Spring Gamers

Is this brilliant? Yes, this is brilliant.

"Tropes Vs Women" Releases Episode 2

Oh hey, look at that:

I'm on my way to work right now, so I'll be watching in-full and commenting further later. For now, have at it:

UPDATE 1: Work was canceled, video watched, comments below the jump:

UPDATE 2: Some vengeful asshats have (apparently) gotten the clip taken down by exploiting YouTube's draconian TOS. A written transcript is still available HERE. Obviously, as soon as I see where it goes back up, I'll repost. People with mirrored links are welcome to post them in the comments until then.





So, then...

In many ways, I feel like this episode was a really solid reaction to the "where's the new substance?" critiques of the first one - much more in depth, much more focused on the "why is this problematic?" aspects, etc. Everything from 22:35 on, in particular, should serve as an answer to the "misandry is just as bad!!!" fools; laying out how patriarchy is also disempowering to men.

Honestly, though? I actually feel like she wasn't hard enough on some of this; particularly the "The bad guy corrupted me and you must kill me to set me free!" thing. What gets glossed-over so often with the Damsel in Distress thing is that the original context of "Save The Princess!" fairytales was rescuing women from having their virginity stolen (via rape or otherwise) by parties who did not have the proper claim on such in an era where virginity was inextricably tied to marriageability and thus the entirey of female worth. "Kill me, I'm a monster!" in other words being a modernization of "Kill me, I am a 'ruined' woman!" It's a fantasy-ization of honor-killing, basically, and that's pretty fucking pernicious.

P.S. Comments will remain enabled on this post until such time as people prove themselves incapable of behaving like grownups. Abusive/trolling comments will be deleted at the discretion of me. People with an issue about the YouTube video itself not having comments are advised to click here and then go get some sunlight.

Rites of passage

Rites
of passage

Welcome to the world
of work! How do students make the transition from campus to career?

HERE are aspects of student life that most graduates
will happily leave behind; not many will miss writing essays at two in the
morning, or cramming for exams. But for some students the only thing more
daunting than doing a degree is finishing one. "Students have it
easy" - it's one of those irritating things that people say. It's even
more irritating when they turn out to be right.

Giving up student status
means renouncing the laid-back lifestyle and three-month summer holidays.
Instead, there is a soul-destroying search for work to look forward to. So are
this year's graduates ready for the transition?

Matthew Bashford
graduated a year ago from the University of Humberside with a degree in
Business Studies. "It's awful," he says. "It makes you want to
go back and be a student again. You find it difficult to get work in the first
place, and when you do, it's menial stuff and the office politics are a nightmare
-it's not easy to make friends:' On top of that, full-time employment has not
brought the deluge of cash Matthew expected. "After the increase in rent,
bills, and income tax, I was better off as a student than I am now in terms of
disposable income," he says. He is still seeking a permanent position.

For others, it is not
only finding the job that is a problem, but also accepting the responsibility
that goes with it. Mike Hale left Hertfordshire University with a law and
economics degree. Lack of money meant he was forced back home which felt
"like a regression", and he found it hard to adjust to the
nine-to-five routine. "The thing is," he says, "college is so
free and easy that even the thought of doing 40 hours a week is a bit
intimidating. But you can't fight it, you've got to earn money. You have to
become part of the system.'

After working for
nine months as a guitar technician, Mike had saved enough money to go
travelling, an increasingly common choice for college leavers. But those who
take the backpacking route have to start at the bottom of the career ladder
when they return. Mike solved this problem by starting his own business.

Another common
problem is that leaving university means losing the structure that a degree
course provides. Pete Fulford, who left Coventry University with a BSc in
industrial project design two years ago, says, "I got a bit depressed
because there was a lot of camaraderie on my course, we were a very close-knit
group. There was this institution that I was a part of, and then it was gone.
It left a kind of void.'

A year after leaving
Brightonwith a degree in design history, Kelly Moore was going through similar
emotions. She said, "Going to lectures, being part of the system, it gives
you a sense of security, and you lose that when you leave."

Not all students are
daunted by the rite of passage from university to the jobs market. Rebecca
Jones, a student of French and German from Liverpool University, is looking
forward to leaving college and earning some money. She will take "any job
going" to pay off her debts, although long-term career plans are vague.
She mentions returning to France, where she spent part of her degree, and that
she would be disappointed if she didn't use her language skills. "You don't
know what it's going to be like until you get there, do you?"

