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Three beliefs people have
1. Grammar rules do not change.
2. Dictionaries provide official, unchanging definitions.
3. You do not get to make up words.

Language has changed as time goes by. Originally, thou was used to refer to a person instead of you. But it changed. Also, dictionaries do not always cover all of the uses of words, so it is not necessary to be obsessed with them. Language is expressing our identity. It is various.

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Language around gender and identity evolves (and always has) | Archie Crowley

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I like the plan because it consists of beneficial sections. First of all, as introduction, students brainstorm what BLM is and how BLM evolved into nationwide movements. Next, through watching videos, students feel familiar with people who are engaged in BLM movements. In addition, they are supposed to read articles with much input, which makes their understanding better. The comparison of All Lives Matter and Black Lives Matter is interesting, and writing activity is a good way to offer students opportunities to produce language as output. The plan includes several steps and chances of students' input and output.

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According to CNN NEWS, critical race theory is an academic framework that shows racial inequality is perpetuated by the racism embedded in America's laws. Some people say that, in terms of CRT, whether you succeed or not in America depends on the way that you are born. Also, whether CRT should be taught at school has been controversial. Ronald DeSantis, governor of Florida, said that CRT was teaching people to hate America. I am academically interested in this framework because I can take a different look at America's laws and histories. However, I have no idea how to deal with CRT in educational fields, so I want to listen to other people's opinions.

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Why Americans are so divided over teaching critical race theory

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Covid-19 has been influential in various aspects. One of them is unemployment. In Central America, more people has lost their job or cannot find a new job, which causes those people to move to North America for their lives. But, it does not make it. It brings about other problems.

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Migrants clash with police in Mexico border town

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More than 20 people were injured in the confrontation in Tapachula, on Mexico's southern border.

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Today, I had opportunities to learn about cultures and histories of Latin America, and the story of The Bluest Eyes written by Toni Morrison. First of all, the difference between Latin and Hispanic is, from my understanding, that Latin mentions those who are from or have a background in a Latin American country. On the other hand, Hispanic refers to people who are Spanish-speaking or have a background in a Spanish-speaking country. Also, the history that Mexican American War had strong influences on the expansion of Latinx in America is very interesting. I succeeded in enhancing my knowledge of the American history better. Next, it was fascinating time to listen to public reading on YouTube and discuss the story of The Bluest Eyes. The outline of this story is that Pecola, who is a black girl and a main character, becomes suspicious of her identity because of some severe experiences and obsessed with the blue eyes which white people have to get out of her tragic circumstances. This story makes me consider what identity is and feelings discriminated people have. I had a good time to work on unfamiliar topics.

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1. On some sites, Black Lives Matter and All Lives Matter are compared. Some people say that All Lives Matter include Black Lives Matter, but other people say they are different. What do you think of it?

2. What should we do if certain discrimination occurs around us? For instance, at school or at work?

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According to this site, the phrase, All Lives matter can distract the importance of Black Lives matter. Sometimes, the former phrase was used to accuse the latter one. We should, probably, distinguish two terms.

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This week acting Australian Prime Minister Michael McCormack uttered a controversial phrase.

Defending previous comments in which he compared the Capitol riots to the Black Lives Matter protests, he asserted,

All lives matter.

McCormack was widely condemned for his remarks, including by Indigenous Australian activists, Labor and the Greens.

His use of the phrase was reminiscent of One Nation leader Pauline Hanson's failed attempt to have the Senate endorse a motion that "all lives matter" in 2019. As former Finance Minister Mathias Cormann noted at the time, "you have to consider things in their context".

As a linguist, who has just published On The Offensive, a book about offensive language, "all lives matter" is a phrase that reveals prejudice.

So, where does the phrase "all lives matter" come from? And given it is of course true that all lives matter, why is the phrase so offensive in today's context?

Black Lives Matter

"All lives matter" was born out of "Black Lives Matter". This is a slogan and a social movement in response to racism and violence perpetuated against Black people, both historically and in the modern era.

This can be traced back to a tragic incident almost nine years ago. In February 2012, 17-year-old African-American Trayvon Martin was walking home in Florida, after buying Skittles at a convenience store.

Local resident George Zimmerman reported Martin to police as "suspicious", then confronted the innocent young man and fatally shot him. Zimmerman claimed the act was in self-defence and was later acquitted.

After this, the hashtag #BlackLivesMatter began to appear on social media, in support of Martin and in protest against social and systemic racism - that is, racism in society and through institutions. This grew into a movement, co-founded by three Black community organisers, Alicia Garza, Patrisse Cullors, and Opal Tometi.

Concerns and anger about racism towards Black people was reinvigorated more recently after several high-profile, racially charged incidents in the US.

Read more: Black Lives Matter is a revolutionary peace movement

These include the murder of 25-year-old Ahmaud Arbery, a Black man who was shot while jogging in a south Georgia neighbourhood, and also the murder of George Floyd.

These tragic events inspired worldwide protests against institutional racism. In Australia, Black Lives Matter marches also called for justice for Indigenous people, including Aboriginal man David Dungay Jr, who died in custody in 2015. There have been more than 430 Indigenous deaths in custody since 1991.

'All lives matter'

What does it mean to say "all lives matter"?

