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The Causes of Eighth-Grade Syndrome and Its Effects Throughout History

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$ Introduction
Eighth-grade syndrome (known also as chniby) has gained a singular popularity in recent times as a universally experienced phenomenon. Despite its generally accepted universal nature, and while the particular symptoms of the disease are easily recogni!ed, a formal treatment of its causes and effects is conspicuously lacking. "n this multi-part article, the psychological, philosophical, social, and cultural causes and effects of eighth-grade syndrome throughout history are explored. #he onset age of eighth-grade syndrome is first explained in terms of $iaget%s theory of cognitive development. #he underlying cause for the condition is then descri&ed in the context of terror management theory (#'#). #he symptoms themselves are then descri&ed as a form of teenage re&ellion and identity development. (inally, various historical, social, and cultural phenomena will &e descri&ed in the context of eighthgrade syndrome. )n effort is made to provide for the reader without &ackground in the applied psychology, philosophy, and history sufficient knowledge to understand the exploration. #he provided &ackground is in no way exhaustive, and the reader is encouraged to pursue further study in the topics discussed. (urthermore, the exploration provided is in no means exhaustive or authoritative* expansions, criticisms, and counterarguments are encouraged and welcome. "t must &e noted that this article is planned only in a &road sense. #he writing will &e performed &y se+uence (front matter prior to content prior to end matter) rather than &y significance (content prior to front matter and end matter) and only during the author%s &rief idle intervals during the su&titling process each week. )s such, some parts may &e omitted during the initial pu&lication if they are not completed prior to the pu&lication deadline. (urthermore, the only source expected to &e cited in the article will &e the author%s memory of the &odies of knowledge mentioned in this article. ) complete, edited version,with omissions restored and temporary notices (such as this paragraph) removed,will &e pu&lished after the completion of the article. "t must also &e stated that no part of this article is in any way intended to cause any offense to any parties, social, political, religious, or otherwise. #he ideas are presented entirely in an academic sense. )s with any theory, acceptance is a decision on the part of the individual.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


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% The &nset of Eighth-Grade Syndrome


#he name eighth-grade syndrome derives from the common o&served age of onset for the condition, that is, the age of the typical eighth grader, or -.. /hile the typical age of onset varies within the range -0 through -1, the average age of onset is -., and the distri&ution is tight a&out this age. #he tightness of the distri&ution suggests a common cause for all cases of eighth-grade syndrome2 one related to age and development. "n this regard, $iaget%s theory of cognitive development, one of the most influential theories in developmental psychology, provides an explanation for the common age of onset.
A Piagets Theory of Cognitive Development and Eighth-Grade Syndrome

$iaget%s theory of cognitive development is a developmental stage theory, descri&ing cognitive development in four distinct stages2 the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. Each stage is associated with the development of specific a&ilities and is associated with a range of typical ages. 3f these four stages, only the fourth is of concern with regard to eighth-grade syndrome. #he formal operational stage &egins in adolescence and continues through adulthood, with a typical onset at age --. "n this stage, a&stract thought and the a&ility to consider potential conse+uences emerge, allowing the adolescent to think of the future in a philosophic way. #he adolescent%s transition into the stage often gives rise to two related conditions2 the imaginary audience and the personal fa&le. #ogether, these two conditions descri&e an adolescent%s growing self-consciousness. #hey are the &eliefs that they are &eing watched &y anything from individuals to the entire world, and as a result, that they are the focus of all attention. #his leads to a &elief that the adolescent is different, uni+ue, or special compared to others, which results also in feelings of invulnera&ility. Existing research shows that these &eliefs peak at age -. and decline as the adolescent continues to develop. /hile these appear to &e the precise causes of eighth-grade syndrome due to the closely related ages &etween the onset of eighth-grade syndrome and the formal operational stage, they are not. #he imaginary audience and personal fa&le are only cognitive distortions in which the adolescent &elieves that he or she is &eing watched, uni+ue, and invulnera&le. #hese &eliefs alone do not give impetus for the symptoms of eighth-grade syndrome. 4ather, it is the decline of these &eliefs which triggers eighth-grade

syndrome. ) discussion of the mechanism &y which this occurs is descri&ed in the following section.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


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Errata
Due to the reversed order and impromptu nature of the writing of this article ()s stated previously, the author will write the article from front matter prior to content prior to end matter and has imposed a thirty-minute time limit on the writing of any given section.), corrections for errata in a pu&lished section may &e found in the following section. )ny known errata will &e corrected in the completed article. 4etroactive corrections to previously pu&lished material will not &e made.