Maybe not, but it is possible to plan. Those who have
coped best are those who have thought about the difficulties they might face
and are open to the diverse range of opportunities that.

"I knew it was going to be hard," says Kelly, "but I had
a game plan. I wanted to get a job that would help me pay off my debts, and I
started applying as soon as I finished my course. I was offered a job as a
personnel manager on the day I graduated. It certainly wasn't my ideal
position, but it was an absolutely brilliant experience. It taught me
self-discipline, how to organise myself and a great deal about the workplace.
My advice is, don't just hope that something will come along, start planning
what you're going to do as early as possible. It makes it so much easier."

Which person

stopped work after a short
time? 1 ....

has a full-time temporary
job? 2 ....

had to do something
unwillingly

because of a poor financial situation? 3 ....

misses friends on the
course? 4 .... 5 ....

has not left university
yet? 6 ....

finds an alternative to a
job with a

salary? 7 ....

feels confident about
finding a job? 8 ....

found it difficult to get
on with

colleagues? 9 ....

is not very ambitious with
regard to

future jobs? 10 ....

found a job easily? 11
....

learnt a lot from a job? 12
....

---

A Matthew Bashford

B Mike Hale

C Pete Fulford

D Kelly Moore

E Rebecca Jones

Graduate - a student who finished school.

Here are aspects of student life that most graduates will happily leave
behind.

Renounce - to give up (a title, for example), especially by formal announcement.

Giving up student status means renouncing the laid-back lifestyle and
three-month summer holidays.

Menial - relating to work or a job regarded as service, relating to work or a job
regarded as service;

You find it difficult to get work in the first place, and when you do,
it's menial stuff and the office politics are a nightmare -it's not easy to
make friends:'

Disposable income -  Remaining to a person
after taxes have been deducted.

"After the increase in rent, bills, and income tax, I was better
off as a student than I am now in terms of disposable income," he says.

Camaraderie - goodwill and lighthearted rapport between or among friends; comradeship

I got a bit depressed because there was a lot of camaraderie on my
course, we were a very close-knit group.

Daunt - to abate the courage of; discourage.

Not all students are daunted by the rite of passage from university to
the jobs market.

OVERBYTES on XBOX ONE

XBox? None.

ALSO: newest episode of the main series is HERE if you missed it.

EPISODE 84: "Starving Artists"

New Episode is NOW PLAYING on Blip!

Matura rozszerzona 2013 - odpowiedzi do arkusza cke

1.1 optional

1.2. automatically

1.3.safety

1.4.suggestions

1.5. enable

2.1. made it hard for

2.2. should have not allowed

2.3.  you mind
carrying

2.4. is said to be

2.5. not paying attention

4.1. T

4.2. F

4.3. F

4.4. T

4.5. F

5.1. C

5.2. D

5.3. G

5.4. E

5.5. A

6.1 D

6.2. A

6.3. C

6.4. B

6.5. C

7.1. C

7.2. A

7.3. A

7.4. D

7.5. B

8.1. E

8.2. B

8.3. F

8.4. D

9.1. C

9.2.D

9.3.A

9.4.B

9.5.C

9.6.D

Matura 2013 opdowiedzi - podstawa

Odpowiedzi to tego arkusza: http://pliki.echodnia.eu/pdf/matura2013angielskiARKUSZ.pdf

1.1 F

1.2 T

1.3. F

1.4 T

1.5 F



2.1 D

2.2 A

2.3 F 

2.4 B

2.5 E



3.1 A

3.2 A

3.3 C

3.4 B

3.5 C



4.1. C

4.2. F4.3. A4.4. D4.5. H4.6. G4.7. B


5.1. T5.2. F5.3. F5.4. T5.5. T5.6. F


6.1. D6.2. B6.3. A6.4. C6.5. A6.6. D6.7. C

Lesson 36 -ing forms and infinitives after verbs

1. Czasownik +forma a Ing/rzeczownik/
fraza rzeczownikowa z that:

He
admitted lying to the police.

He
admitted his crimes.

He
admitted that he had lied to the police.

admit, consider, deny, imagine, report, suggest

2.  
Czasownik + forma z Ing/
bezokolicznik z to/ rzeczownik

I
began training as soon as I heard about the match.

I
began to train as soon as I heard about the match.

