, but it hasn’t kept pace with schools’ rising costs and so a lot of schools are really strapped for cash.

For most schools, by far the biggest cost is staffing. This isn’t just teachers, but support staff as well- everyone from the caretaker and the receptionist, right up to the head has to be paid out of this budget. The only slight exception to this is 1:1 teaching assistants, but I’ll come to that later. The key point is that the vast majority of staff, certainly all the teaching staff are paid from one central funding pot. This can have unintended consequences- such as schools preferring to employ cheaper early career teachers over more experienced staff who cost well over £10,000 more a year. It also means if you have a shortfall in your budget, often the only way to deal with it is by cutting staff numbers.

If a member of staff is off sick, and the school pays for a supply teacher, it comes from this pot. If someone’s off on maternity, the school pays their enhanced maternity pay, and the cover teacher from this pot. Which, again, can push schools into making decisions that aren’t great.

Schools then also have to pay energy costs. It’s worth bearing in mind that school aren’t covered by the energy price cap, and so were hammered with huge energy bills this winter. There’s often not much that can be done about this. Yes, the head can remind everyone to switch off computers and lights when not in use- but most schools aim to heat the whole building for about half the year- and that’s expensive!

Then there’s resources. Everything from exercise books to art materials, to chemicals for science- every worksheet that gets photocopied. Any new textbooks the school shells out for. New IT equipment. Footballs and rugby balls for PE. If desks or chairs need to be replaced- it all comes out of the same funding pot. When schools are short of cash, this is often the first budget to be cut. In recent years, in the vast majority of schools, this has been cut back as far as possible. Certainly, in primary schools, towards the end of the financial year, you’ll hear of schools where they’re told no more new glue sticks. Many teachers these days will supply certain basics (like spare pens, their own board pens) from their own pockets. If you’ve got a decent parent teacher association fundraising for the school, this is often where the money their raise goes.

So, those are probably the major day to day costs of running a school- but you can also end up with emergency costs. The boiler breaks. A ceiling springs a leak. A window gets broken. You need to fence off part of your site for safety reasons. All of this usually comes out of the central pot of per pupil money too. Sometimes, there are funding sources available for new buildings, but it’s pretty rare to be able to access additional funding for repairs. And some of our schools are older than others. Some are literally falling down!

Some students will attract additional funding. There’s something called “pupil premium” which is mainly for lower income students. There’s special educational needs funding, for students with additional needs (although honestly this system probably needs a post in itself). There can be additional funding for students who speak English as an additional language, or who have been in care.

In theory, this money is supposed to be spent solely on those students, but equally it can go into a central pot to e.g. pay for a class teaching assistant to help all the students who need some additional help. However, in recent years, a lot of these teaching assistants have been cut to save money. Some students with special educational needs have an education and healthcare plan- which can provide additional funding for a 1:1 teaching assistant. Often, these 1:1s are now used for whole class support to try and save money (technically, this is illegal, but as I say, it’s probably a whole separate post).

So, the 900 million the government has said schools will get towards funding the pay offer will be added on to per pupil funding. The department for education won’t work out which schools have more expensive teachers and give them more funding to pay for the pay increase. They won’t look at which schools have had big bills, relating to building work this year. Everyone will just get a certain increase in per pupil funding, and be told to make it work. This can be especially difficult for very small schools, where class sizes are smaller than about 30.

That’s supposed to fund 3% of the 6.5%. As you can see, it probably won’t for every school. But the other 3.5% is the bigger issue. This was the originally recommended pay rise for teachers for the 23-24 school year, before the strikes. Everyone (the DfE, the unions etc) says schools should have already budgeted for this- but some schools have no money to budget with. To fund this, they’re often cutting teaching assistant hours, cutting pastoral staff, maybe even cutting teacher numbers and having larger class sizes. They may cut additional responsibility payments for teaching staff (which are also going up by 6.5%). Definitely, they will try to avoid paying for supply, by using existing staff including any teaching assistants left for cover. In a few cases, they’re even considering shortening the school day, or the school week to reduce costs.