Section 2: Replace all instances of onset with acquisition. Sections 2, 3, and 4: Reorder sections to describe the symptoms of ei hth! rade syndrome prior to e"ploration.

' The (oot Cause of Eighth-Grade Syndrome


#he imaginary audience and personal fa&le provide the adolescent with feelings of having attention, specialness, and invulnera&ility. #he decline of these two cognitive distortions provides the adolescent with the opposite feelings2 of &eing ignored, &eing ordinary, and mortality. #hese three feelings, in the context of terror management theory (#'#), explain in part the mentality and su&se+uent &ehaviors of eighth-grade syndrome sufferers.
A Terror Management Theory

#error management theory posits that human actions are taken due to a &asic psychological conflict2 that humans wish to live despite the reali!ation that death is inevita&le. #his conflict creates terror, which is mitigated through culture, or sym&olic systems which provide life with meaning and value. Essentially, death is denied through sym&olic immortality, through the idea that a part of the individual will live on despite death. 5ym&olic immortality is achieved through &eing part of a greater whole, a community larger than oneself, which will live &eyond the death of the individual. "n the context of #'#, then, cultural constructs such as religion and nationalism are means of managing terror.

B TMT and Eighth-Grade Syndrome

"n other words, #'# posits that a fear of mortality pushes the individual to 6oin a larger community. #his is clearly seen in many cases of eighth-grade syndrome, typically of the su&culture type, in which the adolescent is +uick to affiliate his or herself with a su&cultural community. #he su&culture also provides the adolescent with defenses against the feelings of &eing ignored and &eing ordinary as well. (irst, as part of a smaller community than the entirety of mankind, the adolescent is no longer ordinary * the adolescent is differentiated, different, and thus regains a sense of specialness. 5econd, the adolescent is also a&le to express that he or she is part of the community, typically one little known or little understood &y others, to gain attention. (inally, the adolescent is, as part of the su&culture, a&le to garner the attention of others in the su&culture with greater ease than if not part of the su&culture. 7owever, the push to 6oin a larger community does not ade+uately explain cases of eighth-grade syndrome in which the adolescent pursues isolation, such as the supernatural power (or jakigan) type, for instance. #o explain such cases, the desire to reclaim lost attention and to &e special must &e considered. (irst, &elieving that one possesses supernatural powers differentiates the individual from the common, powerless masses, giving the adolescent a sense of &eing special. 5econd, the flam&oyant expression of this &elief and the imagined world are means of gaining attention (&lank stares). "t remains that the supernatural power-type eighth-grade syndrome sufferer must have a means of denying his or her mortality, and this denial is self-evident in the sufferer%s supernatural powers. #he sufferer will often explicitly state that he or she is immortal, or will &e reincarnated, or any of a plethora of means of denying mortality. #he sufferer effectively denies death through a religion of his or her own creation. #he conse+uences of these means of denying mortality are explored in later sections.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


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) Eighth-Grade Syndrome
#he ac+uisition and onset of eighth-grade syndrome are separate entities. #he ac+uisition is characteri!ed &y the adoption of an attitude and mindset, while the onset is characteri!ed &y its symptoms,o&serva&le &ehaviors. #here is typically an asymptomatic period &etween ac+uisition and onset, during which testing for the condition returns positive, &ut &ehaviors have not surfaced. "n this sense it is similar to 7"89)"D5, and many who have experienced the condition consider this an apt comparison. #he duration of the asymptomatic period is not well characteri!ed, &ut typically lasts from one to two years for cases with visi&le onset. #he onset is typically marked &y a trigger, which may &e exposure to a symptomatic case of eighth-grade syndrome or

intellectual material of an eighth-grade syndromic +uality. #he nature of the trigger is typically visi&le throughout the case of eighth-grade syndrome as part of its tra6ectory. #riggers, and resultingly, cases with visi&le onset, may generally &e placed in one of three general categories2 re&el, su&culture, or supernatural. 'any more specific categori!ations fall along the &oundaries of these general categories. 5everal triggers for eighth-grade syndrome are descri&ed alongside the effects of eighth-grade syndrome throughout history in the following sections.
A The Mindset of Eighth-Grade Syndrome