When the Black Lives Matter motto arose, some people interpreted the phrase as confrontational and divisive. They took it to exclude other races. The phrase "all lives matter" sprang up in response, ostensibly to argue all lives are equal because we are all human beings.

However, Black Lives Matter was not intended to mean that other lives do not matter. In a world where Black people are stigmatised, marginalised, and discriminated against, Black Lives Matter simply recognises Black lives matter, too.

Not a straightforward phrase

Responding to "Black Lives Matter" with "all lives matter" derails the specific conversation about racism against Black people. The phrase is seen to dismiss, ignore, or deny these problems - it shuts down this important discussion.

Read more: The backlash against Black Lives Matter is just more evidence of injustice

US President Donald Trump, Vice President Mike Pence, and other US conservatives like Rudy Guiliani, have used the phrase to criticise the Black Lives Matter movement.

Through its use, "all lives matter" has also become associated with white supremacy, far-right nationalism and racism.

A racist dog whistle

Black Lives Matter is intended to promote the peaceful protest of racism against Black people, not only in the US, but worldwide. It also calls for immediate action against systemic and social racism.

When used by Black people, "Black Lives Matter" is a declaration that Black lives do indeed matter. It is a call for protection and recognition.

When said by allies - supportive people outside of the racial group - "Black Lives Matter" acknowledges that Black lives do indeed matter, and says we stand in solidarity with members of Black and indigenous communities both locally, and globally.

So, "all lives matter" can be understood as a racist dog whistle - a direct push-back against the Black Lives Matter movement. It is far from an innocent term celebrating the worth of all humanity.

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Why is it so offensive to say 'all lives matter'?

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Michael McCormack used a phrase that reveals prejudice during his stint as acting Prime Minister.

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Our lesson consisted of three parts; reading an material related to black people and discussing it, talking with William Robinson, and discussing what we learned and lesson plans about Hispanic. First of all, the difference between All Lives Matter and Black Lives matter is interesting for me because some people do not like using the term, All Lives Matter, other people say that All Lives Matter and Black Lives Matter have the same meaning. In addition, in some cases, people, such as police officers, who shot black people were not accused of the murder. Rather, their action was regarded as an act in self-defense. There seems to be much room to discuss. Secondly, from William's speech and story, the comparison of intention and impact is so attracting for me. Intention shows feelings or ideas people have in mind and impact means mental effects which people have when they know other people's intention. It makes me consider the importance of which word to choose for other people. Lastly, as for lesson plans, it is very questionable who is American. I find it hard and tough for students consider this question. However, if teachers prepare several steps for the topic, the lesson will be successful. For instance, the flow from small comparison to large comparison is a better way. I have to study more how to teach race to learners.

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This site shows outlines of how CRT is used in education. Is Standard American English racist?

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In 2021, schools and universities nationwide took turns claiming that everything (and we mean everything) is racist in one way or another. There were multiple instances of segregation making a comeback as well-which just doesn't seem very progressive. We counted down some of the most heinous instances of this racist theory.

South Puget Sound Community College claimed that standard English upholds "white supremacy" in a statement sent to students. The writing center at the college informed students that "Standard American English ... masquerades as neutral and objective but in fact marginalizes other ways of communicating, often those used by people of color" in the statement. The center added that "there are no inherently correct or superior forms of spoken or written English." When questioned on the bizarre statement, a representative for the school defended and upheld the sentiments expressed.

Farmington Public Schools in Michigan encouraged students, teachers, and families to take part in a "21 Day Equity Challenge" wherein they urged participants to campaign and vote for candidates fighting "racial injustice," to join protests sponsored by Black Lives Matter, and to donate money to bail arrested rioters out of jail. If that weren't enough, the activity also told students that the ideas "America is a land of opportunity," or "I believe the most qualified person should get the job" are "microaggressions."

Following the verdict in Derek Chauvin's trial for the killing of George Floyd, the University of North Carolina hosted multiple "healing spaces." Two of the events advertised by the school were a "Black and African American Healing Space" and "racial trauma yoga." The school held a similar healing space for "Trans, Non-Binary, & Gender Non-Conforming" students to cope with "anti-trans" legislation.

YAF obtained documents through a FOIA request revealing an expensive anti-racism workshop held by the University of Kentucky. The event was hosted by a company belonging to a professor at the university and cost $5,000 after a discount. It was later revealed that the same professor charges white people more for her services. During the workshop, faculty members were asked to fill out worksheets regarding their own racism. Mary Davis, Dean of the UK J. David Rosenberg College of Law, wrote that she has begun to "force myself to accept white inferiority," and that it has been "really hard."

The Virginia Department of Education hosted a webinar in which the speaker told educators 9/11 is "not about memorializing how many lives were lost." According to VDOE, revisiting these deaths is "harmful and damaging." VDOE further told teachers to prioritize the "social, emotional needs of Muslim students" ahead of the anniversary of the attacks. During the presentation, educators were also warned against the teaching of American exceptionalism.

Texas Tech segregated students based on race during an "anti-racism" training. According to information obtained by YAF through FOIA request, an administrator suggested segregation in order to "offer a comfortable and safe environment for groups to discuss racial traumas undisturbed." After YAF's exposé revealing racial segregation at the university, Texas Tech announced they were discontinuing the program.

