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Compilation + extras [ Girls Frontline 2 Exilium ].md delete mode 100644 Old_Notes/Weblinks/Why we built Capacities.md delete mode 100644 Old_Notes/Weblinks/て形のうた.md delete mode 100644 sort_vault.sh delete mode 100644 sort_vault_debug.log delete mode 100644 sort_vault_errors.log delete mode 100644 sort_vault_summary.log diff --git a/Old_Notes/PDFs/1000 Most Important English Words.md b/Old_Notes/PDFs/1000 Most Important English Words.md deleted file mode 100644 index 2b94039..0000000 --- a/Old_Notes/PDFs/1000 Most Important English Words.md +++ /dev/null @@ -1,22 +0,0 @@ ---- -type: PDF -title: 1000 Most Important English Words -description: null -icon: null -createdAt: '2025-04-08T20:23:54.223Z' -creationDate: 2025-04-09 05:23 -modificationDate: 2025-04-09 05:23 -tags: [] -previewImage: 7d0413bc-caa4-4220-ab86-c94637f3ecde_preview -source: upload -url: null -numberOfPages: 5 -fileSize: 562153 -tableOfContents: false -mimeType: application/pdf ---- - - -Media: ![PDF](PDFs/Media/1000%20Most%20Important%20English%20Words.pdf) - - diff --git a/Old_Notes/PDFs/CERT-TESOL-120_Grimes, Spencer.md b/Old_Notes/PDFs/CERT-TESOL-120_Grimes, Spencer.md deleted file mode 100644 index bf5f150..0000000 --- a/Old_Notes/PDFs/CERT-TESOL-120_Grimes, Spencer.md +++ /dev/null @@ -1,22 +0,0 @@ ---- -type: PDF -title: CERT-TESOL-120_Grimes, Spencer -description: null -icon: null -createdAt: '2025-04-22T14:42:21.835Z' -creationDate: 2025-04-22 23:42 -modificationDate: 2025-04-22 23:42 -tags: [] -previewImage: e2bb4bd6-9417-4444-84b9-8a046d960615_preview -source: upload -url: null -numberOfPages: 1 -fileSize: 2368545 -tableOfContents: false -mimeType: application/pdf ---- - - -Media: ![PDF](PDFs/Media/CERT-TESOL-120_Grimes,%20Spencer.pdf) - - diff --git a/Old_Notes/PDFs/CERT-TESOL_Grimes Spencer.md b/Old_Notes/PDFs/CERT-TESOL_Grimes Spencer.md deleted file mode 100644 index 7ddfe7c..0000000 --- a/Old_Notes/PDFs/CERT-TESOL_Grimes Spencer.md +++ /dev/null @@ -1,22 +0,0 @@ ---- -type: PDF -title: CERT-TESOL_Grimes. 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- -Media: ![PDF](PDFs/Media/Teaching%20Evaluation%201B_Grimes,%20Spencer.pdf) - - diff --git a/Old_Notes/PDFs/Teaching_Hours.md b/Old_Notes/PDFs/Teaching_Hours.md deleted file mode 100644 index f855b47..0000000 --- a/Old_Notes/PDFs/Teaching_Hours.md +++ /dev/null @@ -1,22 +0,0 @@ ---- -type: PDF -title: Teaching_Hours -description: null -icon: null -createdAt: '2025-04-22T14:59:24.758Z' -creationDate: 2025-04-22 23:59 -modificationDate: 2025-04-23 02:07 -tags: [] -previewImage: 7606eb0d-bedd-41c5-b2df-eab11bbe53af_preview -source: upload -url: null -numberOfPages: 1 -fileSize: 37355 -tableOfContents: false -mimeType: application/pdf ---- - - -Media: ![PDF](PDFs/Media/Teaching_Hours.pdf) - - diff --git a/Old_Notes/PDFs/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md b/Old_Notes/PDFs/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md deleted file mode 100644 index a900a21..0000000 --- a/Old_Notes/PDFs/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md +++ /dev/null @@ -1,22 +0,0 @@ ---- -type: PDF -title: dokumen.pub_the-art-of-teaching-best-practices-from-a-master-educator -description: null -icon: null -createdAt: '2025-04-11T21:56:25.434Z' -creationDate: 2025-04-12 06:56 -modificationDate: 2025-04-12 06:57 -tags: [] -previewImage: 6e2240cc-d095-4e20-bf5d-db7ca3ebbb74_preview -source: upload -url: null -numberOfPages: 99 -fileSize: 5406192 -tableOfContents: false -mimeType: application/pdf ---- - - -Media: ![PDF](PDFs/Media/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf) - - diff --git a/Old_Notes/PDFs/evaluating students.md b/Old_Notes/PDFs/evaluating students.md deleted file mode 100644 index 0b138a6..0000000 --- a/Old_Notes/PDFs/evaluating students.md +++ /dev/null @@ -1,22 +0,0 @@ ---- -type: PDF -title: evaluating students -description: null -icon: null -createdAt: '2025-04-10T21:34:02.910Z' -creationDate: 2025-04-11 06:34 -modificationDate: 2025-04-11 06:34 -tags: [] -previewImage: 8a00aaca-c30c-4036-87b9-195b39576e5f_preview -source: upload -url: null -numberOfPages: 1 -fileSize: 93436 -tableOfContents: false -mimeType: application/pdf ---- - - -Media: ![PDF](PDFs/Media/evaluating%20students.pdf) - - diff --git a/Old_Notes/PDFs/grammar tenses.md b/Old_Notes/PDFs/grammar tenses.md deleted file mode 100644 index 1bf5bc8..0000000 --- a/Old_Notes/PDFs/grammar tenses.md +++ /dev/null @@ -1,22 +0,0 @@ ---- -type: PDF -title: grammar tenses -description: null -icon: null -createdAt: '2025-04-10T21:12:01.461Z' -creationDate: 2025-04-11 06:12 -modificationDate: 2025-04-11 06:12 -tags: [] -previewImage: 9a85db46-555a-4f50-89d6-856cb9edd873_preview -source: upload -url: null -numberOfPages: 1 -fileSize: 251364 -tableOfContents: false -mimeType: application/pdf ---- - - -Media: ![PDF](PDFs/Media/grammar%20tenses.pdf) - - diff --git a/Old_Notes/Pages/Chinese Class Notes.md b/Old_Notes/Pages/Chinese Class Notes.md deleted file mode 100644 index a776ef4..0000000 --- a/Old_Notes/Pages/Chinese Class Notes.md +++ /dev/null @@ -1,440 +0,0 @@ ---- -type: Page -title: Chinese Class Notes -description: null -icon: null -createdAt: '2025-09-07T00:37:38.376Z' -creationDate: 2025-09-07 09:37 -modificationDate: 2025-09-07 09:38 -tags: [] -coverImage: null ---- - -Of course. Here are your Chinese language notes, organized by topic with clear markdown headings. - -## Grammar - -This section covers sentence structures, verb complements, and key grammatical patterns from your notes. - -### Sentence Patterns - -- **Expressing "Structure is complex"** - - - **Structure:** `SUBJECT + 的构造非常复杂 (de gòuzào fēicháng fùzá)` - SUBJECT's structure is very complex. - - - **Examples:** - - - 飞鸟的构造非常复杂 (Fēiniǎo de gòuzào fēicháng fùzá) - The structure of a flying bird is very complex. - - - 人体的构造非常复杂 (Réntǐ de gòuzào fēicháng fùzá) - The structure of the human body is very complex. - - - 电脑的构造非常复杂 (Diànnǎo de gòuzào fēicháng fùzá) - The structure of a computer is very complex. - -- **Estimating a Quantity** - - - **Structure:** `估计 (Gūjì) + SUBJECT + 有 (yǒu) + NUMBER + MEASURE WORD + OBJECT` - It is estimated that SUBJECT has NUMBER of OBJECT. - - - **Examples:** - - - 估计每只鸟有一千根羽毛 (Gūjì měi zhǐ niǎo yǒu yīqiān gēn yǔmáo) - Each bird has an estimated 1,000 feathers. - - - 估计每个人有十万根头发 (Gūjì měi gèrén yǒu shí wàn gēn tóufǎ) - It is estimated each person has 100,000 hairs. - -- **Reacting to News** - - - **Structure:** `听到 (Tīng dào) + {THING HEARD}, SUBJECT + 会/很 (huì/hěn) + {FEELING}, 甚至觉得 (shènzhì juédé) + {EVEN STRONGER FEELING/REACTION}` - - - **Examples:** - - - 听到孩子的问题，你会很担心，甚至觉得孩子退步了 (Tīng dào háizǐ de wèntí, nǐ huì hěn dānxīn, shènzhì