M0th-b0nes - Hi :)

For all you worldbuilders out there, I don't know if you know, but r/worldbuilding on Reddit made this Google Doc with a ton of resources they gathered. Thought that might help some of you.

Said it a year ago and I’ll say it again.

Pirate all your favorite shows, movies and games while you still have the chance.

Oh, and never stop supporting physical media.

tonight’s episode of Werewolf Jobs:

ski patrol werewolves! big fluffy idiots with snowmobiles, ready to find lost or stranded hikers and skiers. when they find you they are fully prepared with a variety of warm drinks to fight off the cold and enough medical supplies to get you patched up enough to go back to the actual medical center. having werewolves do this cuts out the need for sniffer dogs, since they are fully capable of finding a trapped skier and digging them out of a snowdrift all on their own! plus they can take you to the restaurant for boneless wings afterwards! a dog cannot do that.

yes, you can cuddle them, but only if you ask very nicely

I wish we could teach each other how to love the way we can teach animals that aren’t supposed to be able to feel it.

World Building Tips:  Empires and Power Structures

World building is important in any setting. There are places, such as fantasy literature where it can become the difference between a believable world and an unbelievable one. Suspension of disbelief is often a critical part to stories. 

Many fantasy books take place during times of war, or revolution or even a fall of a corrupt empire.  I love reading these sorts of stories, as many people do.  Power structures can be complex.  They can be used to create tension and drama between characters - take for instance the hero versus the corrupt government troupe in fiction such as The Hunger Games, Harry Potter or even more traditional fantasies such as Tigana ( by Guy Gavriel Kay) or The Wheel of Time series (by Robert Jordan).   As a reader it can be compelling to follow these stories.  For writers though, it can seem daunting to go into the details of shaping a believable power structure.  Here are some basic tips for creating one.  

There are four crucial factors to any power structure.  These are as follows:

1. Military - this includes the size of the army, the types of technology used (guns or swords? navy or land army?), the basic structure of the army (is it highly regimented like the Romans? What are the different groups within the army? How are they divided - by technology, skills or social status?). Another important question here is why has the military developed in this way? The Roman military, for example, grew out of competition with other Italian states. The opposition is equally important here - who were/are they within your story? Apply the above questions just as much to them, because empires and other structures are influenced by the world around them. The military can be the reason an empire begins in the first place.  The military should also play a role in sustaining the power structure/empire.  It doesn’t have to be the strongest factor by any means.  It may even become the downfall of the structure in the end.

2. Economy - How is your power structure or empire funded? Does this change over time? Does your empire take part in internal or external trade? Is trade important to the running of the empire? Resources such as crops, fertile land or people are also a part of this and influences the larger actions (such as conquest) your structure takes towards other countries. Trade can be a form of control and influence as well, even outside of the structure’s territory. In terms of story, a lot of decisions that are made involve trade or economic reasons - no one wants to get on the wrong side of someone who controls valuable resources or trade with other entities. The British Empire was based mainly on trade and this insured a global influence even as it declined in actual power.

3. Administration: The system of government and the way it manages itself is important to know. Is it a traditional monarchy or a democracy? How is leadership decided? How is power delegated throughout the larger administration? Hierarchy? One person can’t do or know everything. In terms of empire and conquest this is equally important. Does the empire recruit the local elites from conquered areas to administer to the general public, like the Romans? If your story is set in the outskirts of your empire, this could effect the outcome of the story - local elites might enjoy the power they have gained through an alliance with the larger empire and thus be unwilling to revolt against it. What other ways does your power structure control its territory? Does it use culture, or a set language to spread out into new territory? What kind of empire is your empire? Is it land based (only conquering territories linked by land) or maritime (navy focused with overseas territory)?