Overall, what it means is higher workload for teachers, and often a less good experience for students. I don’t usually have much sympathy for bosses, but I know there are heads who absolutely feel they cannot make this pay offer work. They’ve cut everything to the bone. They’ve already sacrificed the quality of education in their schools. And that’s why a lot of people are saying the current funding deal isn’t enough.

#uk politics #education #school funding #teacher pay #neu #tory cuts

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plantsandstudy-aaaaa · 2 months

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Day 16/50

Things I accomplished

Did multiple choice section of the computer science mock exam

Worked on calculator calculus worksheet

Started calculus test corrections

Finished the last timed writing of the year

Stuff for tommorow

Do well on frqs of computer science mock exam

Work on calculus review

Get more sleep??

Other

I was very tired today, but I pushed through, and I think I did ok on the comp sci mock exam, hopefully tommorow will go just as well. I am very stuck on the calculus corrections. The series unit just did not make much sense to me.

April 23, 2024

#days of productivity #productivity??#studyblr #studying #productivity #school #ap classes #study blog #productivity challenge

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gothwizardmagic · 1 year

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lots of homeschooling lore in your tags these days LMAO would you mind sharing a bit about how that works? genuinely curious

lmao sure tho it isnt the most exciting story

my mum always wanted to homeschool bc she wasnt a fan of how restrictive school curriculums are (shes v much an advocate for montessori style child-directed learning) but i wanted to go to school Like The Kids On TV so she let me. i spent about 3 years at primary school where i was the classroom punching bag THE ENTIRE TIME. highlights include being pushed down a flight of stairs IN FRONT OF A TEACHER WHO DID NOTHING, another teacher punishing me for being better at maths than my classmates bc i kept tearing through her worksheets too fast (i cant do maths for shit anymore she scared it out of me) and a "friend" of mine's brother getting his hands on the axe they had for firewood and chasing me around while i was over on a "playdate" (these quotes are bc this girl was in fact horrendous to me)

i was actively suicidal by the time i was 8 and my mum just stopped even trying to take me to school at that point (around the time i started throwing up with fear every morning) and after a lot of VERY angry meetings the best the school would do was an anti bullying assembly, which meant everyone knew i had tattled. my mum was fucking furious about all of this & went ahead with the homeschooling application she had halted when i decided i wanted to go to school. the guidelines at the time (im not sure what they are these days) were just that a child had to be educated "as regularly and as well" as they would be in school, with check-ins from the MoE every few years.

i dont remember how long it took the application to go through but yea after that i was homeschooled. my mum bought up a shitload of textbooks and workbooks and drew up lesson plans but her focus was still on student-directed learning so as my interests developed in various areas that was where the focus went. we did have designated sit-down time every day, but for the most part she would give me resources and assignments/goals and let me go hog wild at whatever my current fascinations were with some guidance and oversight along the way. it did mean losing access to anything that required specific facilities - i dont know shit about chemistry bc we didnt have like. a lab lmao. but yea by the time i was 11 i was on to university textbooks for some subjects (this is not a big flex these were early 00s computer science textbooks the first lesson in cs101 was literally "this is called an on button. this is called a mouse.") and by the time i was 16 we were doing uni-level work in pretty much every subject i was interested in, at the expense of subjects i didnt give a shit about. (i do not know fuck shit about like. geography or maths to this day)

the assessments were pretty chill, govt people would basically just take a few random samples of my work to look over and do a lil interview with me to make sure i was learning shit. for socialisation my parents made sure i did plenty of after school activities (dance, swimming, scouting, drama, conservation club, etc) and my dad took us on trips to like. the museum or nature reserves or whatever every weekend for Enrichment.