juédé háizǐ tuìbùle) - When you hear about your child’s problems, you will be very worried and even think that your child has regressed. - - - 听到这个消息，我会很生气，甚至觉得被任天堂背叛了 (Tīng dào zhège xiāoxī, wǒ huì hěn shēngqì, shènzhì juédé bèi rèntiāntáng bèipànle) - I would be very angry and even feel betrayed by Nintendo when I heard the news. - -- **Remembering / Forgetting** - - - **Structure:** `SUBJECT + 记得/不记得 (jìdé/bù jìdé) + OBJECT` - SUBJECT remembers/doesn't remember OBJECT. - - - **Notes:** - - - Add `在哪里 (zài nǎlǐ)` when talking about remembering a location. - - - Add `了 (le)` at the end of a negative sentence to mean you don't remember it *anymore*. - - - **Examples:** - - - 耶和华记得你的眼泪 (Yēhéhuá jìdé nǐ de yǎnlèi) - Jehovah Remembers Your Tears. - - - 我需要记得我的钱包在哪里 (Wǒ xūyào jìdé wǒ de qiánbāo zài nǎlǐ) - I need to remember where my wallet is. - - - 我不记得我的STEAM账号了 (Wǒ bù jìdé wǒ de STEAM zhànghàole) - I don't remember my Steam account anymore. - -- **Learning from Someone's Example** - - - **Structure:** `我们陷入 (Wǒmen xiànrù) + {SITUATION} + 时 (shí), 可以怎样向 (kěyǐ zěnyàng xiàng) + {PERSON} + 学习 (xuéxí)?` - When we fall into {SITUATION}, how can we learn from {PERSON}? - - - **Examples:** - - - 我们陷入痛苦时，可以怎样向耶稣学习？ (Wǒmen xiànrù tòngkǔ shí, kěyǐ zěnyàng xiàng yēsū xuéxí?) - How can we learn from Jesus when we are in pain? - -- **Considering the Cost** - - - **Structure:** `在 (zài) + {ACTION} + 之前 (zhīqián), 先想想你需要为此付出什么, 包括投入多少时间, 精力, 和财务 (xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme, bāokuò tóurù duōshǎo shíjiān, jīnglì, hé cáiwù)` - Before doing {ACTION}, first think about the cost, including time, energy, and money. - - - **Example:** - - - 在你决定结婚之前，先想想你需要为此付出什么... (Zaì nǐ juédìng jiéhūn zhīqián, xiān xiǎng xiǎng nǐ xūyào wèi cǐ fùchū shénme...) - Before you decide to get married, first think about what you need to invest... - -- **Expressing Feelings** - - - **Structure:** `我感觉 (Wǒ gǎnjué) + 很 (hěn) + EMOTION` - I feel very EMOTION. - - - **Examples:** - - - 我感觉很惊讶！(Wǒ gǎnjué hěn jīngyà!) - I feel very surprised! - - - 我感觉压力很大 (Wǒ gǎnjué yālì hěn dà) - I feel a lot of pressure. - -- **"Not Only..., But Also..." (Negative Emphasis)** - - - **Structure:** `SUBJECT + 不但 (bùdàn) + {BAD THING}, 反而 (fǎn'ér) + {EVEN WORSE THING}` - - - **Example:** - - - 作为妻子，他不但没有安慰我，反而责备我 (Zuòwéi qīzǐ, tā bùdàn méiyǒu ānwèi wǒ, fǎn'ér zébèi wǒ) - As a wife, instead of comforting me, she blamed me. - -- **Leaving a Matter to Someone** - - - **Structure:** `我会儿把 (Wǒ huì bǎ) + {THE MATTER} + 交给 (jiāo gěi) + {ENTITY} + 处理 (chǔlǐ)` - I will leave {THE MATTER} to {ENTITY} to handle. - - - **Example:** - - - 我会把这件事交给长老处理 (Wǒ huì bǎ zhè jiàn shì jiāo gěi zhǎnglǎo chǔlǐ) - I will refer this matter to the elders. - -- **Expressing Fear of Loss** - - - **Structure:** `我特别害怕失去 (Wǒ tèbié hàipà shīqù) + {OBJECT/CONCEPT}` - I am particularly afraid of losing... - - - **Example:** - - - 我特别害怕失去现在的自由 (Wǒ tèbié hàipà shīqù xiànzài de zìyóu) - I am particularly afraid of losing my current freedom. - -- **"First..., Then..."** - - - **Structure:** `我想先 (Wǒ xiǎng xiān) + ACTION 1 + 再 (zài) + ACTION 2` - I want to do Action 1 first, then do Action 2. - - - **Example:** - - - 我想先学习日语，再去一个日本妻子 (Wǒ xiǎng xiān xuéxí rìyǔ, zài qù yīgè rìběn qīzǐ) - I want to learn Japanese first, then get a Japanese wife. - -- **Waiting for Something Impatiently** - - - **Structure:** `SUBJECT + 终于 (zhōngyú) + VERB + 了 (le), 我都快等死了 (Wǒ doū kuài děng sǐle)` - SUBJECT finally VERBed, I almost died waiting! - - - **Example:** - - - Switch2 终于公布了！我都快等死了 (Switch2 zhōngyú gōngbùle! Wǒ doū kuài děng sǐle) - Switch 2 was finally announced! I was dying of waiting. - -- **Not Ashamed, But Proud** - - - **Structure:** `SUBJECT + 不以 (bù yǐ) + {THING} + 为耻 (wéi chǐ), 反而以 (fǎn'ér yǐ) + {THING} + 为荣 (wéi róng)` - - - **Example:** - - - 我们不以圣经的教导为耻, 反而以圣经的教导为荣 (Wǒmen bù yǐ shèngjīng de jiàodǎo wéi chǐ, fǎn'ér yǐ shèngjīng de jiàodǎo wéi róng) - We are not ashamed of the Bible’s teachings, but proud of them. - -- **"I Just Couldn't..." (Expressing Frustration)** - - - **Structure:** `怎么就是 (zěnme jiùshì) + {UNPLEASANT RESULT}` - Used to express that despite effort, an unwanted outcome occurred. - - - **Example:** - - - 我昨天吃了安眠药，但怎么就是睡不着 (Wǒ zuótiān chīle ānmiányào, dàn zěnme jiùshì shuì bùzháo) - I took sleeping pills yesterday, but no matter what, I just couldn't sleep. - -- **"Tell me when..."** - - - **Structure:** `等你 (Děng nǐ) + ACTION 1 + 了告诉我 (le gàosù wǒ), 我想 (wǒ xiǎng) + ACTION 2` - Tell me when you do Action 1, I want to do Action 2. - - - **Example:** - - - 等你结婚了告诉我，我想去参加婚礼 (Děng nǐ jiéhūnle gàosù wǒ, wǒ xiǎng qù cānjiā hūnlǐ) - Tell me when you get married, I want to go to the wedding. - -### Verb Complements - -- **下来 (xiàlái)**: Indicates an action completed from beginning to end. - - - **Usage:** `Verb + 下来 (xiàlái)` - - - **Examples:** - - - 一场电影看下来，我很感动 (Yī chǎng diànyǐng kàn xiàlái, wǒ hěn gǎndòng) - After watching the movie (from start to finish), I was moved. - - - 一本书读下来以后，我学到了很多 (Yī běn shū dú xiàlái yǐhòu, wǒ xué dàole hěnduō) - After reading this book, I learned a lot. - -- **起来 (qǐlái)** - - 1. **Directional (low to high):** - - - 站起来 (Zhàn qǐlái) - Stand up - - - 跳起来 (Tiào qǐlái) - Jump up - - 2. **Subjective Feeling (with senses):** - - - 海鲜看起来很好吃 (Hǎixiān kàn qǐlái hěn hào chī) - The seafood looks delicious. - - - 这首歌听起来很好听 (Zhè shǒu gē tīng qǐlái hěn hǎotīng) - This song sounds nice. - - - 火鸡闻起来太香了 (Huǒ jī wén qǐlái tài xiāngle) - The turkey smells so good. - - - 游戏手柄摸起来太好了 (Yóuxì shǒubǐng mō qǐlái tài hǎole) - The game controller feels so good. - -- **出来 (chūlái)**: Indicates movement from inside to outside. - - - **Usage:** `从 (cóng) + LOCATION + Verb + 出来 (chūlái)` - - - **Example:** - - - 我从房子里跑出来了 (Wǒ cóng fángzǐ lǐ pǎo chūláile) - I ran out of the house. - -- **伤 (shāng)**: A result complement indicating an action caused injury. - - - **Usage:** `Verb + 伤 (shāng)` - - - **Example:** - - - 我的胳膊被鸽子抓伤了 (Wǒ de gēbó bèi gēzǐ zhuā shāngle) - My arm was scratched (and injured) by a pigeon. - -## Vocabulary - -### General Words & Phrases - -- **想法不错 (Xiǎngfǎ bùcuò)**: Good Idea (Lit: Idea not bad) - -- **随便 (Suíbiàn)**: Whatever; anything is fine. - -- **幽默 (yōumò)**: Funny; humorous - -- **榜样 (bǎngyàng)**: Role model - -- **勇气 (yǒngqì)**: Courage - -- **包括 (bāokuò)**: To include - -- **从现在起 (cóng xiànzài qǐ)**: From now on - -- **注意 (zhùyì)**: To pay attention to - -- **安全 (ānquán)**: Safety - -- **项目 (xiàngmù)**: Project - -- **没想到 (Méi xiǎngdào)**: Didn't expect (in a good way) - -- **随机 (suíjī)**: Random - -- **尴尬 (gāngà)**: Awkward; embarrassing - -- **量 (liàng)**: Quantity - -- **失去 (shīqù)**: To lose - -- **自由 (zìyóu)**: Freedom - -- **矛盾 (máodùn)**: Contradiction - -- **憎恨 (zēnghèn)**: Hatred - -- **倾向 (qīngxiàng)**: Tendency - -### People & Relationships - -- **你是真男人 (Nǐ shì zhēn nánrén)**: You are a real man! - -- **前妻 (qiánqī)**: Ex-wife - -- **前夫 (qiánfū)**: Ex-husband - -- **前任 (qiánrèn)**: Ex (gender-neutral) - -- **老婆 (lǎopó)**: Wife (endearing term) - -- **客户 (kèhù)**: Client - -- **发型师 (fǎxíng shī)**: Hairdresser - -### Actions & Verbs - -- **留胡子 (liú húzǐ)**: To grow a beard - -- **被封了 (bèi fēngle)**: To get banned - -- **记得 (jìdé)**: To remember - -- **陷入 (xiànrù)**: To fall into / be caught by - -- **付出 (fùchū)**: To pay; to expend (cost) - -- **骑车 (qí chē)**: To ride a bike - -- **开车 (kāichē)**: To drive a car - -- **谈 (tán)**: To talk - -- **休息 (xiūxí)**: To rest / take a break - -- **遇到 (yù)**: To encounter - -- **体验 (tǐyàn)**: To experience - -- **处理 (chǔlǐ)**: To deal with / handle - -- **偷偷 (tōutōu)**: Secretly - -- **请客 (Nǐ qǐngkè!)