4. Culture: How does your power structure interact with its subjects? Even in a small area, different ethnic groups exist, so what unites all of them together? Are they all united, or is there groups of people the power structure leaves out? Have they always been left out deliberately or have these groups formed over time?How does the the government and the people from inside the empire view outsiders and their culture? Does this influence your story or characters? Do negative stereotypes or different language create a barrier between your character and others? In newly conquered areas is the empire’s language, laws and social ideals endorsed to locals or is it forced upon them? Is religion important to how the empire works or interacts? For example, before war do the gods need to show approval for the empire’s commanders? What about clashes of religion with other areas? Where do cultures intersect? Is your empire influenced by an older power or a hard past? What is seen as integral to your structure’s culture - art, literature, music etc? Are allies connected with your structure through culture, a shared distant history?

Most power structures rely on all of these factors - but none are ever equal in importance. Your government will identify one or two of these areas as important and focus on them. This can impact how the structure comes together and eventually falls apart - the greatest strength becomes a weakness, or something is overlooked until it is too late.

This is a long post - so I’m going to leave it here for now. If you guys have any questions, feel free to use the Ask feature to contact me.

First Language Acquisition and Child Speech

First Language/Native Language Acqusition

Our native languages surround us from birth. Babies start acquiring them as soon as they start crying, and then cooing (usually around six 6 weeks). Babbling (“mamamama, dadadadada”) doesn’t generally start until around six 6 months. Language acquisition occurs fastest around the age of two 2 years, when a child learns most at once.

Most children pass language milestones at similar ages. However, some children pass some milestones earlier or later than others. Even so, they pass milestones in the same order as most other children.

Babbling (6-12 months)

More or less all babies babble, even Deaf babies (with some exceptions). In the earliest stages of babbling, babies will use sounds that aren’t part of their native languages’ systems, as initial babbling comes from the baby, not from the baby’s linguistic environment (the language(s) being spoken at home).

Babbling becomes specific to a hearing baby’s native language between six 6 and twelve 12 months. After this, a hearing baby will only use sounds that are found in their native language(s). At this stage, Deaf babies will often stop babbling. However, if their caregiver uses a sign language, a Deaf baby will often start babbling in that sign language, repeating particular signs where a hearing baby would use combinations of vowels and consonants.

At the babbling stage, a baby will say, “Mama,” “Dada,” “Baba,” and “Papa,” which is why words with these sounds are used for parents in lots of languages; they’re sounds that stick to a particular figure in a child’s life, often present in the earliest stages. Parents tend to reinforce this by referring to themselves in the third person when talking to the child, e.g. “Do you want Mama/Papa to read you a book?”, “Dada’s taking you to the park this afternoon.”

Holophrastic/One‑Word Phase (12‑18 months)

In the holophrastic phase, a child will begin to speak in individual words. At this stage, these words are used in the places of whole phrases (holo‑=whole, ‑phrastic=phrase), and their meanings can vary with context, as well as from child to child.

“Milk” may really mean “I like milk,” but it may also mean “I want milk,” or “I don’t want milk,” or “Have some milk.” You really need to know the child and the context well in order to understand properly.

At this stage, children may also overextend the meaning of a word, so that “milk” refers to all liquid. Meaning may also be underextended, so that “man” only refers to the child’s father, and “dog” only refers to the family dog; other dogs aren’t called “dog”, and other men aren’t “man”.

A child may also pronounce words differently in the holophrastic phase, contracting consonantal clusters like “pl” [pl] into “p” [p] or “l” [l] to make “plum” into “pum” or “lum”.

Combining the different pronunciation heard in the holophrastic speech with the overextension/underextension of meaning, and the use of single words in place of phrases, “lum” might be a child’s way of saying, “I would like a plum” (whole‑phrase speech and consonant contraction) or even “Where is the fruit bowl?” if the child overextends “lum” to mean all fruit, not just plums.

Two‑Word Stage (18‑24 months)

The two‑word stage is present in the acquisition of more or less all first languages. This stage is similar across different languages, and all children will use the right syntax (word order) for their native language.

Japanese and Korean word order is Object‑Verb (“store go”), and English word order is Verb‑Object (“go store”). Children acquiring their first languages get syntax right automatically, and don’t have to sit down and learn it like in a second‑language lesson. They observe speakers around them, and mimic their syntax. Grammar is usually missing at this stage, but word order is usually accurate.

