a clenched fist,
a single word
solid and sharp in my throat,
a breath held still until it burns,
demanding
for the chest to give
the mouth to open
the word to fly
and the fist to follow.
a clenched fist,
a single word
solid and sharp in my throat,
a breath held still until it burns,
demanding
for the chest to give
the mouth to open
the word to fly
and the fist to follow.
2. Teaching students who have an epiphany about the relevance of “useless” research is rewarding.
3. The students in 1 and 2 are the same students.
4. AAAAAAAAAAAAAAA
2. Teaching students who have an epiphany about the relevance of “useless” research is rewarding.
3. The students in 1 and 2 are the same students.
4. AAAAAAAAAAAAAAA
To be determined.
To be determined.
www.pnas.org/doi/abs/10.1...
www.pnas.org/doi/abs/10.1...