A community college in California "adopted a policy to require all interviews for admin and staff to require an antiracist question pre-interview to assess new applicants' dedication to antiracism," according to Palomar Community College. The faculty also created a video featured on the school's homepage in which they declare the need for anti-racism. One professor claimed that America "is a country that was founded on racism."

YAF is exposing this racist ideology wherever it exists and will continue to use media and legal tools to fight back. We are especially thankful to our YAF activists who are on the frontlines fighting the emergence of this despicable racism.

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Top 7 Examples of Critical Race Theory in Education in 2021 - Young America's Foundation

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In 2021, schools and universities nationwide took turns claiming that everything (and we mean everything) is racist in one way or another. There were multiple instances of segregation making a comeback as well-which just doesn't seem very progressive. We counted down some of the most heinous instances of this racist theory.

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There are several types of dancing in a powwow such as  fancy shawl and jingle dress dance. It is very interesting.

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The lesson was mainly composed of three parts: the first part was to talk about a story related to Native Americans in pair, the second one was to, in class, discuss features of powwow which is Native Americans' traditional ceremony, and the last one was to talk, in group, about experiences and stories of Native Americans. The first section made me understand meanings of some vocabularies associated with Native Americans such as obligation, boundary and tribe. Also, I found it important to cooperate with a partner to make efforts to get gist of complicated words, which promoted language use. As for the second section, the ceremony, powwow, was new to me. Powwow consists of dancing and singing, and Native Americans hold this ceremony in various places. I am impressed at the purpose of holding this event; one of the goals is to show people that Native Americans' culture is alive. In addition, from historical viewpoints, Native Americans used snakes and turtles as moving calendars, which attracted me and made me have some interests in that culture. Concerning the last part, we watched a video associated with Native Americans and discussed it. I found two metaphorical expressions, rocky path and clear path. The former one means discrimination or obstacles for Native Americans to overcome, and the clear path shows there is no obstacle on the path. These expressions seem to be applied to other fields.

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Native America Today | 10 Things You May Not Know About Hawai'i and Native Hawaiians

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By Stephanie Launiu Hawaiian hula troupe, circa 1907 Many merely think of Hawai'i as the 50th state of the United States-a place where the weather is sunny all year long and there are hula dancers, beaches, luaus, surfers, and TV shows featuring women in bikinis, white sand shorelines, and waterfall backdrops.

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I am interested in the statement that we love to laugh, the stereotype of the stoic Indian is hilarious to many of us and we may be reserved in public because we are taught to respect other people. If I did not have any knowledge of Native Americans, I would consider Native Americans aggressive, bold and arrogant because of bias, prejudice and stereotypes. However, I have noticed that Native Americans are not different from us, Japanese people and other Americans at all. They like to laugh, make a joke and make other people happy. If they suffer from some discriminations, we should help our people. Also, it will have people get rid of stereotypes to make such comments from Native Americans available to more people.

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Here's what our editor found people wanted to know

Photo courtesy of the Wisconsin Historical Society

In this historical photo, a Native American gazes upon the Wisconsin River.

Madison Magazine editor Karen Lincoln Michel asked her Native American friends what they'd like non-Native people to know about them. Here's what they had to say.

1. We were the people before "We the People." Benjamin Franklin in 1754 proposed the "Albany Plan" for a unified government of the 13 colonies modeled after the Iroquois Confederacy.

2. Our nations are sovereign. Native people and their governments have inherent rights and a political relationship with the U.S. government that has nothing to do with race or ethnicity. Through that, we are citizens of three sovereigns: our tribe, the U.S. and the state in which our tribe is located.

3. We pay taxes. Native people pay federal income tax just like all other Americans. According to the National Congress of American Indians' website, the exception is that the income received directly from a treaty or trust resources, such as fish or timber, is not federally taxed. States cannot tax tribal citizens who live and derive their income from tribal lands, but those who work or live outside of tribal lands generally are subject to state income, sales and other taxes.

4. We are patriotic. American Indians and Alaska Natives serve in the U.S. military at a higher rate than any other racial or ethnic group. During World War I and World War II, Native American code talkers used their languages to transmit messages that confounded the enemy. Their codes were never broken. World War II code talkers from three Wisconsin tribes - Ho-Chunk, Menominee and Oneida - were part of that effort.

5. Our tribes contribute to economic growth. Nine Wisconsin tribes are the largest employer in the county or counties where they are located: Bad River (Ashland), Ho-Chunk (Sauk and Jackson), Potawatomi (Forest), Lac Courte Oreilles (Sawyer), Lac du Flambeau (Vilas), Menominee (Menominee), Red Cliff (Bayfield), St. Croix (Burnett) and Stockbridge-Munsee (Shawano). That's according to the Wisconsin Department of Public Instruction.

6. We like to be identified by tribal affiliation, not just as Native American or American Indian. Learn who we are. Many of us come from families with roots in this country going back more than 400 generations.

7. We love to laugh. The stereotype of the stoic Indian is hilarious to many of us. We may be reserved in public because we are taught to respect other people. But once you get to know us, you'll find that we joke a lot, are quick-witted and thrive on making other people laugh.

8. We are diverse. Although there are basic similarities, each tribe is different with its own teachings, customs, belief systems, language, songs and dances.

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8 things Native people wish non-Natives knew about them

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Here's what our editor found people wanted to know Madison Magazine editor Karen Lincoln Michel asked her Native American friends what they'd like non-Native people to know about them. Here's what they had to say. 1. We were the people before "We the People."