**: Your treat! - -### Feelings & Emotions - -- **麻烦 (máfan)**: Troublesome - -- **担心 (dānxīn)**: Worried - -- **悲伤 (bēishāng)**: Sadness - -- **惊讶 (jīngyà)**: Surprised - -- **愤怒 (fènnù)**: Rage - -- **激动 (jīdòng)**: Excited (intensely) - -- **压力 (yālì)**: Pressure; stress - -- **放松 (fàngsōng)**: Relaxed - -- **肉疼 (ròuténg)**: Pain from spending a lot of money - -- **爽 (shuǎng)**: To feel good (colloquial) - -### Medical & Health - -- **个人医疗指示 (Gèrén yīliáo zhǐshì)**: Personal medical directive - -- **绝不输入 (juébù shūrù)**: Never transfuse - -- **全血 (quánxuè)**: Whole blood - -- **红细胞 (hóngxìbāo)**: Red blood cells - -- **白细胞 (báixìbāo)**: White blood cells - -- **血小板 (xuèxiǎobǎn)**: Platelets - -- **血浆 (xuèjiāng)**: Plasma - -- **治疗 (zhìliáo)**: Treatment - -- **放弃 (fàngqì)**: To give up - -- **安眠药 (Ānmiányào)**: Sleeping pills - -### Technology & Gaming - -- **生存刀 (Shēngcún dāo)**: Survival Knife - -- **指甲刀 (Zhǐjiǎ dāo)**: Nail Clippers - -- **账号 (zhànghào)**: Account (e.g., online) - -- **评测 (píngcè)**: Review (of a product) - -- **电量 (diànliàng)**: Battery life - -- **发热 (fārè)**: To generate heat - -- **游戏配件 (Yóuxì pèijiàn)**: Gaming accessories - -- **握把 (wòbǎ)**: A grip - -- **保护膜 (bǎohù mó)**: Protective film / Screen protector - -- **保护套 (bǎohù tào)**: Protective case - -- **充电宝 (chōngdiàn bǎo)**: Battery pack / Power bank - -- **数据线 (shùjù xiàn)**: Data cable - -- **掌机 (zhǎng jī)**: Handheld console - -- **3D打印 (3D dǎyìn)**: 3D Printing - -## Conversations & Dialogues - -### Dinner Preparation - -- **妻子 (Wife):** 亲爱的，今天晚上想吃什么？ (Qīn'ài de, jīntiān wǎnshàng xiǎng chī shénme?) - Honey, what do you want to eat tonight? - -- **丈夫 (Husband):** 随便，你做什么我都喜欢。(Suíbiàn, nǐ zuò shénme wǒ dōu xǐhuān) - Whatever, I like anything you make. - -- **妻子 (Wife):** 那我做你最喜欢的红烧肉好不好？(Nà wǒ zuò nǐ zuì xǐhuān de hóngshāo ròu hǎo bù hǎo?) - Then how about I make your favorite braised pork? - -- **丈夫 (Husband):** 太好了！谢谢老婆。(Tài hǎole! Xièxiè lǎopó) - Great! Thank you, love. - -### Coincidental Meeting at a Coffee Shop - -- **S:** 哎？JS! 你也在这里啊，好巧！ (Āi? JS! Nǐ yě zài zhèlǐ a, hǎo qiǎo!) - Huh? JS! You're here too? What a coincidence! - -- **JS:** 哎？Spencer? 真的是你！最近怎么样啊？好久不见了？ (Āi? Spencer? Zhēn de shì nǐ! Zuìjìn zěnme yàng a? Hǎojiǔ bùjiànle?) - Huh? Spencer? It's really you! How have you been? Long time no see! - -- **S:** 是啊，世界真小！要不要一起坐一会儿，聊聊天儿? (Shì a, shìjiè zhēn xiǎo! Yào bùyào yīqǐ zuò yīhuǐ'er, liáo liáotiān’er?) - Yes, it’s a small world! Do you want to sit for a while and chat? - -### Discussing the Weather - -- **A:** 你好, 今天很热, 你也是来乘凉吗? (Nǐ hǎo, jīntiān hěn rè, nǐ yěshì lái chéngliáng ma?) - Hello, it's very hot today. Are you also here to cool off? - -- **B:** 对啊，又热又吵。(Duì a, yòu rè yòu chǎo) - Yes, it's hot and humid. - -- **A:** 你有什么降暑的好方法吗？ (Nǐ yǒu shénme jiàng shǔ de hǎo fāngfǎ ma?) - Do you have any good ways to beat the heat? - -- **B:** 留在家里吹空调。(Liú zài jiālǐ chuī kòngtiáo) - Stay at home and blast the air conditioning. - -## Cultural Notes, Idioms & Slang - -- **有朋自远方来，不亦乐乎 (Yǒupéng zì yuǎnfāng lái, bù yì lè hū)**: "It is a great pleasure to have friends come from afar." A classic saying to welcome guests. - -- **人山人海 (Rénshānrénhǎi)**: "People mountain, people sea." An idiom describing huge crowds of people. - -- **心静自然凉 (Xīnjìng zìrán liáng)**: "A calm heart keeps you naturally cool." An idiom suggesting that one's state of mind affects their physical feeling. - -- **亦敌亦友 (Yì dí yì yǒu)**: Frenemies (Lit: Foe and friend). - -- **厚脸皮 (hòu liǎnpí)**: "Thick-skinned." Not easily affected by criticism. - -- **冲手法 (Chōng shǒufǎ)**: A slang term for rushing to be the first to buy a new product, like staying overnight in a line. - -- **废了 (fèile)**: Slang for feeling exhausted or "dead" after a long day. (Lit: to become waste) - -- **虎 (hǔ)**: Slang for fierce or reckless. (Lit: tiger) - -- **电子阳痿 (Diànzǐ yángwěi)**: "Electronic impotence." A slang term for the phenomenon of buying many video games but lacking the motivation to play them. - -- **猫屎咖啡 (Māo shǐ kāfēi)**: "Cat poop coffee" (Kopi luwak), made from coffee beans eaten and excreted by a civet. - -- **Spring Festival Customs**: Notes on pagan traditions like **春联 (Chūnlián)** (Spring Couplets) and the character **福 (fú)** (blessing/fortune), which is sometimes hung upside down because **倒 (dào - upside down)** sounds like **到 (dào - to arrive)**. - -- **"Wife and Mother in Water" Dilemma**: A classic, tricky question asked to test a man's loyalty: "If your mother and I fell into the water, who would you save first?" - -## Classroom & Useful Phrases - -A collection of phrases useful during a language lesson. - -- **你能再说一遍吗？ (Nǐ néng zàishuō yībiàn ma?)**: Could you repeat that? - -- **你能慢一点儿吗? (Nǐ néng mànyīdiǎn'er ma?)**: Can you slow down a bit? - -- **我没听清 (Wǒ méi tīng qīng)**: I didn't hear it clearly. - -- **我没听懂 (Wǒ méi tīng dǒng)**: I heard it, but I didn't understand. - -- **你能换一种说法吗？ (Nǐ néng huàn yī zhǒng shuōfǎ ma?)**: Can you put it another way? - -- **我还是不懂，这个词用英语怎么说呢？ (Wǒ háishì bù dǒng, zhège cí yòng yīngyǔ zěnme shuō ne?)