At this stage, auxiliary words (such as “will” in “I will go”, “to” in “go to playgroup”, and “can” in “can I go?”) are omitted. So are articles (“the”, “a/an”, etc.) and pronouns (“she”, “him”, “their”, “your”, “we”). Therefore, an English‑speaking child between 18 and 24 months will say “go store” rather than “I will go to the store”.

Semantics at this age are very simple. A child at the two‑word stage won’t have a large vocabulary, so will call all shades of blue “blue”, rather than specifying “turquoise” or “cerulean” etc. They might not distinguish between “cat” and “kitten”, “walk” and “crawl”.

Telegraphic/Multiword Stage (24‑30 months)

This stage is also called the telegraphic stage because children speak as if they’re writing a telegram. This is because 24‑30 month‑old children don’t use auxiliaries. They say things like, “I want go park” when they mean, “I want to go to the park”. Little grammatical words are missing, like they are in a telegram. Only words that carry real meaning are used; sentences can still be understood, but an adult will think of them as having gaps.

Gradually, a child at this stage will start adding functional words, such as pronouns, as well as inflections (for the ends of words), like “‑ing” and “‑ed”, so that “Holly walk” becomes “Holly walked” and “Joey swim” becomes “Joey swimming” (to mean “Joey is swimming”).

Complex sentences (30+ months)

Complex sentences have two clauses, e.g. “I know that she likes toffee” and “This is the bus which broke down yesterday”. Children will start to produce these sentences from about 30 months.

Questions and negative statements are grammatically complicated, so many children still struggle with them at this age. “Where has she gone?” requires the inversion of “she has” as seen in “she has gone.” “I don’t like peas” requires the auxiliary “do”, which the positive “I like peas” doesn’t. Most grammatical structures like this will be in place by the time a child reaches three 3 years, so having a child older than that speak in telegraph or holophrase will seem odd to a reader unless there’s a reason for it, explained in the story. Most children won’t speak in telegraphs past 30 months.

At this stage, some children will still have trouble with irregular past tenses, saying “I swimmed” instead of “I swam”, and “I runned” instead of “I ran”. However, they’re not likely to confuse “I swim” with “he swims” and say “I swims” or “he swim” at the complex sentence stage.

Children hypothesise rules to produce words and sentences that they could never have heard. They might overregularise language, hearing “happy/unhappy” and assuming they can also say “sad/unsad”, or “fat/unfat”. A child might hear “can you butter my bread?” and produce “can you jam my bread?”, because they think that “jam” can be a verb in this context, as “butter” can.

Correcting Grammar

Linguistic input has an important role in first language acquisition, but direct teaching or covert correction by adults is generally fruitless unless the child is cognitively ready to understand what’s being said to them. You can’t teach a two-year-old how to make questions or relative clauses, because they’re not old enough to understand your corrections.

For @sins-virtues and @givethispromptatry From university lecture notes, organised by Hilary Hale, AKA @thorlokibrother.

After getting over the initial shock and heartbreak of this tweet and this reply, it hit me that (and I don't know if this is a cultural thing here in the middle east or an Islamic one)

A child has to be named even if they're stillborn.

For a child to not be named, that means there's no one left to name them. They were killed along with their entire family.

I hoped I was wrong, but I checked the list of victims of Israeli attacks and found this:

Israel has ended 47 Palestinian bloodlines over the course of this genocide (or perhaps more), so you might think that this little detail isn't that important, but I don't think we should get used to cruelty of this proportion, no matter how consistently Israel commits it.

The number of victims isn't just a number. These are people with full lives and hopes and dreams.

It's enough of a disaster that these families were wiped out, but in murdering them, Israel didn't just deprive them of their lives, hopes, and dreams. It deprived them of even the dignity to name their children.

It continues to deprive the remaining Palestinians of their most basic human rights.

What did the Palestinians do to not deserve food or water or electricity?

What did their *newborns* do to not deserve lives or at the very least names?!

This is the most harrowing form of terrorism I can think of. The genocidal Israeli occupation is the most despicable terrorist organization the world has had the displeasure of knowing.