I
began French when I was 12.

begin, hate, love, like, prefer, continue, can’t stand, can’t bear,
strat

3.  
Czasownik  + bezokolicznik z to

I
agreed to go with her.

expect, intend, manager, plan, promise, threaten, like, choose,
fail, hope, prepare, refuse, want, wish, decide, hesitate, learn, offer, pretend,
seem

4.  
Czasownik + bezokolicznik bez
to

Let me
give you some advice.

see, feel, watch, would rather

Czasowniki, których zanczenie się zmienia w zależności od użycia -ing lub to:

Jak napisać opowiadanie: matura rozszerzona

Opowiadanie
to najbardziej twórcza z rodzajów form wypowiedzi, z jakimi możesz się spotkać
na maturze rozszerzonej. Oto kilka wskazówek, o których musisz pamiętać pisząc:

1.    Opowiadanie to forma
zawierająca jakąś historię. Pamiętaj, że powinna zawierać tylko jeden główny
wątek.

2.    Zdecyduj czy będziesz używać
narracji pierwszoosobowej czy trzecioosobowej i bądź konsekwentny przez całą
pracę.

3.    Pamiętaj, że w opowiadaniu
powinieneś używać czasów przeszłych:

Past Continuous – aby wprowadzić tło wydarzeń
(The sun was shining and the wind was blowing…)



Past Simple – aby opisać, główne wydarzenia opowiadania (Mary
opened the window and saw…)



Past Perfect – aby wprowadzić tło akcji i zamierzenia, które
doprowadziły do poszczególnych zdarzeń (He took part in the trip that had been
planned very carefully – on wziął udział w wycieczce, która została zaplanowana
bardzo starannie)

4.    Przeczytaj uważnie polecenie i
upewnij się, że je dobrze rozumiesz. Twoje opowiadanie musi być „na temat”.

5.    Pamiętaj, żeby stosować ciekawe
słownictwo i nie powtarzać się.

Wstęp 15%	We wstępnie przedstawiamy bohaterów oraz czas i miejsce akcji. Zarysowujemy nasze wydarzenie. Jak ciekawie rozpocząć? - ciekawy opis miejsca akcji np. przez opisanie zapachu, dźwięków itp. - zadanie pytania retorycznego - stworzenie atmosfery tajemnicy, zagadki lub napięcia - bezpośrednie kierowanie słów do czytelnika
Rozwinięcie 30%	Pamiętaj, żeby w rozwinięciu przedstawić całą sekwencję wydarzeń, które doprowadziły do punktu kulminacyjnego. - rozwój akcji - punkt kulminacyjny
Zakończenie 15%	W zakończeniu przedstawiamy reakcje i odczucia bohaterów.

6.    Przydatne wyrażenia:

Once
upon a time... / One day... - Pewnego razu... / Pewnego dnia...

It
all started/happened... - Wszystko zaczęło się/stało się...

That
Wednesday,... - Tamtej œśrody...

As
soon as... - Jak tylko...

As
he was leaving, I came in. - Jak/Gdy wychodził, wszedłem.

First...
and then... - Najpierw... a potem...

Immediately...
/ Out of the blue... - Natychmiast... / Nagle... <niespodziewanie>

The
moment... the window opened,... - W chwili..., w której otworzyło się okno...

Then...
- Później...

On
my way to... - W <mojej> drodze do...

Shortly
afterwards,... - Zaraz potem...

While...
<past continuous> - Podczas gdy...

Finally,...
/ In the end,... - W końcu...

Hardly...
had he finished... when...

No
sooner... had he finished... than...

Ledwie/Zaraz
po tym jak... skończył,...

Never
before... had I seen...

Nigdy
wcześniej... nie widziałem...

It
turned out that...

 Okazało się, że...

The
worst was yet to come.

 Najgorsze miało dopiero nadejść

In
a low voice, he told me...

 Cicho powiedział mi...

He
gave an exclamation of... surprise/satisfaction/delight/relief.

 Wyraził... zaskoczenie, zdziwienie/satysfakcję/radość, zachwyt/ulgę.

I
didn’t realize then that...

 Wtedy nie zdawałem sobie sprawy, ¿e...

Up
they jumped. / Up jumped my parents.

 Podskoczyli. / Moi rodzice podskoczyli.

 (Wstawiając przyimek na początku zdania
wprowadzamy większą dramaturgię).