**: I still don't understand, how do you say this word in English? - diff --git a/Old_Notes/Pages/Japanese Class Notes.md b/Old_Notes/Pages/Japanese Class Notes.md deleted file mode 100644 index ce18b4d..0000000 --- a/Old_Notes/Pages/Japanese Class Notes.md +++ /dev/null @@ -1,56 +0,0 @@ ---- -type: Page -title: Japanese Class Notes -description: null -icon: null -createdAt: '2025-07-03T02:02:31.718Z' -creationDate: 2025-07-03 11:02 -modificationDate: 2025-09-18 09:58 -tags: [] -coverImage: null ---- - - - -[ALL JAPANESE NOTES](Classes/ALL%20JAPANESE%20NOTES.md) - - - - - - -[09/17/2025 - Japanese Class](Classes/09172025%20-%20Japanese%20Class.md) - -[09/08/2025 - Japanese Class](Classes/09082025%20-%20Japanese%20Class.md) - -[09/03/2025 - Japanese Class](Classes/09032025%20-%20Japanese%20Class.md) - -[08/27/2025 - Japanese Class](Classes/08272025%20-%20Japanese%20Class.md) - -[08/20/2025 - Japanese Class](Classes/08202025%20-%20Japanese%20Class.md) - -[08/13/2025 - Japanese Class](Classes/08132025%20-%20Japanese%20Class.md) - -[08/04/2025 - Japanese Class](Classes/08042025%20-%20Japanese%20Class.md) - - -[07/28/2025 - Japanese Class](Classes/07282025%20-%20Japanese%20Class.md) - - -[07/23/2025 - Japanese Class](Classes/07232025%20-%20Japanese%20Class.md) - - -[07/16/2025 - Japanese Class](Classes/07162025%20-%20Japanese%20Class.md) - -[07/09/2025 - Japanese Class](Classes/07092025%20-%20Japanese%20Class.md) - -[07/02/2025 - Japanese Class](Classes/07022025%20-%20Japanese%20Class.md) - -[06/25/2025 - Japanese Class](Classes/06252025%20-%20Japanese%20Class.md) - -[06/16/2025 - Japanese Class](Classes/06162025%20-%20Japanese%20Class.md) - -[06/11/2025 - Japanese Class](Classes/06112025%20-%20Japanese%20Class.md) - -[06/04/2025 - Japanese Class](Classes/06042025%20-%20Japanese%20Class.md) - diff --git a/Old_Notes/Pages/Minecraft Menu Layout.md b/Old_Notes/Pages/Minecraft Menu Layout.md deleted file mode 100644 index fa43112..0000000 --- a/Old_Notes/Pages/Minecraft Menu Layout.md +++ /dev/null @@ -1,51 +0,0 @@ ---- -type: Page -title: Minecraft Menu Layout -description: null -icon: null -createdAt: '2025-08-26T20:43:03.027Z' -creationDate: 2025-08-27 05:43 -modificationDate: 2025-08-27 07:31 -tags: [] -coverImage: null ---- - -MODE SWITCH - - - -Combat Mode - -Cast - - - - -Regular Mode - -Ping - -Inventory - -Shift - -Extra Menu - -Voice Chat - -Mute Mic - -Open Settings - -Group Settings - -EMI - -View Recipie - -View Used In - - - - - diff --git a/Old_Notes/Pages/Okinawa.md b/Old_Notes/Pages/Okinawa.md deleted file mode 100644 index 08082cd..0000000 --- a/Old_Notes/Pages/Okinawa.md +++ /dev/null @@ -1,147 +0,0 @@ ---- -type: Page -title: Okinawa -description: null -icon: null -createdAt: '2025-03-18T15:47:19.339Z' -creationDate: 2025-03-19 00:47 -modificationDate: 2025-09-16 02:53 -tags: [] -coverImage: null ---- - -# Okinawa - -Begin preparations to move to Okinawa. We will beat her there. By the time she gets there, we will be well established. Maybe that will be good enough. If it's not, we will continue improvement. - -### Requests & Info - -- A job in Okinawa - - - This ones going to be the deciding factor. Everything else can come later. Pray the most about this one. - - - Ideally, this would be a part time position, possibly online but not required as long as its local Okinawa. Pay doesn't really matter as you'll also probably be working for back home too. The main thing is the Visa Sponsorship. - - - I'm seeing mostly teaching positions, possibly IT positions. - - - I think it wise to be at least N3 in Japanese, as this'll greatly boost the chances. - - - LMAO - - - Our goal is to integrate fully with the congregation, and serve as need greaters with the prime purpose of supporting the ministry. A job is strictly to support that, not the other way around. Conveniently, we also have some fantastic jobs here, of which even if we can bring half over, that will be fantastic, and we can start saving, and praying even hard for Reina to show up. - - - *So about only bringing that half...* - - - Matt 6:33 - “Keep on, then, seeking first the Kingdom and his righteousness, and all these other things will be added to you.+ - - - Phil 1:10 - that you may make sure of the more important things,+ so that you may be flawless and not stumbling others+ up to the day of Christ; - -- A home in Okinawa - - - And by home I mean apartment. They'll be two of you, most likely rooming together, so costs will probably be pretty reasonable actually. - - - Beggars can't be choosers here. A roof, four walls, with basics (and a kitchen ideally) is good enough. I think location to hall & service will matter most. - -- A Car in Okinawa - - - Probably going to have to sell ours here, but that will only come after we move there. Sorry dad. - - - Nothing fancy, but good enough to drive to hell and back with a full service group. - -- [Cost of Living in Okinawa](https://www.numbeo.com/cost-of-living/in/Okinawa?displayCurrency=USD) - - - Qutie frankly, not much. At least not much when compared to here. - - - Biggest Expenses (These are total, not split): - - - Lets go big. A 3 bedroom apartment at.... little under $1k. If we're going small, a 1 bedroom at under $500. - - - Utilities - About $200 total. - - - Food - Lets say $500/month. Its going to be less then that, but just for the heck of it. - - - We're looking at $2500/month, to live very comfortably in Okinawa. We can clear that, even after the extra taxes we take out for ourselves. This does not include splitting everything if your living with someone else. Like, you know... a room mate. *Or a spouse.* Hush - -- [Visa's](https://velocityglobal.com/resources/blog/how-to-obtain-japan-work-visa/) - - - First thing is to find a job that wants to hire you in Japan. - - - Next, you have to work with the employer, and convince them to get you a Certificate of Eligibility - - - After that, then you/the employer can apply for a work visa, most likely through JAPAN eVISA - - - Once the application is approved, you will get a landing permit on your Passport - - - Then you have to go get a residency card, and.... your good. Easy, yea? - -### To do - -- Teaching Degree - - - DONE - -- Fluent in Japanese - - - IN PROGRESS - -- Research possible ways to gain a foothold (See Above) - - - RELY ON JEHOVAH - -- Pray... a lot. - - - IN PROGRESS - - - -# Meeting with Brother Barak Alvarenga - -Easiest one to start with is Teaching English Visa. - -~~Basically need some sort of bachelors degree~~ - -~~TESOL certification~~ - -Teaching Jobs - -8 hour work day, but starting at 12, to 8/9ish - -Attached to a school - -CIE Learning - -~~Do the Tesol first~~ - -~~Then the upgrade~~ - -~~Then the bachelors~~ - -~~US History~~ - -~~Main Courses~~ - -Honestly, probably not a great option. Field is saturated, hard to get into, and demand crazy schedules. - -EDIT: Lmao - - - -[Bachelors Degree](Pages/Bachelors%20Degree.md) - -[Getting a Job](Pages/Getting%20a%20Job.md) - - -Check Linkedin for Okinawa Jobs - - - -[https://cie.world/](https://cie.world/) - -[https://jobs.gaijinpot.com/en/job?region=JP-47](https://jobs.gaijinpot.com/en/job?region=JP-47) - -[https://jobsinjapan.com/?s=&location=okinawa&type=&_noo_job_field_english_level=&_noo_job_field_japanese_level=&_noo_job_field_employer_type=&post_type=noo_job](https://jobsinjapan.com/?s=&location=okinawa&type=&_noo_job_field_english_level=&_noo_job_field_japanese_level=&_noo_job_field_employer_type=&post_type=noo_job) - - - -[Okinawa