Eighth-grade syndrome is an extension of teenage angst which includes a desire &oth for attention and to &e special which typically presents itself as a feeling that one is trapped in the wrong world or &ody. "t is also characteri!ed &y the placement of undue emphasis on things of little conse+uence, such as minor ver&al connotations. #he selfconsciousness and desire for attention may also result in delusions of grandeur.
B The Re el Type

) re&el-type case of eighth-grade syndrome may &est &e characteri!ed as following the typical tra6ectory of teenage re&ellion. "n order to meet the thirty-minute time limit, the author refers the reader to watch several teen films, such as Rebel Without a Cause and Teenage Rebel.
C The S! "!lt!re Type

) su&culture-type case of eighth-grade syndrome pursues self-+ualification in the immersion into a community with tastes contrary to what is considered normal. #his immersion is typically done in imitation of others without a proper understanding of what the su&culture truly values. :ommon examples of this type of eighth-grade syndrome includes hipsters, furries, and international anime fans, especially those who watch fansu&s.
D The S!pernat!ral Po#er Type

) supernatural power-type case of eighth-grade syndrome is characteri!ed &y an o&session with a field of study, such as mythology, religion, magic, extraterrestrials, or anything pertaining to the occult. #he sufferer also typically imagines entire settings and stories in which the sufferer or a character on which the sufferer may self-pro6ect is of great conse+uence. 5ome very rare, extreme cases take to enactment of these settings and stories. "t is of importance to note that the sufferer is also conscious that his or her conceptions and actions are outrageous or unrealistic.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


fotc (Mazui Subs, Un imited Trans ation !or"s#

* Syndrome Tra+ectory
Deadline missed.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


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Errata
5ection ; descri&es the evolution of eighth-grade syndrome cases from trigger to trigger. #he key point is that sufferers proceed through a series of triggers, adapting their case to assimilate each su&se+uent trigger. (or a supernatural power-type case, the real world is typically one of these triggers, and so their imaginary world typically contains fragments of the real world. (or the remaining sections of this article, various historical and cultural phenomena will &e named as results of eighth-grade syndrome.

, The -oynich Manuscri.t


#he 8oynich 'anuscript is an illustrated hand-written text in an unknown writing system of approximately 0< to .< glyphs dating &ack to the fifteenth century. )ll attempts to decode the text have failed. #he text is divided into six sections, each expounding on (supposedly, &ased on illustrations) different aspects of the (or a) world. 3f particular interest in this article are the her&al section, which depicts various plants, each with a set of notes, and the cosmological section, which contains circular diagrams which depict a universal organi!ation. (ew of the plants in the her&al section are identifia&le with any certainty. 'any are unidentifia&le as any known species, and some are chimaeric of existing species. #he organi!ation of the her&al section is similar to professional her&als of the time. #he cosmology does not correspond to any known cosmologies. #he origins and purpose of the text remains a mystery. )ll theories have supporters and refuters, and all fail to provide a satisfying explanation of the text. #his text may &e explained, however, in terms of eighth-grade syndrome, and this will &e done in this article. "n this light, the 8oynich 'anuscript is the product of a supernatural power-type case of eighth-grade syndrome dating &ack to the fifteenth century. #he text descri&es the world of the sufferer, which is constructed partially using various elements of the known world. 'ost plants in the her&al section do not correspond to known species &ecause they are not of this world, &ut the sufferer%s imaginary world. 5imilarly, the cosmological section descri&es the cosmology of the sufferer%s imaginary world.