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Today's lesson was divided into two sections; discussion about cultural differences related to gender between Japan and America, and talks of native Americans. In the first section, Some similarities, differences were found. For instance, the reason why men are more likely to promote to higher positions in the workplace than women is common between two nations; Men are considered to behave rationally but women are regarded as take actions emotionally. Also, American people in some states think that strong men are supposed to drive a truck rather than a small car because of their appearance. This view is unique in America. In the second section, we talked about Native Americans. They lived across the united states many years ago. Different tribes existed but they shared almost same customs, tradition and language. In addition, they made various types of houses such as teepee, long house and pueblos depending on where they lived. Seen from the modern viewpoints, there is a technological gap between native Americans' cultures and Americans' cultures. Also, some of them have suffered from discrimination. We need to take a careful look at those people and take some measures.

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It is important to teach students the outline of LGBTQ+ people but I find it suspicious that all teachers have enough knowledge of LGBTQ+. In this survey, around half of the participants said yes about whether teachers need to teach such things to learners. Of course, if I have opportunities to teach children LGBTQ+, I will have to gain more knowledge.

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A little more than half of educators believe they should teach about LGBTQ topics, according to a recent Education Week poll. That's even though surveys have found safety and academic benefits to LGBTQ youth when having access to inclusive curriculum at school.

There can be a number of reasons for the hesitation specifically to teach about things like LGBTQ history, and major court cases tied to LGBTQ identities, experts said. Teachers fear parental pushback; they face a dearth of curriculum options, and even when there are resources available, they may not know what to look for; they may not have received training on the subject; or they simply don't want to get something wrong.

One estimate from the Williams Institute at the UCLA School of Law found that close to 10 percent of the U.S. population of teens ages 13-17 are LGBTQ youth. At a time when these students' identities are being targeted by legislation across the country-such as bathroom bills, laws limiting classroom discussions on gender and sex, banned books featuring same-sex couples-advocates say there is a need for students to engage in conversations in class that address the lived experiences of all students.

"This is an opportunity for us to really show students that not only do they belong, but how powerful they are to lean into who they are," said a.t. furuya the senior youth programs manager at GLSEN, a national advocacy group for LGBTQ youth.

Hard to teach what you don't know

The latest national EdWeek Research Center survey was administered between Nov. 17 and Dec. 1, with 1,343 district leaders, school leaders and teachers participating. Of these, a majority said they were willing to teach about politicized topics in the classroom such as race and racism (80 percent), climate change (80 percent), sex education (78 percent) and anti-Semitism (75 percent) in a grade-level and age-appropriate way.

But when it came to LGBTQ issues such as gender identity and expression, only 57 percent said yes. It was also the number one topic respondents said they believed parents didn't want taught in the classroom and the topic where educators gave the lowest rating in terms of the quality of curriculum they had available to teach students about it.

Alex Parker, a 4th grade teacher at Cossitt Avenue Elementary School in La Grange, Illinois, has had discussions around LGBTQ topics in class after students brought up issues related to the community based on what they've come across in their lives. For instance, during Pride month students mentioned seeing rainbow flags and wanted to learn more about what it meant and how the LGBTQ community is accepted more broadly. Or when talking about the ways people can be discriminated against or mistreated because of aspects of their identity, students brought up how that can include who people choose to marry and how they see themselves, whether they are boys or girls, Parker said.

But he admits that a lot of educators didn't receive a ton of training within teacher preparation programs on how to foster such conversations. In many cases teachers never learned about LGBTQ topics when they were students themselves.

That's where groups like History UnErased come in. The education nonprofit provides K-12 schools with training and resources to teach LGBTQ-inclusive history.

Topics like women's history, or African American history have been part of the mainstream curriculum much longer so it can be easier to find resources, said Kathleen Barker, program director and lead facilitator for History UnErased. The idea of LGBTQ history as a field to teach in K-12 is often seen as a newer idea.

But the materials are anything but new. The group's resources, for instance, include a case study looking at one of the first United States court cases involving gender identity. It revolves around an individual born Thomasine Hall in England who came to colonial Virginia in the 1620s dressed as a male identifying as Thomas Hall, later dressing in female clothes and going by Thomasine again. The case dealt with how this individual identified as it impacted what gendered labor and pay they would get, ending with a judge ruling they must wear both female and male gendered clothing, Baker said.

Other resources from the group address how the various identities of those within the LGBTQ community intersect, a point that's key to address when getting a full understanding of LGBTQ experiences, said furuya with GLSEN.

"When I first came out, it was like I existed separately as Asian and I existed separately as queer and trans and I was like, I don't exist walking half of myself into a room and half of myself into another," they said.

"When we talk about that inclusive curriculum, we're talking about representation across differences. We're talking about including Marsha P. Johnson and Sylvia Rivera [both gay liberation and trans rights activists]. We're talking about incorporating people with disabilities and we're also talking about undocumented LGBTQ+ people."

External obstacles to address

When History UnErased does training, whether it's with elementary educators, secondary educators, or even district leaders, the overwhelming concern they hear is potential pushback from parents, said Debra Fowler, co-founder and executive director of the nonprofit.

So they offer informational sessions for parents at the request of school districts with the hope of mitigating any fear they may have in their perception of what LGBTQ academic content entails.

