laughterkey:
danielleosaurus-rex:
thecubiksrube:
twinkletwinkleyoulittlefuck:
didjin-through-life:
abrokenraggedyman:
So I was rewatching old DW episodes today and came across Silence in the Library. The left picture is of CAL, the little girl the Library was made for. The right is Clara, or Oswin, depending on which you like to call her.
New theory is slowly emerging.
1. CAL’s last words were “Aren’t I a clever girl?”, whereas Oswin’s are always “Run, you clever boy, and remember”, the remember part implying that he has to recall her. Or maybe it just means “if something is remembered it can be brought back”, but I don’t know.
2. Oswin can hack into extremely complex data bases, perhaps because she’s CAL? Or maybe the “total screaming genius” description could mean she has all of the knowledge of the Library. /random thought
3. Their looks.
4. They both lived in virtual realities they created for themselves.
whAT
AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAH
NO.
NO.
NO.
NO.
STOP THIS NONSENSE IMMEDIATELY,
RACHAEL RACHAEL RACHAEL
Re-reblogging this because of
Crap. That went right over my head at the time.
sonics-saltguns-and-sociopaths:
soliloquyofasecretfangirl:
braxum:
Times when you’ve probably encountered the Silence and forgotten:
-Any time you’ve walked into a room and forgotten what you went in there for.
-When the dog barks at nothing.
-Any time you’ve experienced deja vu.
-Whenever you hear the floorboards creek in an empty house.
-When the cat stares at the corner of the room.
-Whenever you’re alone and feel like you’re being watched.
-Anytime you’ve lost your train of thought for no reason.
Add more if you got ‘em
I forgot why I reblogged this.
NO STOP I DONT LIKE THIS
At the heart of the matter lies technology. My pre-1980 birth date means I do not share my students’ lifelong history with digital technology. Neuroscientists tell us that this history has shaped the cognitive functioning of the millennial generation, strengthening certain neural pathways through repeated use and weakening others through infrequent use. Student comments such as “I don’t like reading” or “I can text and listen to you at the same time” suggest that these strengthened and weakened pathways are the polar opposite of those that exist in my own brain. I am, therefore, despite more than 20 years of postsecondary teaching, sometimes completely confounded by the way my students think— and not always certain that the fault for this confusion is theirs.
Favorite photo set so far from last night’s premiere.