#he writing system has yet to &e decoded &ecause it is a writing system invented &y the sufferer (a common occurrence). "t may or may not correspond to any known language* however, 6udging from the strangeness of many writing systems and grammars developed &y modern-day sufferers, decoding may re+uire considera&le effort. "n the interest of time, any further expansion on this topic will &e performed in the final version of this article.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


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/ Section Tit e
Deadline missed.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


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0 Section Tit e
) proper article will &e pu&lished next week.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


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1 Internationa Anime 2ans, 3articu ar y Those !ho !atch 42ansubs5


#his su&class of su&culture-type eighth-grade syndrome cases is argua&ly the worst of all su&culture cases. #ypical symptoms of such a case include, &ut are not limited to

claimin to #now $apanese, when in fact, the sufferer #nows only a few phrases, and is unable to use them properly% attendin atherin s called con&entions with other rabid and'or flamin cases, often dressed in unusual or inappropriate clothin in public prior to entrance into

the &enue, where social ineptitude and beha&ior acceptable nowhere run rampant%

a belief that anime is about cultural enrichment rather than entertainment, often includin the idea that the translation of the medium is purposed for learnin the lan ua e% a belief that the purpose of a translation is to con&ert words to words, rather than e"periences to e"periences, which may mean locali(in )because the perception of artistic effect falls under e"perience* literary de&ices, ima ery, symbolism, humor, and other aspects of writin % insistin that elements of the $apanese lan ua e are ne&er translatable, when in most cases they are, often with creati&e manipulation and naturali(ation of lan ua e )sometimes #nown as editin *% a belief that one of the salient features of the $apanese lan ua e #nown as honorifics consists only of suffi"es applied to names, despite the e"istence of se&eral classes of honorifics pertainin to, for instance, &erb con+u ation, as well as antihonorifics% insistin that honorifics be left in translations, complainin when the name!suffi" class of honorifics is omitted, but ne&er complainin when other classes of honorifics are omitted% and a blind de&otion to one or se&eral fansub roups reminiscent of reli ious fanaticism, to the e"tent of &erbally abusin other fansub roups despite ha&in no reason to abuse them other than to reinforce the &alidity of the aforementioned blind de&otion.

"t is clear from the aforementioned sampling of symptoms that this su&class is exceedingly difficult &oth to handle and to appease, as they har&or seemingly endless flaws and fallacies, which are reinforced &y the su&cultural community and their eighthgrade syndrome itself. 5everal of these symptoms will &e discussed in the following su&sections.
A Translation

#he purpose of a translation is to provide those who do not speak a language an e+uivalent or near-e+uivalent experience as one who does, that is, provide accessi&ility to the material. "t is not the words, &ut the effect of the words on the mind, that is, the ideas &ehind them, which are of value. #he translator must determine, for instance, themes, message, structure, style, voice, tone, and nuance, and &ased on these factors arrive at a decision on how to translate the source into the target language. #o this end, it is often necessary to &e interpretive and fill or omit details which are important or unimportant. ) translation is not a means of teaching the source language, &ut a means of providing accessi&ility. =ecause the purpose is to provide accessi&ility to those who do not speak the language, the resulting translation must &e fully understanda&le without reference to terms in the source language. #he inclusion of terms from the source language which can &e translated or omitted for the su&stitution of natural structure or tone limits the

accessi&ility to the material, and is thus lacking as a translation. #he purpose of translation notes is to provide information a&out the context (such as historical or political details) of the material, and thus they are not accepta&le for explaining terms or humor from the source language. #he translation must &e one of ideas* if a word-to-word translation and transliteration were sufficient to deliver the full effect of a work on the mind, there would &e no need for human translators,machine translation would &e sufficient. #he limitations of such translations are assumed known to the reader. #he a&ove standards for translation have &een &roken and a&used repeatedly in fansu&&ing and are typically spurned &y those &elonging to the class of eighth-grade syndrome sufferers under discussion.
B $onorifi"s