once i was 15/16 we started looking into uni entry, but the rules had changed since i started homeschooling. when i started there was a single uni entry exam you had to sit at sixth form and that was that. they replaced it when i was. 12-ish i think with the current system, which involves a complicated nightmare of three years of both internal (classwork) and external (exam) credits and the requirements are nebulous and seem to change year to year and basically it sucks shit and every single assignment from fifth form onwards counts towards your uni entry so its massively high stress. this also means you CANT get uni entry as a homeschooler, because theres no way to get those internal credits. we tried a few different routes to get UE but the best option we were given was one high school offered to let me sit fifth, sixth, and seventh form all at the same time in one year to get my credits. this was Unideal because the whole point was to Not go to high school, it was work i had already done and didnt wanna do again, and it was three years worht of work crammed into one. so i never got uni entry and have basically been bumming around since.

UE problems aside, homeschooling worked really well for my family. my mum is disabled so she was home all the time anyway. both of my parents are highly educated so they had the backgrounds to provide a cohesive and varied curriculum, and my sister and i are both neurodivergent so the one on one attention and flexibility in format was ENORMOUSLY helpful for us. my sister has never been to any kind of mainstream schooling and it would have been absolute hell if she had tried. (shes very severely dyslexic and schools in the early 00s were. not set up to help with that)

so yea thats the homeschooling lore - i missed out on a lot of stuff for sure (met one of my exes entirely beecuase i wanted to go to formal SO FUCKING BAD and my only option was to go to someone else's so a mutual friend set us up so i could go with her lmao) but it took me out of an extremely bad situation and gave me an education that was much better suited to my own learning needs. i know homeschooling has a Certain Reputation, especially in the us, but my experience was wholly unrelated to that side of the homeschooling community, and it was unbelievably beneficial to me. looking back i dont regret the time i spent in mainstream school (i met my best friend there and i literally dont know where i would be without them weve been through the fucking fire and back) but homeschooling was the healthiest thing possible for me and my family and im so so so grateful my parents were able to do that for me

#Anonymous #sorry this is so long and rambly lmao #its weird to talk about because it was just normal day to day stuff for me so like #idk whats even relevant to discuss haha #''what should our learning goals this week be?''#''uhhhhh i wanna study lizards''#''fuck yeah lizard week lets gooooooooooo''#''ok by friday i want an essay on lizard facts and finish five pages of your japanese workbook''#''tomorrow we'll work through the english textbook together and get some lizard books from the library for your essay''#like it was more in depth than that obviously but that was the vibe

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channajen · 1 year

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Chapter 12 of "Fly Like a Bat" is now posted! Thank you to all my readers!!!

Summary: Young Danny settles in to life at Wayne Manor, surrounded by his family.

Fluffy, slice-of-life chapter, in honor of DPXDC Family Week.

teaser below:

Before long, Jason’s days were full: homeschooling Danny, taking online courses from the university, and managing his “night job.” The father-son pair could be found just about anywhere on the Manor grounds both on “school days” and during Jason’s free time. Jason taught Danny science lessons in the gardens and by the animal enclosures. He taught Danny reading and writing in the library—but sometimes under old oak trees in the shade, too. Together, they tackled the alphabet in the playroom with life-sized letters adorning the walls, and math with extra-large clickable metric cubes and plastic toys. Danny would do worksheets and computer learning games by Jason’s side, as the older Wayne did his university studies.

Jason also taught Danny valuable “life lessons” as well. There were so many little things that Danny picked up from his dad that the boy couldn’t even catalog them if he tried! Danny learned to ride a bike along the many walkways on the Manor grounds. He learned how to pick his favorite ice cream flavors from his dad—and how to lick the ice cream cone so the treat didn’t drip all over the floor, too! Jason demonstrated “library etiquette” to his son at the same time he taught him how to find books that interested him. Jason also taught him weapon safety, as there was no way to keep Danny away from all the dangerous things that the entire Bat clan used in their fight against crime and corruption.