Packing List](Pages/Okinawa%20Packing%20List.md) - diff --git a/Old_Notes/Pages/Personal Notes.md b/Old_Notes/Pages/Personal Notes.md deleted file mode 100644 index f6cd7c0..0000000 --- a/Old_Notes/Pages/Personal Notes.md +++ /dev/null @@ -1,1206 +0,0 @@ ---- -type: Page -title: Personal Notes -description: null -icon: null -createdAt: '2025-03-18T16:17:35.605Z' -creationDate: 2025-03-19 01:17 -modificationDate: 2025-09-27 02:49 -tags: [] -coverImage: null ---- - -# Things to Keep in Mind - -- You know, I thought we were humble. Humble people don't serve Jehovah on their own terms. Humble people don't pick and choose what they want to listen to. It took flying across the country, and the only voice that you'll listen to, to make you understand that. Don't take those words for granted. - - - Reina Side point: We thought she was talking about us. She wasn't. She was talking about herself. She couldn't deny an assignment that Jehovah gave her, because who is she to decide how she serves Jehovah. - -- 1 Peter 5:6,7 - Humble yourselves, therefore, under the mighty hand of God, so that he may exalt you in due time, 7  while you throw all your anxiety* on him, because he cares for you. - -# Spiritual Advancement - -For various reasons, our spiritual advancement needs to become a top priority. Here are some thoughts, that we can discuss at a later time - -- Watch everything that comes out, including the long ones - - - *ESPECIALLY THE LONG ONES* - -- Read everything that comes out, and mark it up like a toddler with a new sharpie - - - Suggestion: Thoughts on reading/watching something that came out on the website once a day? - - - Edit: Turns out we can just watch them as they come out. We thought we couldn't keep up, but once you start, there's no way to stop. Here we are begging for new releases. - -- Its really about proving your priorities to Jehovah. Where will you spend your time? - - - A bit of a longer comment - Every human has the same amount of time. Therefore, one of the various things that we can do to differentiate ourselves from each other, is how we spend our time. It's also a feedback loop. The more you spend time studying, the more it gets in our system, the more we want to study. Very useful. - -- [Make Your Advancement Manifest](https://wol.jw.org/en/wol/d/r1/lp-e/2009921?q=Spiritual+Advancement&p=par#h=1) - - - “Ponder over these things; be absorbed in them, that your advancement may be manifest to all persons.”​—1 TIM. 4:15. - - - Focuses on the example of Timothy. From a young man, early 20's, he was invited to be Paul's travelling companion. - - - Timothy was given the responsibility of appointing Elders & MS - - - Despite being given this responsibility, Paul also told Timothy to "make his advancement manifest to all persons." (1 Tim 4:15). Had not Timothy already done this, being given such a weight assignment? - - - Paul was talking about the advancement of Spiritual Qualities. - - - Speaking - - - “Out of the abundance of the heart the mouth speaks.” (Matt. 12:34) - - - Our speech can reveal to others in the congregation our spiritual state. - - - instead of using speech that is undignified, negative, critical, or hurtful, mature Christians strive to build up, comfort, console, and encourage. - - - Readiness to speak up about our beliefs, and moral confictions with others - - - Conduct - - - Genuine Christian conduct, is not hypocritical. - - - Saying one thing, while doing the other - - - The love of riches is a sign of spiritual deficiency. Find contenment in a simple life. - - - Moderation in dress and grooming - - - Be an example in chasteness, specifically in that of sexual morality. - - - Love & Faith - - - Eph 4:2 - with all humility+ and mildness,+ with patience,+ **putting up with one another in love**, - - - Eph 4:32 - But become kind to one another, tenderly compassionate,+ freely **forgiving one another** just as God also by Christ freely forgave you. - - - 1 Cor 13:1-3 - If I speak in the tongues of men and of angels but do not have love, I have become a clanging gong or a clashing cymbal. 2 And if I have the gift of prophecy and understand all the sacred secrets and all knowledge,+ and if I have all the faith so as to move mountains,+ but do not have love, I am nothing.*+ 3 And if I give all my belongings to feed others,+ and if I hand over my body so that I may boast, but do not have love,+ I do not benefit at all. - - - No matter how good we are, if we do not have love, then we are nothing, and offer nothing. - - - Timothy possessed strong faith when faced with incorrect doctrines being spread. We need to be like Timothy in todays world, not being swayed by any of the new "ideas" of correctness popping up in the world - - - Spiritual Advancement is not dependent on anything, but our obedience to Jehovah in our thoughts, speech, and conduct. Review the example of Timothy, and imitate it - -- How to Attack an Outline video (10mins) - - ![emsv_E_01_r480P](Files/Media/emsv_E_01_r480P.mp4) - [emsv_E_01_r480P](Files/emsv_E_01_r480P.md) - - - When we get an outline, we should read it as soon as we get it, and use the next while for information gathering. Yes, research, but also listening to others experiences. Listening to perspectives. Listening for any and all informaiton that may benefit being in that talk - - - We should have far MORE info then we'll ever need to put in the talk. Then, we can start removing things. If we remove things, this implies that we think the content we don't cut, is more important then the content we did cut to deliver whatever the point of the outline is, to the audience that we need to deliver it to. - - - Generally, about half the talk is written for you in that outline. But, we don't just grab some quotes and experiences, slap em in and call it a talk. We need to examine what the information is talking about. - - - What's the point of the outline? - - - What's verbs are being highlighted? - - - What message is it trying to get across? - - - How can I cater this information to better benefit the audience I'll be delivering it to? - - - Also, these are outlines. They are not meant to be read verbatim. We have license to add or subtract anything that we feel needs to be added or subtracted, as long as it contributes to the point being made, and it fits better with who we're delivering it to. - -- CO MS Meeting - - Appointed men accelerate ministry work. Serve as example for the congregation, including in the ministry. - - - Make it a matter of prayer - - - Work in harmony with prayers - - Bible Studies - - Make sure to put in your prayers (public, personal, family, etc.) for bible studies. - - Phil 2:13 - 13 