Brad Nelson, a high school social studies teacher at Axtell Community School in Nebraska, has found that in his community LGBTQ topics are something parents would rather teach about at home than have taught in school.

Earlier this year, a bill passed in Tennessee requiring that schools notify parents at least 30 days "prior to commencing instruction of a sexual orientation curriculum or gender identity curriculum" and must allow for parents to review the instructional materials and allow for students to be excused from parts or all of the curriculum without penalty.

When it comes to legislative hurdles or outright bans on LGBTQ inclusive efforts in schools such as student clubs, library books, participation in youth sports, and more, advocates have often seen the pushback come from outside of schools such as from politicians and parents, including parents not directly affiliated with a local school or district, said Barker with History UnErased.

For instance the picture book And Tango Makes Three published in 2005 about two male penguins who raise a chick together has, over the years, been one of the most consistently challenged books mostly by parents, Barker said.

"I think somehow this idea of presenting particularly younger students with someone's idea of an alternative family is scary to a lot of parents, because they don't know necessarily how to explain it," she added.

While Barker and others recognize that parents have the right to have some control over what their students are learning and how they're educated, sometimes ideas such as a parent not wanting their child to read a book can extend to a library removing the book entirely so no child can read it.

The importance of LGBT curriculum

While educators still work to try and address gaps in curriculum topics, the benefits of LGBTQ inclusive materials remain clear.

GLSEN's latest biennial national school climate survey, conducted in 2019 with more than 16,700 students ages 13-21 participating, found that close to 60 percent of LGBTQ students felt unsafe at school because of their sexual orientation, 42.5 percent because of their gender expression and 37.4 percent because of their gender.

The survey found that students in schools with an LGBTQ inclusive curriculum were less likely to feel unsafe because of their identity, furuya with GLSEN said. They also experienced lower levels of victimization related to their sexual orientation and gender expression.

Yet only 19.4 percent of LGBTQ students said they were taught positive representations of LGBTQ people, history or events in their schools with 17 percent saying they were taught negative content about LGBTQ topics.

Overall, the survey found little change in LGBTQ-related curricular resources since the survey's first installment back in 1999, furuya added.

At Terra Linda High School in San Rafael, Calif., David Tow, an AP English, honors philosophy and environmental leadership teacher, said he doesn't shy away from topics that are politicized in the general culture because of the needs of his students.

"For the students that I work with, things like race and racism, climate change, anti-Semitism, LGBTQ+ issues are not theoretical, abstract social justice issues," Tow said. "For most of my students, it describes their lived experience. In many ways, conversations around them are less controversial or politically charged for them than I think it is at the culture as a whole."

LGBTQ-inclusive curriculum, as furuya notes, is both helpful in terms of teaching acceptance among all students for those who have different identities, but it can also serve as a mirror to allow students learning who they are to better navigate that process.

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Teachers Are Divided on Teaching LGBTQ Topics

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A little more than half of educators believe they should teach about LGBTQ topics, according to a recent Education Week poll. That's even though surveys have found safety and academic benefits to LGBTQ youth when having access to inclusive curriculum at school.

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Today, I learned about some vocabulary related to LGBTQ+ people and discussed the importance of telling students LGBTQ+ cultures and backgrounds. Concerning the former thing, it was interesting that there are several types of flags representing gay people, lesbian people and so on. Also, the flags are composed of some colors and each color has a specific meaning. For instance, considering the lesbian flag which is made up of seven colors, the darkest pink shows femininity and the middle orange means independence. As to the importance of students in class learning some backgrounds and cultures of LGBTQ+ people, one of the ways to accomplish the goal is to make good atmospheres. For example, decorating rainbow flags and showing some videos are better methods to have students feel familiar with such cultures.

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I am happy about this news but I hope that Minamino will play in a next game...

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Liverpool took a huge step towards the Champions League quarter-finals after scoring two late goals against Inter Milan in the San Siro.

The Reds looked set for a goalless draw in the first leg in Italy until Brazil forward Roberto Firmino got on the end of Andrew Robertson's corner to head his side into the lead.

Mohamed Salah added a second with a deflected effort from inside the box which means Jurgen Klopp's side take a sizeable advantage into the second leg at Anfield on 8 March.

Italian champions Inter hit the bar through Hakan Çalhanoglu and were on top for long periods of the second half before Firmino struck in the 75th minute.

Liverpool scored from their only two attempts on target and will be firm favourites to progress when the two sides meet in the deciding leg next month.

It was a particularly memorable night for midfielder Harvey Elliott, who became the youngest player ever to start a match in the competition for Liverpool at the age of 18 years and 318 days.

The only negative on an otherwise upbeat night for the Reds was an injury to Portugal forward Diogo Jota, who was replaced by goalscorer Firmino at the start of the second half after suffering an ankle injury.

Jota injury the only negative - Klopp

Reaction from Wednesday's Champions League games

Go straight to all the best Liverpool content

Lethal Reds impress in Italy

Liverpool have now won seven matches in all competitions, with this arguably the most impressive of the current run.

But Klopp's team had to dig deep as Inter looked the more threatening side after a strong start by the Premier League club.

Former Manchester City forward Edin Dzeko found himself clean through in the first half before a vital challenge by Virgil van Dijk, who was captaining the Reds in the absence of Jordan Henderson.

