Loki’s Vows

So, I want to watch the first two Alien movies with some friends who aren’t as used to horror as I am, and I’m looking for some ways to make it less scary. Do the faceless internet strangers of Tumblr have any suggestions?

Jack Harkness and English

Random thought about Jack Harkness :D

So Jack comes from the 51st century, right? Even if his native language is called English (which I highly doubt), it sure isn’t 21st century English and he can’t understand or speak it. He probably speaks some universal language well enough as well as his native language. But he was a Time Agent, which means his job included interactions with people from other time and other cultures and they all certainly didn’t learn a new language every few missions. So the Time Agency used translators. But was it transplanted or something in his Vortex Manipulator? For all we know, Jack could actually be speaking another language all day long, and hear his own language in response.

But he does say things like “Ianto I need to hear those beautiful Welsh vowels” (or something like that), so he hears accents. I’m not an expert on hypothetical future implanted translator (I know, deception) and they could very well manage to translate accents, but let’s assume that by that time Jack is speaking fully English and hears the Welsh accent in English sentences (so he has a translator he can turn off on his Vortex Manipulator.)

What’s interesting is: that would mean that he actually had to learn English.

Now, do I want to imagine Jack asking someone to write everything he says and recording himself somehow and once alone he stops the translator and listens to try and see which words are which? You bet I do! Jack having trouble with English and questioning words like pineapple, really? Jack having a complicated mother language and finding English conjugation to be a big joke. Jack wondering what a coma is because it sure didn’t exist for him.

Yes, I want Jack very confused at the English language :D

Imagine - Shadowhunters & Avengers

Imagine the Avengers suddenly being sucked into the war between the Clave and Valentine 

Steve looked between the black haired siblings, “First gods and aliens now demons?” He let out a sigh and ran a hand through his hair. 

“Captain Rodgers it’s imperative that you and your team come back to the institute. We need all the help we can get.” Alec, the eldest Lightwood, told Steve. Alec’s eyes roamed the room taking in the sight of the Mundanes mightiest heros. 

“I’m not sure how much of a help we’ll be,” Steve begins but Tony cuts him off. 

“What Capsicle means is that yes we’ll help you. It’ll be fun.”   

gifs not mine

sometimes i wonder how a writer would describe me if i were a character in a book

My little brother just said this exact sentence: “Or maybe you’ve been watching too much Supernatural and can’t stop thinking about Dean Winchester’s sexy abs.”

I do not know what to think.

bare minimum stuff i wish all cis people knew:

basic understanding of what transgender/trans means

what a trans woman is, what a trans man is, and what a nonbinary person is (and recognition there are identities under that umbrella even if they don’t know the specifics)

what (gender) pronouns are and why it’s important to respect them

why it’s good for cis people to normalize sharing pronouns

how to use they/them pronouns

why gender-neutral bathrooms are important

basic knowledge of what kind of jokes are transphobic

basic understanding that trans people face violence and discrimination

like i do not expect everyone to have a degree in Trans Studies but this is basic basic stuff you can learn to help us be comfortable and have a foundation for deeper discussions on trans topics. it would take maybe a few hours or less to get a general understanding of these things.

i don’t want to have to explain all of this every time i ask if we can do pronouns in introductions, add gender-neutral bathrooms to accessibility info, introduce someone who uses they/them pronouns, etc. if people took just a little time to learn this on their own it would be so helpful.

(cis people feel free to reblog this, and i encourage you to do some reading on anything here you don’t know about)

Autistic Hogwarts students

Autistic students who are best friends with their pets, owls, cats and frogs.

Autistic students who spend all their free time in the library.

Autistic students who know spells that can muffle the sounds around them. This could be really useful in the great hall and other crowded places.

Autistic students who made a deal with the elves in the kitchen that they get their favourite and sensory safe food and drinks every day.

Autistic students who know secret passages and the least popular stairs in Hogwarts to avoid crowds.

Autistic students who like to wear the school uniform because they always wear the same and they won’t have to decide what sensory friendly clothing they want to wear each morning.

Autistic students who like to communicate with the merpeople by sign language. The merpeople come to the big windows on the far side of the Slytherin common room if they are curious or want to talk.

Autistic students who stim by flying on a broom or play quidditch in the heavy equipment.

Autistic students who buy their stim toys in a magical fidget shop: Potions which smell like everything you want them to. Blankets that adjust their weight to the needs of the owner. Stim toys which change textures and other things like self-rotating glitter jars, endless bubble wrap, moving pictures for visual stimming. Everything you’d ever imagine.

Autistic students who create their own ‘personal space’ inside their wardrobe with an extension charm to relax, recover and be alone.

 Autistic students who use the time-turner to visit their favorite classes, again and again.

Autistic students who are befriended with the ghosts and portraits because they need no physical contact and have hundreds of years of knowledge to share.

Autistic students who have a self-writing quill which makes notes in class.

Autistic students who have a magical bracelet or pin which displays the mood and show if they want to communicate or be left alone.

Autistic students who have a collection of magical stim toys which can fly, hover, change colours or textures or make sounds.

Autistic students who sneak out of their common room at night because they like to wander the empty and quiet halls.

Autistic students who invented a light that only shine for them if they want to read and learn all night without waking everyone.

Autistic students who made howler which can only be heard by the receiver because they are bothered by the sudden noise every time someone received one.

Autistic students who are allowed to visit the greenhouse, potion class, astronomy tower, stables for magical creatures or the quidditch fields if they want to experiment or learn about their special interest.