For God is the one who for the sake of his good pleasure energizes you, giving you both the desire and the power to act. - - More we pray about it, more we think about it. More we think about it, more we look for opportunities, more we offer bible studies. More we offer bible studies, more we're going to pray about it. Feedback loop go brrr - - We can stimulatel boldness in others by sharing experiences - - Working in harmony with our prayers - - Go out in service, even on Sundays - - Informal Witnessing - - Apperently people witness through work a lot. - - If people ask questions, you can let them know that one of the things we do is study the bible with people. Not neccesarily offer them, but just say they exist, and let them bite if they want it. - - Public & Business Witnessing - - Isn't business witnessing just informal witnessing for these people? - - Return Visits - - Prepare for return visits. Know what to say - - Take notes, so you have something to say on the return. - - Bible Studies - - Best way to learn is by attending bible studies of others, and learn from them. - - - Prayer - - - Pray to Jehovah for a bible study - - - Pray for the desire to want it - - - But to do this, you have to want, to want it. - - - Pray for Boldness (And Tact) ([1 Thess 2:2](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&bible=52002002&pub=nwtsty)) - - - Note: This is not an inborn boldness. This boldness must come from Jehovah to be effective. - - - These things require frequent asking, its not a one time thing. Sounds familiar, yea? - - - Wisely use our time - - - House to house work has been proven to be the best way of starting bible studies in our territory. - - - Eccl 11:6 - Sow your seed in the morning and do not let your hand rest until the evening; for you do not know which will have success, whether this one or that one, or whether they will both do well. - - - Farmers realize that things take time. We are used to things not taking time. We should be used to things taking time, and effort. *In several things* - - - We can introduce simple bible truths by "did you know that..." or "have you heard that..." - - - Ministry needs to be the priority. Some appointed brothers need to say no to other things, even theocratic resposibilities so they can still be in the ministry. Ministry should be the priority. - - - - #### Continue Applying Yourselves to Teaching - - This actually just a part about the video in the dropdown above this, so reference that for most of the info. - - From the BE Book: "Talks that truly benefit the congregation require adequate forethought. Therefore, get into the habit of reading the material as soon as you receive each assignment. This will enable you to mull it over as you go about other activities. During the days or weeks before you give your talk, you may hear comments that help you see how best to apply the information. Situations may arise that reveal its timeliness. Reading and thinking about your assignment right after you receive it takes time, but this is time well spent. When you finally sit down to develop the outline, you will reap the benefits of having thought it out well in advance. Handling assignments in this way will greatly reduce stress and will help you to present material in a manner that is practical and that reaches the hearts of those in the congregation" - -- Keeping and Gaining Jehovah's Holy Spirit - - WT16 April, using imagination for Bible reading - - ***Gaining and retaining God’s spirit.*** The holy spirit is God’s “free gift,” which he gladly grants to those who sincerely seek and request it. ([Ac 2:38;](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/137/0) [Lu 11:9-13](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/137/1)) A right heart is the key factor ([Ac 15:8](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/138/0)), but knowledge and conformity to God’s requirements are also essential factors. (Compare [Ac 5:32;](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/139/0) [19:2-6](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/139/1).) Once received, the Christian should not ‘grieve’ God’s spirit by disregarding it ([Eph 4:30](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/140/0); compare [Isa 63:10](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/141/0)), taking a course contrary to its leading, fixing the heart on goals other than that to which it points and impels, rejecting the inspired Word of God and its counsel and application to oneself. ([Ac 7:51-53;](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/142/0) [1Th 4:8](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/142/1); compare [Isa 30:1, 2](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/143/0).) By hypocrisy one can “play false” to that holy spirit by which Christ directs the congregation, and those who “make a test” of its power in this way follow a disastrous course. ([Ac 5:1-11](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/144/0); contrast [Ro 9:1](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/145/0).) Deliberate opposition to and rebellion against the evident manifestation of God’s spirit can mean blasphemy against that spirit, a sin that is unforgivable.​—[Mt 12:31, 32;](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/146/0) [Mr 3:29, 30](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/146/1); compare [Heb 10:26-31](https://wol.jw.org/en/wol/bc/r1/lp-e/1200004211/147/0). - -- Things to Pray for - - - Qualities - - - Love - - - For Jehovah - - - For the Congregation - - - For Reina - - - Let these be the pillars of our soul, and guiding light in the dark - - - Wisdom - - - Godly Wisdom - - - Understanding - - - Discernment - - - Specifically in discerning Jehovah's will - - - Insight - - - Perspective - - - Endurance / Patience - - - Humility, and Faith/Trust/Confidence in Jehovah - -- [Anthony Griffin: Be Energized by God (Phil. 2:13)](https://www.jw.org/en/library/videos/#en/mediaitems/VODPgmEvtMorningWorship/pub-jwbvod25_14_VIDEO) - - Phil 2:13 - For God is the one who for the sake of his good pleasure energizes you, giving you both the desire and the power to act. - - Jehovah gives us the desire to act in accordance with his will - - This includes to serve him, to make good decisions, to resist temptation, to face a trial, etc. - - Further, he "for the sake of his good pleasure", energizes us. He wants to. He enjoys giving us power to do things, despite our circumstances. - - How so? The Greek verb translates to "acting within you". Jehovah can enhance our own abilities, and motivation, with his holy spirit - - He can, in effect, cause us to become, whatever we need to become, to accomplish