The hosts went close again when Ivan Perisic whipped in a cross, but Lautaro Martinez was unable to give Inter the lead.

In a fascinating match, Liverpool took the lead through Firmino's glancing 75th-minute header before Salah doubled the lead eight minutes later.

There is still work to do for Klopp's team but it is going to require something extra special from Inter to turn this tie around.

Liverpool remain in the hunt for four trophies and could have one in the bag by the time Inter visit Merseyside, with the Reds facing Chelsea in the Carabao Cup final at Wembley on 27 February.

Teenager Elliott embraces San Siro stage

Despite it only being half full because of Covid-19 restrictions, there was an incredible atmosphere inside the San Siro for the first meeting between these two clubs for 14 years.

Elliott, who does not turn 19 until April, embraced the occasion on what was his first start since suffering a serious ankle injury in September.

The teenager did not look out of place on one of the most famous stages in world football and produced a cross in the first half which was just cut out before Salah could poke it over the line.

Elliott was replaced in the 59th minute as part of a triple change as Klopp attempted to turn the tide as Inter threatened - a move that worked as Liverpool went on to establish a strong advantage.

"He did the job, he was working incredibly hard, but when you're 18 years old and playing one of the most experienced teams in word football, it is not a walk in the park," said Klopp.

"So it was an important game for him and very helpful for us as well."

Player of the match

Robertson Andrew Robertson

Inter Milan

Liverpool

1. Squad number 26 Player name Robertson

Average rating
8.38

2. Squad number 9 Player name Roberto Firmino

Average rating
8.17

3. Squad number 5 Player name Konaté

Average rating
8.15

4. Squad number 23 Player name Díaz

Average rating
8.12

5. Squad number 11 Player name Mohamed Salah

Average rating
8.00

6. Squad number 1 Player name Alisson

Average rating
7.91

7. Squad number 4 Player name van Dijk

Average rating
7.83

8. Squad number 3 Player name Fabinho

Average rating
7.79

9. Squad number 14 Player name Henderson

Average rating
7.75

10. Squad number 6 Player name Thiago Alcántara

Average rating
7.46

11. Squad number 66 Player name Alexander-Arnold

Average rating
7.43

12. Squad number 10 Player name Mané

Average rating
7.43

13. Squad number 8 Player name Keïta

Average rating
7.34

14. Squad number 20 Player name Diogo Jota

Average rating
7.32

15. Squad number 67 Player name Elliott

Average rating
7.12

16. Squad number 7 Player name Milner

Average rating
6.98

Line-ups

Inter Milan

Substitutes

Liverpool

Substitutes

Match Stats

Live Text
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Late goals give Liverpool win at Inter Milan

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Liverpool took a huge step towards the Champions League quarter-finals after scoring two late goals against Inter Milan in the San Siro. The Reds looked set for a goalless draw in the first leg in Italy until Brazil forward Roberto Firmino got on the end of Andrew Robertson's corner to head his side into the lead.

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I respect him because he never changed his belief even after he received homophobic attacks and he tried contributing himself to movements for LGBTQ+ people. We have potential to accomplish what we want to do in any situation.

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by tavish mcmillin

My name is Tavish McMillin. I am from Marietta, Oklahoma.

I devoted myself to music all through high school, all through middle school, actually, too. And I decided that, you know what? This is something that I really know. And I think I really want to go to college for this. I ended up getting a full ride scholarship to the University of Oklahoma.

My freshman year, I became sexually active with men... with cisgender men. Although I had not really understood, like, what my gender was or anything, I knew that my sexuality was definitely more along the lines of bisexuality. I decided that since I was sleeping with men, again, cis-gender men, I decided that I needed to get an HIV test.

At the University of Oklahoma, there is a medical center on site and I scheduled an appointment and I went in. And I had never gotten an HIV test before ever. A healthcare professional who I am pretty sure is not a doctor called me back to do the test. And - but before she did, she gave me a questionnaire.

I noticed that some of the questions didn't really make a lot of sense. One of them was about if I was sleeping with men, if I... or if I was sleeping with women. It didn't say anything about both. So I chose to leave it blank because I thought, Okay, well, I'll ask the doctor. And when she walked in, she looked at it and she sighed, audibly, very loudly.

She's looking at the questionnaire and she asks me, "Are you gay or not?"

And so I said to her, "Yes, I am gay." And even though I do not believe I'm gay, that was easier to say at that time s

She expressed or sighed very loudly and she said, "You do know that if you continue to sleep with men, you are going to get AIDS. I looked at her and I literally didn't have anything to say.

And she said, "Not even condoms can protect you 100%." These days, I understand that that was manipulating some data, but I still felt shame. She walks out of the room. And I heard her actually talking to another healthcare professional, who I have no idea.

But what she said was, "These gay boys that come here to the university, if their mamas knew what they did..."

When she came back into the room, she proceeded to take my blood and she was really rough. She was throwing my arm around the tourniquet that she used... she tied really, really, really tight. And when she put the needle in, there was no countdown. There was, you know, nothing. It was just very uncomfortable. She turned around to leave the room. And what she said to me was that you know, there is another way. And she proceeded to invite me to her Sunday school church service.