Extensive use of honorifics is one of the salient features of the >apanese language. )n honorific is a morpheme which contri&utes an emotive definite description independent of the propositional content of a clause. 5everal classes of honorifics exist, from performative honorification, which affects ver& con6ugation, to noun prefixes. 7onorifics are so prevalent in the >apanese language that they may &e viewed as contri&uting to the tone of speech. #hey are a very natural part of the language, and the experience derived from their perception is no more than noting the tone of speech. )s such, they are fully translated &y appropriate selection of tone and +uirks in the target language. "n the interest of time, only honorifics of ver& con6ugation will &e discussed in this section. (urthermore, only two common morphemes will &e presented here as examples, masu and chimau. Masu is an honorific morpheme indicating respect for the listener. Chimau is an antihonorific morpheme indicating contempt or disapproval for an action. #o see why it is unreasona&le to include honorifics in ver& con6ugation, first consider the following two sentences2
,. -ary! a rin o!o tabe!mashi!ta. -ary!./- apple!011 eat!perf.hon!20S3 o -ary ate the apple.
o

4 am spea#in in a respectful tone.

2. -ary! a rin o!o tabe!chimat!ta. -ary!./- apple!011 eat!antihon!20S3


o o

-ary ate the apple. 4 disappro&e of -ary5s eatin the apple.

5econd, consider as well two typical translations for these two sentences2
,. -ary ate the apple.

2. -ary frea#in ate the apple.

(inally, consider including the honorific and antihonorific in the translation2


,. -ary ate!mashita the apple. 2. -ary ate!chimatta the apple.

#he inclusion of the honorific is &oth unnatural and incomprehensi&le to native English and >apanese speakers alike. "t is thus natural not to include the honorific. 5imilarly, the name-suffix class of honorifics is &oth unnatural and incomprehensi&le to native English speakers who do not speak >apanese, and it is thus natural and accesi&le ,note the goals of translation,to omit the name-suffix honorific or su&stitute an e+uivalent English form as appropriate.
C Con"l!ding Tho!ghts on S!"h Cases

"t is clear that the su&class of eighth-grade syndrome sufferers known as international anime fans, particularly those who watch fansu&s, is one of the most difficult to handle* those who interact with these sufferers often consider them un&eara&le. #heir un&eara&ility can &e traced to their &eliefs, which are flawed and fallacious without &ound. #hese &eliefs stem partially from a search for identity, especially cultural identity, and a desire to &e associated with a community with clandestine ha&its and practices. #he o&session with honorifics despite poor understanding of what honorifics actually are can &e traced &oth to imitation of others within the su&culture and to the placement of undue emphasis to things of little conse+uence, such as minor ver&al connotations. Due to the malignant effects of the symptoms of this su&class of eighth-grade syndrome on &oth the sufferer and his or her surrounding community, it is the opinion of the author that such cases re+uire treatment of some form. ?o other class or su&class re+uires such treatment as they are, typically, harmless and sometimes even &eneficial to &oth the sufferer and the world at large, whereas international anime fans, particularly those who watch fansu&s, can only cause harm. 4esearch is necessary to determine courses of treatment for this su&class of eighth-grade syndrome cases.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


fotc (Mazui Subs, Un imited Trans ation !or"s#

$6 The &rigins of (e igion


4eligion has drastically shaped the whole of human psychology, culture, and history. "ts uses are endless, from providing an all-purpose answer to the +uestions of life, to relieving the fear of death, to 6ustifying murder and war. #he whole of human experience is shaped &y religion, if not &y a personal faith in some dogma, then &y

interactions with individuals who do have faith in some dogma. #hus, &y virtue of cause and effect, if religion is a symptom of eighth-grade syndrome, then the effects of eighthgrade syndrome throughout history are immeasura&le. #his is precisely the case, and so eighth-grade syndrome stands as one of the most powerful forces which has shaped human history.
A Basis

