There are a million ways to express the fact of the hormonal backlash without including a quote that makes it sound like killing will improve your sex life.
In context, its correct, that's not up for dispute. The question is "does it add anything to the context?" and more importantly "could a student misconstrue its inclusion as something else?"
You'd think that, being so educated on the hormonal backlash from experiencing trauma, that cops and the greater judicial system would be more forgiving of e.g. emergent hypersexuality in rape victims after experiencing a rape that Grossman calls out there. But you would be wrong, because even if Grossman wants his students to understand that concept for their own health, he wildly misunderstands the culture he helped create where the police view themselves as a thin blue line holding back the manifold forces of Chaos Undivided.
They may sound somewhat similar, but apparently have unrelated origins. блат is borrowed from Yiddish, while блядь has a Slavic root.
That said, they do sound less similar to someone who has learned a Slavic language. We learn to distinguish pairs of sounds that differ in our language. English doesn't have a lot of words with a "ya" sound, and so to us "я"and "а" are easy to confuse. It is easy to confuse "d" and "t". But the easier to hear distinction is a hard sign т versus the soft sign on дь. But hard versus soft isn't even a concept in English, so you're not listening for it.
I can confirm those words do not in fact sound very close. They're not etymologically related either, and to a fluent Russian speaker they don't sound particularly similar.
Yes, we have a gun violence problem. But notably, we do not have a heavy weapons problem. By and large, gun crimes are committed with guns that can be purchased legally somewhere inside the US.
So if the silver bullet to the gun violence problem is taking away all the guns (please do not misunderstand me, I DO NOT BELIEVE THAT TO BE THE CASE), then step 1 is to limit what guns can be purchased anywhere in the US.
But this whole 3d printer farse reveals something we sort of already knew: if people want to have guns (or have weapons in general), they're going to find a way. If you want to address the gun violence problem, you have to find a way to make people not want to kill, nor own guns, that's unrelated to how difficult/expensive it is to get guns. And you're going have to do that in the shadow of the constitution.
Yea, they never mention that Europe also has way better social safety nets, mental healthcare, etc.
I do think gun control can work, but these kinds of legislation feel like the "paper straw" kind of regulation - ie alienating some people who'd otherwise agree with you on many things.
I don't know if its still true, but I recall reading once that CEQA had never been used to actually prevent or even slow the building of a dam or a mine or something. It had only ever been used to hobble otherwise neutral development. Its a good idea in theory, but I feel like the plaintiff ought to be able to articulate what environmental impact they are concerned about and maybe require a study from them in support of that claim too.
My number 1 complaint with Ubi games is that they all feel the same. Sure, in this one you stab, and in that one you shoot, and in that one over there you stab AND shoot, but it's all fundamentally the same. You've got a drone or a bird or a droid to tag enemies for you, and there's a straightforward shopping-list style crafting mechanic. There's also some vehicle combat, but its very limited, and its pretty rare that you're part of a larger group of vehicles attacking together - at best its a group of enemy vehicles coming after you (and the comedy of errors of those enemy vehicles crashing into each other trying to get to you, because apparently they didn't turn on pathfinding while in "alert" mode...). The whole thing looks like its chasing the annual-release pattern of Call of Duty, and the major sports franchises.
Eh, its more that any one security tactic will almost certainly not cover the entire threat space.
Locks are very good at discouraging honest people and lazy, opportunistic people. They are not very good at discouraging generally skilled and motivated people, or people who are specifically interested in what's behind a specific door.
Locks are no obstacle if the intruder is willing to use social engineering. But if all they're trying to do is get into my garden shed, they're going to have to manipulate me or my spouse. Or somehow get past my dog. Meanwhile, my dog has absolutely no bearing on a bad actor getting access to my bank account. But similarly, bringing the full might of the best electronic security to bear to protect a chainsaw and a rake seems a bit excessive. And sort of beside the point, since I've not built my garden shed to withstand creation of an additional door (by e.g. a sawzall or a fireaxe).
> But if all they're trying to do is get into my garden shed, they're going to have to manipulate me or my spouse.
You can cut virtually any padlock with a battery powered angle grinder or battery powered hydraulic bolt/rebar cutters in under 30 seconds, there’s hundreds of YouTube videos that demonstrate it if you want to see for yourself. Lithium-ion battery powered tools changed the game.
Locks do not provide real physical security, they just keep honest and lazy people out.
> Locks do not provide real physical security, they just keep honest and lazy people out.
Really?! I had no idea! I had such a miniscule understanding of what portion of the threat space locks address that the second sentence in the very fucking post you're replying is this:
> Locks are very good at discouraging honest people and lazy, opportunistic people.
I'm so ignorant of the threat space, that the sentence immediately following that one goes:
> They are not very good at discouraging generally skilled and motivated people, or people who are specifically interested in what's behind a specific door.
I guess you're right, the two sentences I wrote 76 characters before the one you're shitting all over as evidence of my ignorance have absolutely no bearing on the context of the statement I made. They just exist entirely disconnected from any other sentences in that same post. I bow to your superior intellect and analytical skills.