So that night, whenever I got out of the Goddard Center, I went to the dorms and I was so upset and that... that... that sadness and that shame actually manifested itself into, like, anger. I decided that I was not going to be treated like this, that I was going to actually do something about it. I decided that I needed to change my major and I decided to change it to behavioral health and that music was not going to be my career path. And it was really because I... I wanted to understand exactly, like, why somebody would think that that behavior would be acceptable. And what... what causes disparities in healthcare and why we... I don't know. Why we do the things that we do that cause, like, undue hardship on people?

And so I set my alarm and I was at my advisor's office because I needed to change my major. Some things had come to mind, for instance, I'm there on a full ride scholarship for music. And so, you know, how am I going to justify - didn't care? I really just... I did not care.

The advisor who was very kind. She was just like, "Are you sure? Like, I don't think that this is very wise. You could take some classes. You know, make sure that that's really what you want to do. You already know you love music."

And I said, "No, I know that... that music is not what I want to do now."

I ended up a few years later moving to Chicago, Illinois, and I finished my degree actually here. After I graduated, I obtained also a paralegal certificate and I was able to secure job at a queer organization here in Chicago that... whose mission is to end healthcare disparities for LGBTQ+people.

I knew that I had found where I needed to be. It was a great fit, but I also though didn't want to be a therapist, didn't want to do anything of that nature, so I decided to go to law school. I specifically study healthcare law and policy at Loyola university, and jurisprudence, which is the theory of law. My whole thesis is around healthcare disparities for LGBTQ+ people.

But I always think back to that healthcare professional and the way she treated her. Had she not treated me that way, I don't know if I would have ever, like, moved. I'm not sure if I ever would've changed my major. I don't know if I ever would've like even considered wanting to learn about healthcare disparities for LGBTQ+ people. And especially as a trans person, like, this is an area that affects my community more so than any other acronym of the LGBTQ+ community.

If I can see her again today, I truly... this is very hard for me to say... I think that I would absolutely thank her. Probably report her licensure, but absolutely thank her.

It is something that I think a lot of people have experienced or will experience, no matter what letter you are of the LGBTQ+ acronym, but especially those of us who are trans. There are always going to be people that won't understand or who might judge your lifestyle or the things that you choose to do. But at the end of the day, you have a lot more power than what you know.

You can always hopefully change a provider. You can always report them. You can always... you're... you're not alone either for the record. And I don't want you to give up hope and I definitely do not want you to ever stop going and getting tested. I don't want you to ever sacrifice your health. That happens far too often in our communities.

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Homophobic Experience At Medical Center Leads Trans Student To Change Entire Life Path. | I'm From Driftwood

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by tavish mcmillin My name is Tavish McMillin. I am from Marietta, Oklahoma. I devoted myself to music all through high school, all through middle school, actually, too. And I decided that, you know what? This is something that I really know. And I think I really want to go to college for this.

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I learned about movements of LGBTQ and cultural differences between Japan and America. First of all, the movements does not necessarily mention only campaigns but also programs and propaganda, which means the movements have various styles. In addition, the beliefs about LGBTQ which people have are deferent from people to people, so it is important to pay attention to individual ideas if we educate children or students. Secondly, comparing Japanese education styles with American ones, the former looks more restrictive than the latter. For example, in Japan, students are required to definitely follow teachers' instructions when they do some activities or create something. However, they do not enhance students' creative skills. From today's lesson, I found it essential to make lesson plans which motivate students to perform more freely in class.

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1. It is important to notice that students have their own belief and identity, so teachers need to try to do their best to meet demands of individual students as much as possible.
2. Movements for supporting LGBTQ and Black lives matter are not only popular in America but also in other countries. I believe, from her lecture, that other nations such as Asian countries should support the movements, which will make more people notice the importance of diversity.

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Different people have different opinions.

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Watch Novak Djokovic describe how his time in a detention centre in Australia left him feeling "powerless" - and how the reaction from his tennis colleagues "really hurt" him.

Speaking exclusively to the BBC, the 20-time Grand Slam winner reflected on his time in Covid-19 detention before the Australian Open last month.

The Serbian tennis star did not compete in the tournament and was deported from Australia after the government cancelled his visa in a row over his vaccine status.

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Djokovic: Reaction from my colleagues hurt me a lot

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Watch Novak Djokovic describe how his time in a detention centre in Australia left him feeling "powerless" - and how the reaction from his tennis colleagues "really hurt" him. Speaking exclusively to the BBC, the 20-time Grand Slam winner reflected on his time in Covid-19 detention before the Australian Open last month.

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The more movements students take at school, the more diverse people's ways of thinking become.

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by grant loveless

My name is Grant Loveless and I'm from Austin, Texas.

My story begins when I was 10 years old and I moved to Manor, Texas. At the age of 10, I was influenced a lot, especially by the tragic death of Trayvon Martin. During one Sunday morning, I had asked my parents, "What do I do if I'm approached by a police officer?"

Their response was, "Be obedient. Follow the rules. Get out of the car. Don't start no drama."

And that was what they had taught me at the time when it came to confronting police, only at 10, 11 years old. And as I got older and I saw more injustice, I started to reflect on how I was bullied in middle school and high school because of my high pitch voice, and the way I walked, and a way, I had mannerisms. It kind of sparked something in me when getting into high school.

I remember that when I came out my freshman year of high school, I had developed a crush on this one dude. During that brief romance, before he transferred to a different school, he and I had a lot of conversations, not particularly around activism, but more about social justice.