Autistic students who meet other autistics in the room of requirements to train or analyse social situations, talk about their special interests, stimming together, etc.

Autistic students who have self-organizing and magically expanding shelves.

Autistic students who have an arrangement with the house elves in the kitchen that always food and drinks appear near them when it’s time to eat and they forgot about it.

Autistic students who have blankets which can adjust their weight if they want their blankets to be heavier or lighter.

Autistic students who go nonverbal have magical cards which can display and verbalise their thoughts if they have to say something.

Autistic students who have a special interest in muggle things and interrogate all new muggle-born and half-blood students about it.

Autistic students who ‘lock’ their wands, so they can stim with it without setting of spells.

Autistic students who learn to cast their spells wandless because they don’t like the feeling of holding a wand or like to flap their hands.

Autistic students who are allowed to miss class if they (are about to ) have a meltdown, shutdown or a sensory overload.

Autistic students who have enchanted chairs and tables in every classroom which can adjust the brightness of the light, the speech volume of the teacher and other students and the room temperature to make the perfect environment for each student.

 Autistic students who have a magical compass which shows them the fastest way to their common room or safe place from every location in Hogwarts if they are going to have a meltdown, shutdown or sensory overload.

Autistic students who stay over Christmas in Hogwarts because it’s quieter and less stressful there than at their home.

Autistic students who are visited by their families and friends on visiting day at Hogwarts once a month. On every train station and in Kings Cross on platform 9 ¾  a wizard is positioned who cast a temporary spell on the visitors and lead them through the barrier. They will arrive at Hogsmeade where the students can meet them. In special cases, they can stay in Hogsmeade for a few days. After that, the Hogwarts Express will bring them back to the muggle world.

Autistic students who manipulate stinkbombs from Zonko’s Joke Shop or Weasleys’ Wizard Wheezes that they smell like their favourite stimmy smell.

Autistic students who have a huge collection of chocolate frog cards or rare magical plants.

Autistic students who always have a sneakoscope on them, which make an alarming sound when it’s in range of an untrustworthy person, like a poltergeist or bullies. 

Autistic students who like to spend their time in the shrieking shack, when everything is too much and they need alone-time. It’s a lonely place because no others students dare to go there.To get there, they use the secret passage under the whomping willow.

Autistic students who like to spend their time at the boathouse because it’s quieter there than on the lakeshore.

Autistic students who row out onto the great lake to play with the merpeople and the giant squid and feed the squid toast from breakfast.

Autistic students who can’t travel in the crowded and noisy Hogwarts Express. Instead, they’re allowed to use brooms, portkeys, floo powder, apparition spells or flying cars or carpets.

Autistic students who can’t live in the common room could rent a room in Hogsmeade or stay home. They have to travel every day to Hogwarts and back home.

Autistic students who are allowed to travel with floo powder through the fireplaces from one classroom the next to avoid the crowds in the hallways.

Autistic students who like to flap and rock while reading about their special interests use flying books or let them fly.

Autistic students who like rules, order and organisation  want to be praefect of their house.

Autistic students who like the sound of the water in the Slytherin dungeon or the howling wind in the Gryffindor/Ravenclaw tower.

Autistic students who have a bad sense of orientation and take a copy of the marauders’s map from the Hogwarts merch shop with them to find the way to their classrooms.

Autistic students who visite besides muggle studies the social norm class for muggle and wizard worlds, in which muggle-born, half-bloods and pure-bloods learn about the social life and the daily life with or without magic in the other world.

Autistic students who have problems with personal hygiene. Instead of teeth brushing they can chew on a bubble gum made out of the juice of a rare magical plant. And instead of showering they can use potions or charms to stay clean.

 Autistic students who got stimming attachments from Olivander’s. They can modify their wands with chewing bits or little attached fidget toys or transparent parts with shiny liquid in it, like a glitter jar.

Autistic students who have magical contact lenses which can adjust the light level of every environment after the users needs.

Autistic students who teach themselves Parseltongue because they see it as a new challenge and a special way to make friends with animals

Send me your Ideas!

to be continued

One of these days I should actually write up, like, “a fannish guide to C-PTSD and BPD” for people who aren’t mental health professionals, so that people understand what I mean when I say a character sets off my trauma radar. 

I’m writing that kind of thing for work–trying to explain these disorders to people who have them, since I can write from the perspective of having them, and so much psychological literature is essentially written by therapists as a way of teaching other therapists how to treat people, not about how to live as one of those people. But it’s hard–hard to constantly dig up my perspective and re-root it in a different position, when I’m so used to being clinically detached; hard to concisely explain things that took years of experience to learn. 

I struggle also with my position in fandom?  I don’t like being in a position of authority over knowledge, telling people what to think and what’s correct or incorrect. Especially in the mental health field, I go out of my way to de-emphasize my systemic power and build up peoples’ knowledge over their own lives. So I don’t want to say, you know, “That neurodivergent headcanon is incorrect!” or anything like that, ever.  

On the other hand, I do kind of want to explain the frankly excessive amount of thought that goes into some of my own headcanons, because when people go, “You can’t just slap these labels on characters! You’re not an expert!” I’m like… I can slap these labels on people, not just fictional characters. I can legally diagnose people. I kind of am an expert. So I’m not coming at this from the same place as someone who’s read the Abnormal chapter of their Psychology 101 textbook. XD

And somehow, telling people, “Just read three or four of these books” has a low success rate.