)s discussed in previous sections, cases of eighth-grade syndrome typically evolve &y way of triggers, with the sufferer assimilating each new trigger into his or her case. (or supernatural power-type cases, these triggers tend to &e of a magical, spiritual, mythological, cosmological, or religious nature. #ypical examples include /iccan practices, ?orse mythology and cosmology, the teachings of )leister :rowley, the teachings of 5ilver =irch, and )&rahamic celestial hierarchy. 5ome triggers are exceedingly common, that is, they hold strong influence over and often dominate the imaginary worlds of most supernatural power-type cases. #he commonness of such triggers indicates that something a&out the world descri&ed &y these triggers are attractive to all sufferers. 'any cases of supernatural power-type cases create their own imaginary worlds which are unlike those of other cases. 3ften, these worlds and the laws which govern them are extremely ela&orate, including the creation of new languages. #he 8oynich 'anuscript, discussed in section @, is a prominent example of such an occurrence. "t is only a small logical step, then, to state that all religions originated from strong cases of supernatural power-type eighth-grade syndrome. #he originators of these religions imagined their own worlds, took on the peculiar yet common &ehaviors of such a case, and spread their ideas to their communities, which eventually came to regard these ideas as fact.
B E%ample& The A rahami" Religions

#he )&rahamic religions provide a plethora of examples of eighth-grade syndrome as the origin of religion. "n this section, three will &e discussed. #he first )&rahamic religion, >udaism, is said to originate from a decision &y a man named )&raham (for whom this family of religions is named) to worship a mountain god, rather than the moon god ?anna 5in, likely caused &y a desire to &e different from others. "t later adopted a monotheistic and dualistic perspective, that there exists only one supreme and transcendent god, after its interactions with Aoroastrianism, the earliest known dualistic religion. "n these interactions, >udaism also adopted other elements of Aoroastrianism, such as its angelic hierarchy, in a case of nearly complete trigger assimilation. #he &irth of :hristianity revolves around the &irth, teaching, and death of a man named >esus who called himself the son of a god and a messiah sent to free an entire people. (7istorians &elieve that this man is actually an amalgamation of many people who claimed to &e such messiahs around the same time, showing the commonness of this trigger, particularly in the aforementioned people during the aforementioned time.) #he idea that one is a supernatural &eing or descended from a supernatural &eing is a

common conception among supernatural power-type cases, and so this man was (or men were) suffering from a popular case of eighth-grade syndrome. :hristianity carries over many things from >udaism, including monotheism, dualism, and the angelic hierarchy, &ut adds on the concept of infinite universal love and forgiveness, which is also a common conception in eighth-grade syndrome cases. "slam was founded &y a man named 'ohammed, &ased on the previous )&rahamic religions of >udaism and :hristianity, and includes all concepts of &oth, &ut adds on an extensive system of political governance and demands strict adherence to the code of religious law. #he founding event of this religion is a purported visit of 'ohammed &y an angel, which revealed to him the words of the )&rahamic god. ?eedless to say, the delivery of sacred messages from supernatural &eings is a typical eighth-grade syndrome conception. #hus, it is clear that all of the the )&rahamic religions have originated from cases of eighth-grade syndrome. =ecause these three religions make up a&out two-thirds of the world population and have caused many of the greatest upheavals in history, such as wars and out&reaks of disease, eighth-grade syndrome is likely one of the most powerful forces which has shaped history.

The Causes and Effects of Eighth-Grade Syndrome Throughout History


fotc (Mazui Subs, Un imited Trans ation !or"s#

$$ Conc usions
Eighth-grade syndrome has &een one of the most influential forces in the course of human history. "t affects all people, living, dead, or un&orn, and will continue to do so for the foreseea&le future. "t has driven its affected to murder and suicide, wasted and destroyed lives, spawned wars, given &irth to philosophy and religion, and caused the rise and fall of empires. Despite the condition%s immense effects on history, its root causes remained uncatalogued until recently. 7owever, despite the frightening nature of the condition and its catastrophic effects on the human race as a whole, the general consensus is that treatment is unnecessary as the condition is exceedingly common (affecting all people) and typically mostly harmless. #he author agrees with this general consensus, excepting one su&class of eighth-grade syndrome sufferers discussed in 5ection B. "t is, after all, sad and em&arrassing, yet charming and dear, a disease called selfconsciousness, an unavoida&le part of life called &eing true to yourself, and something we suffer from for all of our lives.

$% (eferences
)ll pre-existing material was retrieved from fotc%s memory.

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