his will. - - [2 Corinthians 12:8-10](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/47/12#study=discover&v=47:12:8-47:12:10) - Jehovah didn't take the problem away, but he instead gave Paul the required strength to deal with it. Paul concluded with "For when I am weak, then I am powerful." - - [2 Samuel 4:4](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/10/4#study=discover&v=10:4:4) - Mephibosheth became crippled by an accident. In later chapters, David shows loving kindness to him, and allows him to eat at the kings table, always being taken care of. He was still crippled, but Jehovah took care of him. - - [1 Samuel 1:6,10,18](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/9/1#study=discover&v=9:1:6) - The example of Hannah. Hannah was extremely bitter and wept uncontrollably. Hannah prayed to Jehovah, transferred the weight of her burden from herself to Jehovah, and went in peace. Jehovah didn't get rid of Peninnah (the rival wife), but he gave Hannah the strength to keep going. - - Be confident that Jehovah will sustain us, will energize us, and will act within us with his holy spirit. It is his good pleasure to give us the desire and power to act, within our circumstances. - -- [Ronald Curzan: Jehovah Helps Us to Overcome Giantlike Challenges (Mark 1:11)](https://www.jw.org/en/library/videos/#en/mediaitems/VODPgmEvtMorningWorship/pub-jwbvod25_15_VIDEO) - - When facing monumental tasks, or assignements, we need to ask ourselves "What helped me succeed in the past?" - - Jehovah, thats the one we can rely on. Jesus relied heavily on Jehovah, and Jehovah provided his support gladly. - - We can also support others, and do whatever we can to help them. - - its very important to put our feelings of appreciation into words, and let others know that we care for them. Our brothers and sisters need to hear reassuring words. - - If you see something commendable, say something commendable. Its a very cheap thing to do, but has the potentional to make a world of impact. - - Just because we've done somethign once, doesn't neccesarily mean we can do it again on our own. - - [2 Samuel 21:15](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/10/21#study=discover&v=10:21:15) - Once again there was war between the Phi·lisʹtines and Israel.+ So David and his servants went down and fought the Phi·lisʹtines, but David became exhausted. - - David, the giant slayer, who had done all these things before, became exhausted. He wasn't discouraged, but just lost his strength. - - David was still saved by his men, by those watching over him. - - Giants are scary, but they are nothing to Jehovah. They are no match to Jehovah's loyal servants, who are backed by Jehovah. - - We have Jehovah's love, his approval, and his support. We also have the support of his loyal worshipers. - - We can also be the one looking out for others, by showing our concern for others, be it a quick word, call or, text, but still showing our concern, and also our appreciation for them. - - - -- Pioneer Meeting with Circuit - - 308 count at 10:30 - - #### Part 2 - - [Phil 2:13](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/50/2#study=discover&v=50:2:13) - For God is the one who for the sake of his good pleasure energizes you, giving you both the desire and the power to act. - - This is what happens when we work in tandem with gods will. - - Jehovah knows every bit of who we are. He knows us better then we know ourselves. He knows what we want, he knows our fears, he knows our capabilities, all of it. He can fill in our shortcomings easily, and make what needs to happen, happen. - - Jehovah gives us strength and desire to do whatever he wants us to do. We are inadequate alone, but not with Jehovah's help. - - Bible study focus - - #### Part 3 - - [1 John 5:14,15](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/62/5#study=discover&v=62:5:14-62:5:15)- And this is the confidence that we have toward him, that no matter what we ask according to his will, he hears us. 15 And if we know that he hears us concerning whatever we are asking, we know that we are to have the things we ask for, since we have asked them of him. - - cultivate desire to get a Bible study. Pray about it - - [Mark 11:24](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/41/11#study=discover&v=41:11:24) - This is why I tell you, all the things you pray and ask for, have faith that you have received them, and you will have them - - act in harmony with our prayers - - [Psalms 65:2](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/19/65#study=discover&v=19:65:2) - O Hearer of prayer, to you people of all sorts will come - - Hearer of prayer is Jehovah - - [Matt 7: 7-11](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/40/7#study=discover&v=40:7:7-40:7:8) - “Keep on asking, and it will be given you;+ keep on seeking, and you will find; keep on knocking, and it will be opened to you;+ 8 for everyone asking receives,+ and everyone seeking finds, and to everyone knocking, it will be opened. 9 Indeed, which one of you, if his son asks for bread, will hand him a stone? 10 Or if he asks for a fish, he will not hand him a serpent, will he? 11 Therefore, if you, although being wicked, know how to give good gifts to your children, how much more so will your Father who is in the heavens give good things+ to those asking him!+ - - we know this one well, yea? - - [Colossians 4:2](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/51/4#study=discover&v=51:4:2) - Persevere in prayer,[+](https://wol.jw.org/en/wol/bc/r1/lp-e/1001070155/125) remaining awake in it with thanksgiving. - - #### Part 4 - - [Ecc 11:6](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/21/11#study=discover&v=21:11:6) - Sow your seed in the morning and do not let your hand rest until the evening;[+](https://wol.jw.org/en/wol/bc/r1/lp-e/1001070125/240) for you do not know which will have success, whether this one or that one, or whether they will both do well. - - focus on work, and let Jehovah worry about the results. It's a matter of eventuality, not success - - #### Part 5 - - ~360 total pioneer - - [Matt 16:22,23](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/40/16#study=discover&v=40:16:22-40:16:23) - At this Peter took him aside and began to rebuke him, saying: “Be kind to yourself, Lord; you will not have this happen to you at all.”+ 23 But turning his back,* he said to Peter: “Get behind me, Satan! You are a stumbling block to me, because you think, not God’s thoughts, but those of men.” - - Peter thought there was a limit to what could be sacrificed for the kingdom, but Jesus said "lol no" - - Jehovah will take care of us if we reach out, especially beyond our comfort zone. - - [1 Peter 2:20,21](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/60/2#s=20&study=discover&v=60:2:21) - For what merit is there if you are beaten for sinning and you endure it?