***Read it all on A03!***

#DPXDC #DPXDC family week #daddy Jason #young Danny #slice of life #family

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thrilleddragon · 2 years

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Most horrifying thing I experienced today is that when I looked up from doing my Computer Science worksheet, I saw a picture of Nick Wilde on my computer screen. The culprit is my friend who has been waiting 10 minutes for someone to take notice of it

#what the fuck #nick wilde

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evoldir · 20 days

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Fwd: Course: Online.GeneticDataAnalysis.Aug26-Sep4

Begin forwarded message: > From: [email protected] > Subject: Course: Online.GeneticDataAnalysis.Aug26-Sep4 > Date: 2 May 2024 at 05:44:17 BST > To: [email protected] > > > Genetic Data Analysis Course and Workshop: "ConGen-2024" Online > > Theme: Applications of SNP and Next Gen Sequencing Data in Population > Genomics, Molecular Ecology, and Conservation Genetics. > > Instructors include Eric Anderson, Ellie Armstrong, Chris Funk, > Matthew Desaix, Marty Kardos, Brenna Forester, Will Hemstrom, Gordon > Luikart, Angel Rivera-Colon, Rena Schweizer, Stephen Spear, Robin > Waples, and 3-4 more TBA. > > When: August 26 - Sept 4, 2024 (with August 19th pre-course lecture > on using command line & R) > > Where: Online via Zoom > For details on ConGen-2024: see > https://ift.tt/uy7d8Bl > > Course Objective: To provide training in conceptual and practical > aspects of data analysis for understanding the population and > evolutionary genomics of natural and managed populations. The > course covers concepts and methods including the coalescent, Bayesian, > and likelihood-based approaches. Emphasis is on next-generation > sequence data analysis (RADs, whole genome sequence analyses, > targeted capture) and interpretation of output from recent novel > statistical approaches, pipelines, and software programs. The > course includes discussions among early career researchers (student > participants) and >12 leaders in population genomics (instructors) > to help develop our next generation of molecular ecologists, > conservation geneticists, and evolutionary geneticists. Course > lecture topics include taking raw reads to genotypes (de novo and > with reference), genome assembly, Ne, GWAS, RoH, landscape genomics, > assignment tests with low-coverage-WGseq data, and more (see past > course contents). New lectures in 2024 (with hands-on exercises) > will include eDNA metabarcoding analysis, phylogenomics, and genome > assembly. Past course lecture videos will be available (e.g., RNAseq, > epigenetics, Genome-QC, landscape genetics, etc.). > > Who should apply: Advanced Undergrads, M.S. & Ph.D. students, > post-docs, faculty, agency researchers, and population biologists > who have taken at least a one-semester university-level course in > population genetics and a course in population ecology. Participation > will be limited to ~30 people allowing efficient instruction with > hands-on computer exercises during the course. Priority will be > given to persons with their own NGS data to analyze. > > Past courses: see > > Andrews & Luikart 2014: > https://ift.tt/dtMRCWU > Benestan et al. 2016: > https://ift.tt/BOXeV7w > Hendricks et al. 2018: > https://ift.tt/jkioIbe > Rena Schweizer et al. 2021: https://ift.tt/vedkuH7 > Schiebelhut, L. 2023. Guidance in conservation genomics. > doi.org/10.1111/1755-0998.13893 > > ConGen participants-2024. A course/meeting review, contents to be > determined but might include democratization of genomics and "doing > genomics to not do genomics in the future" > > Registration & Cost: Early Bird (before June 15th): $US 840 - which > includes all lectures (real-time and recorded) by at least 15 expert > instructors, online question and answer sessions during hands-on > exercises with worksheets and dummy datasets, copies of lecture > PowerPoint slides, along with ConGen-2022 Swag (T-shirt, mug). > Course materials are also available after the end of the course to > all students in a box repository including all recorded lectures > and class materials. $US 890 if payment is after June 15th. > > Sponsors: American Genetic Association (AGA), Journal of Heredity, > National Aeronautics and Space Administration (NASA), National > Science Foundation (NSF-USA), Dovetail Genomics, PacBio, NanoPore. > Journal of Heredity > > > "Luikart, Gordon"

#IFTTT #Email

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