The whole world should be deeply ashamed that it's not only allowing such heinous war crimes to be committed, but in a lot of ways, it's enabling them.

I don't know how anyone can be neutral about this.

Stand with Palestine, stand against the occupation. Against genocide.

ربنا يتقبل الأطفال دول و أمهاتهم و عائلاتهم اللي الاحتلال قتلهم معاهم شهداء، و ينتقم من إسرائيل و أي حد بيمكّنهم أشد انتقام في الدنيا قبل الآخرة.

just a small inconvenience

kavetham | mild blood/injury, comfort (since today is his birthday)

Alhaitham is coming back from assisting Aether with a mission when he notices the cut on his palm, the moment he reaches for the door and feels a sting. He hadn’t paid note to it when the fighting distracted his attention, but now back in the peaceful silence of his house the wound was a throbbing annoyance.

He sighs; he pinpoints in his mind when he had lost grip of his sword and the enemy had slashed at them, and must have landed a hit on him. All in all, it was alright, as the mission had been completed successfully and without major issues otherwise.

He takes a clean rag from the cabinet and ties it over his hand, albeit with some difficulty; it would heal in a few days’ time and he had more important things to attend to, extra Akademiya work he had brought home to finish.

He had barely begun to, before Kaveh arrives home and comes to distract him. 

“What are you working -" Kaveh stops as he notices the rag tied on his junior’s palm immediately. “Haitham, what happened to you?!”

Kaveh holds out his own hand expectantly, and Alhaitham sighs, he should have known his senior wouldn’t miss it, depositing his wounded hand into the blonde’s. 

“It’s nothing but a minor inconvenience. I…” 

“Haitham, shut it. You’re hurt.” 

The rag had soaked through, Alhaitham just now realizes the cause of Kaveh’s concern.

Kaveh is already retrieving the first aid kit and unties the makeshift wrapping, and soaks a cloth in wound disinfectant. 

“I don’t nee -" Alhaitham is cut off when Kaveh presses the cloth to his hand and  it stings, quite a bit. He hisses in pain and jerks his hand back on instinct but Kaveh has a firm grip on his wrist.

His senior’s eyes soften a little at that and Kaveh strokes circles into the backside of his hand. “Shh, it’s ok. I’m almost done.” 

A soft white bandage is wrapped around his hand; Kaveh’s pressing gently into his palm until the bleeding slows. It throbs with the pressure and Alhaitham winces, it was a deeper wound than he had thought.

Kaveh notices his junior’s arm is trembling, and he brings his spare hand to finger through Alhaitham’s ashen, waved fringes as a distraction. 

Alhaitham opens his eyes that he had not realized were squeezed shut. He’s inches away from his senior’s face, and in the sunlight, Kaveh is so beautiful as always, and handsome as ever since their Akademiya days, and he finds he wanted to have him closer. He swallows. 

Kaveh, finally satisfied with how the bleeding is mostly under control now, ties a finishing touch on the bandage, a neat bow. 

“There, let me check on it later too…you never take care of yourself…” 

He looks up and Alhaitham is as pretty as ever, teal and cinnamon eyes open and trusting only for him, the sunlight casts a glow on him and he swears he’s never felt quite this way about anyone before. And since when were his lashes so long?

Kaveh cups Alhaitham’s cheeks in his hands affectionately, and kisses those plush lips gently. He’s soft and warm, and he lets out a surprised gasp before he relaxes into Kaveh’s touch and wraps his arms around the back of his senior’s neck.

Alhaitham accidentally uses his injured hand and hisses at the sting. 

“Haitham, careful!” Kaveh grasps his wrist, and tenderly kisses Alhaitham’s forehead. 

Alhaitham feels a warmth in his heart. His work could wait.

I love this video so much. I thought I was the only person who experienced these things. this made me feel normal for the first time in my life.

to any other neurodivergent people out there: you're not crazy, or deranged, or disgusting. you're not a bad person. your intrusive thoughts are not your desires. and you are not alone.

ableists don't even make eye contact with this video.