During my junior year, I had identified how students who were LGBTQ were being harassed or bullied. One of my trans friends at the time in high school came up to me and said, "Look, there's these boys that keep harassing me. They won't let me use the bathroom."

At the time, all I knew was how to find an issue and develop a solution.

I had approached my principal's office, as bold as I am. I just went straight back there and had listed out all the issues that I was being brought from the LGBTQ students. His initial response was, "Right now is not the right time."

Simply from the principal telling me "no" and me feeling that immediate spark to say, "Okay, that "no" makes no sense to me. All I heard you say was, "Okay, Grant, you need to get to work."

I just walked out and pulled out my phone and I texted one of my home girls and said, "We need to do something." And she sent me links on how to create a club, how to create an organization. And the first faculty I thought of, I instantly approached. I said, "How can we create this community on campus? What can we do?"

And she definitely did assist me in that and gave us her classroom as a space to use after school, to have these meetings with students. And at first, of course, there were only two, three students at a time, but as weeks came, it turned to 10, 20, 30. And a lot more students started coming out and voicing their opinions as well as issues that they were facing on campus. A lot of students were committed to having their voices heard. They were committed to having events and of various things being created for them. With the creation of the LGBTQ group, we were able to partner with OutYouth to create a consulting program in collaboration with Manor ISD. We were also able to get a bulletin board where we showed meetings, members, their accomplishments, as well, of course in high school, who they were, their stories. So it was all about showing them that there was visibility on campus for LGBTQ students. With all the success we had from the bulletin board, from partnering with OutYouth, as well as being placed in a yearbook, as the first and only LGBTQ school, not to brag, but LGBTQ organization to be in a yearbook.

I believe when we hit at least 15 to 20 members is when I was called I was called to the principal's office. Having that conversation with him two months down the line seeing the success with the yearbook and the partnering with OutYouth and such, he definitely did gain interest in what it meant to be LGBTQ in creating these spaces.

He just basically said, "There was a misunderstanding. I wish we would've done this sooner. And I was like, "Yeah, you shoulda." It was just a proud accomplishment within itself to see myself and a team of students to do something that wasn't relevant yet.

It helped me in defining who I was, because that created my legacy, because from high school to college it just definitely elevated my experiences. Still being involved in LGBTQ activism, when transitioning over to my freshman year of college for my senior year, I worked with Austin Black Pride, OutYouth, as well as sister organizations with my community college, Austin Community College, to teach you how to build sexual health or overcoming equities.

My story still isn't fully complete. However, I know that I have to be unapologetic in whatever spaces I go into. Living your truth is the most defining thing to do in your life. Telling your story and being able to walk in a room confidently, knowing your story, knowing who you want to target and knowing your message and your purpose, which does develop your passion. Don't ever be afraid of taking that next step of opening that door to see what opportunities lie or what's next in your journey of finding out who you are and how you can impact your community.

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My name is Grant Loveless and I’m from Austin, Texas. My story begins when I was 10 years old and I moved to Manor, Texas. At the age of 10, I was

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The gender unicorn is interesting for me because, in Japan, there is no opportunity to see the figure and some concepts in the figure are not well-known. Also, I feel that America has made more progress in gender issues than Japan seen from existing vocabularies such as LGBTQ, cisgender and transsexual.  What is more, through watching a video related to movements for LGBTQ, I found it important to keep in mind that making efforts to accomplish our goals and targets can make our lives better. In addition, the discussion about comparison of Japanese and American affairs toward gender offered me some chances to think about Japan from the different angles.

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This is good news for soccer fans.

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Christian Eriksen completes an hour of a closed-doors friendly against a Southend United XI on Monday, in his first match since suffering a cardiac arrest.

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This is also helpful to understand the concept of intersectionality.

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The concept of intersectionality describes the ways in which systems of inequality based on gender, race, ethnicity, sexual orientation, gender identity, disability, class and other forms of discrimination "intersect" to create unique dynamics and effects. For example, when a Muslim woman wearing the Hijab is being discriminated, it would be impossible to dissociate her female* from her Muslim identity and to isolate the dimension(s) causing her discrimination.

All forms of inequality are mutually reinforcing and must therefore be analysed and addressed simultaneously to prevent one form of inequality from reinforcing another. For example, tackling the gender pay gap alone - without including other dimensions such as race, socio-economic status and immigration status - will likely reinforce inequalities among women.

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intersectionality 101, what is intersectionality, about CIJ

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Today, I learned about some concepts such as negotiation of meaning, noticing gaps, language practice and language use. The negotiation is to understand speakers' intention expressed in words through interaction and questions. Also, noticing gaps means finding space or difference between two things and make efforts to fill in the gap. These can help learners to improve and extend their communication skills and communicate successfully. What is more, it is important to distinguish language practice from language use. The former concept is that learners use languages to accomplish tasks by themselves. It makes learners passive and does not produce any communicative situations. On the other hand, the latter one shows that learners are required to cooperate with other learners to  accomplish tasks. Learners have some opportunities to communicate, negotiate meaning and notice gaps, which will enhance learners' various skills.

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Some of the reasons to join this program are to learn something about American cultures and improve my English skills.

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Hello, I'm Hiroya Aoki.
I like soccer. Especially I like watching soccer games.
My favorite team is Live pool.