The real barrier to students reading Plato has historically (and correctly) been the dismal quality of translations available. I always hated reading plato because the translations available to me were significantly more concerned with carrying into the modern day the wonky syntax and sentence structure of ancient Greek philosophical writing, and less concerned with translating the underlying ideas into language understandable by a 19 year-old engineering major who can barely spell their own name.
I think that it would be easier to get younger people to study Quenya to be able to read fragments of Tolkien in the "original" than it would be to somehow get them to learn to read classical Greek. But it's not that hard to learn to just read Attic and Homeric Greek, and then there's a lifetime of really great stuff that opens up for one to enjoy.
>it's not that hard to learn to just read Attic and Homeric Greek
I studied Attic, Koine, and Homeric, as well as a few other dialects for 10 years through college until I left my PhD program in Classics. Learning Greek was _very_ hard and even after that time I still had many gaps.
It's not all-or-nothing, though, and free sources like Attikos provide word definitions at a tap. Since I'm old, I also have a shelf of Loebs, and have no shame about skimming the dull bits by reading the trots.
I read an excellent parallel Greek and English translation when I was a kid, probably the one in the Loeb Classical Library.
They probably had this attitude, but I didn't find it objectionable at all, and I'm not a native English speaker. If a 19-year old engineering student can't read that, even in his own language, what's the point? The guy's a bore.
I think it's probably better to just read them having picked them off a bookshelf than in a class though.
You act as if there are not companion or derivative works ad-nauseam. The barrier is hermeneutic, not grammatical, which is a fundamental constraint on shared meaning. Thus the "real barrier" is innate and your particular fixation only serves artificial ones. But please do add more than a complaint to our canon of meaning, I do not mean to devalue the act you are advocating, just the notion of neglect in this respect.
I mean to say that the only time I've ever needed to diagram a sentence to figure out what was being said was while taking Philosophy 1010, because the cheapest translations available of e.g. The Republic was a bit too opaque for me.
There's certainly a lot to be said about the manifold interpretations of Platonic Idealism; what I'm saying is that when we've historically introduced new philosophy students to things like Jowett's translations ("But tell me, Zeno, do you not further think that there is an idea of likeness in itself, and another idea of unlikeness, which is the opposite of likeness, and that in these two, you and I and all other things to which we apply the term many, participate-things which participate in likeness become in that degree and manner like; and so far as they participate in unlikeness become in that degree unlike, or both like and unlike in the degree in which they participate in both?"), there's also a grammatical issue. Yes, I can deconstruct that and reassemble it in more colloquial terms. The problem is that for a lot of students, they don't develop interest enough to engage in the deconstruction until after they've gone through the arduous process of reading that and thinking "WTF?!"
I had only the Jowett translation and probably gave up on passages like that. What got my attention was diagramming. I diagrammed Koine Greek sentences every time in assignments with Apostle Paul or Luke. Greek is intensely inflected (different word endings for subject, object, for starters) A lot of meaning is packed in which makes word order very flexible.
I want to go try some Plato in Greek. Do you have the reference for that passage? (Thankfully I got the unabridged Liddell and Scott lexicon which encompasses Attic not just New Testament words so I’ve been able to read Homer.)
I’m speaking from my own informal reading of the Cooper edition, which I genuinely enjoyed for its prose. Even so, it took me years to work through the whole thing, and I trace my difficulty quite easily to gaps in my earlier education and reading habits.
I’m not convinced that better translations are doing much to fix the deeper issue in most readers: the lack of broad exposure to the Western canon which seems to cultivate a real preference for rigor over comfort.
I remember when a bully would have to go up to you themselves to mete out whatever harassment, and you could avoid a lot of it by just being aware and avoiding that particular person.
Juxtapose that with today, where any one bully can create dozens of accounts to bully in a swarm, and the bully has constant access to you from your own pocket. Also, a person in Minsk or Timbuktu or whatever couldn't just come up to your house in the middle of the night to harass you out of boredom.
This "we could do X before computers, why are we trying to ban X-with-computers now?" line of arguments is just intellectually lazy. If a bad behavior was well moderated in the past because it was labor or resource intensive, the sudden removal of those constraints is a material change that demands revisiting. Put another way, if a constraint stops working, we should change constraints, not just do the old constraint with a confused expression on our faces.
Kids know how to download or use free texting apps and sites, giving them access to potentially thousands of different numbers from which they can engage in harassment campaigns. In fact, it's an incredibly common tactic.
Similarly, someone from Minsk and Timbuktu can do the same thing, they have access to the same tools.
My point was not "oh, social media bullying is some kind of special case compared to other ways kids today bully their peers". My point was "modern bullying is different from historic bullying, and dismissing modern bullying as the same as historic bullying is intellectually lazy"
In context, its correct, that's not up for dispute. The question is "does it add anything to the context?" and more importantly "could a student misconstrue its inclusion as something else?"
You'd think that, being so educated on the hormonal backlash from experiencing trauma, that cops and the greater judicial system would be more forgiving of e.g. emergent hypersexuality in rape victims after experiencing a rape that Grossman calls out there. But you would be wrong, because even if Grossman wants his students to understand that concept for their own health, he wildly misunderstands the culture he helped create where the police view themselves as a thin blue line holding back the manifold forces of Chaos Undivided.
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