+ But if you endure suffering because of doing good, this is an agreeable thing to God.+ 21 In fact, to this course you were called, because even Christ suffered for you,+ leaving a model for you to follow his steps closely. - - Endure suffering for what is good - - #### Part 6 - - Do things Jehovah's way, and it'll work out very well, because we have his blessing - - [Isa 26:12](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/23/26#v=23:26:12) - O Jehovah, you will grant us peace, Because everything we have done You have accomplished for us. - -- The woman who fears Jehovah will be praised - - - Communication is key - - - Constantly together, and do everything together - - - Sharing of the load of various daily tasks - - - Known as a partnership, and a team - - - Prov 31:26 - She opens her mouth in wisdom; The law of kindness is on her tongue - - - Promotes a loving atmosphere both at home and in the congregation - - - Actually just the entire chapter is worth reviewing - - - In prayers with your family, make specific family centric requests, and make sure they know you are turning to Jehovah for important things you are concerned about. - -- Trust in Jehovah With All Your Heart: - - Centered around the importance of **trusting in Jehovah (JH)**, especially in the face of future trials like the attack of Gog of Magog, where there will be no human escape. The speaker uses the example of a brother who suffered in a concentration camp and witnessed his brother's execution but still repeatedly affirmed, "Brothers Trust In Jehovah With All Your Hearts," even with dementia. - - Emphasized that **trust is more than a feeling; it requires conscious, reasoned decisions and acting in accordance with JH's way, not our own understanding.** The examples of Daniel in the lions' pit and his companions in the fiery furnace illustrate this point. In both cases, JH allowed them to face extreme danger with no human way out, and their unwavering trust, prioritizing their worship over their lives, led to divine intervention. **The lesson is to not rely on our own understanding but to put our lives in JH's hands.** - - Also side note, Jehovah waited until past the last second (at least in human perspective) to help, because then everyone knew it was Jehovah who saved them. He has a habit of helping right when he needs to, and not when we think he needs to. Just because help doesn't appear to be coming, remember we know nothing. Our only job is to fully commit our faith and trust in Jehovah, until death if need be, and let him worry about the rest. - - ***Love is the desire to make someone happy. Who do we want to make happy today?*** - - Nothing will happen if we skip a meeting, or don't have a part in the field ministry, but those who are spiritually strong will be, well, strong during the end as well. Put in the work of strengthening your relationship with Jehovah, and you will benefit. Study like you mean it, and not "speed study" - - To remain determined to trust JH during the Great Tribulation, two key actions are highlighted: - - 1. **Giving spiritual activities priority ALWAYS:** This includes consistent meeting attendance and participation in the ministry. Neglecting these in good times can weaken our faith and trust, making it harder to endure difficult times. Spiritual activity builds strength and conviction, as proven by the experiences of those who have endured persecution. - - 2. **Deepening our trust in JH:** This is achieved by becoming more familiar with him through personal Bible study. This study should be in-depth, involving planning, reading scriptures, and meditating on them to build a strong foundation like a house built on rock (Luke 6:48). Meditation involves seeing yourself in the biblical accounts and applying the lessons to your own life. Utilizing tools like JW Library can aid in this deeper study. - - Emphasize the importance of **applying what we learn** to "taste and see that JH is Good" (Luke 6:47). This practical application, rather than just theoretical knowledge, deepens our trust. Young ones are encouraged to serve JH actively and set spiritual goals to experience the joy and benefits of trusting in him. Elders are commended for training younger ones and recommending qualified individuals for further responsibility. - - JH's guidance is always for our good and should not remain theoretical. By applying it and making decisions based on trust, we will have experiences that deepen our faith. The reward for fully trusting in JH is the promise of blessings beyond our imagination (Ephesians 3:20), exemplified by the wonders of the promised new world. - - How will we be rewarded? - - Eph 3:20- JH can answer our prayers anything beyond what we can ever imagine  - - 20 Now to the one who can, according to his power that is operating in us,+ do more than superabundantly beyond all the things we ask or conceive,+ - - JH can do more than superabundantly what we could have ever imagine or think of. The same for the new world, we can imagine what it will be like. Our house,not getting sick, those resurrected, it will be amazing but JH will do more than Superabundantly what we could even conceive - - Would you like to see this, THEN KEEP FULLY TRUSTING IN JH - -- Do You Know the Mind of JH? - - The speaker emphasizes the importance of knowing Jehovah's (JH's) mind, drawing from 1 Corinthians 2:16 as the theme scripture, stating that we can understand JH's mind by studying Christ, who is his image. By understanding Jesus' thinking and attitude, we can adopt the "Christ's mind," which reflects JH's thoughts. - - Our thinking is often shaped by heredity, education, and social interactions, but learning about JH should transform our thinking, moving us away from being molded by the world's system (Romans 12:2) and into JH's mold. This transformation is gradual, prompting the question: To what extent have I patterned my thinking after JH's? - - The talk explores how to discern JH's mind through: - - 1. **God's Word (the Bible):** By examining accounts and adjusting our perspective from a human one to JH's. The examples of the unnamed Israelite who broke the Sabbath law and David's serious sins highlight that JH's justice is not always how imperfect humans might expect. JH sees the heart (1 Samuel 16:7) and doesn't always reveal all his reasons. - - 2. **God's Son (Jesus Christ):** Jesus' 3 1/2-year ministry showed the contrast between JH's mind and the rigid, extreme interpretations of the religious leaders (Matthew 12:1-7 regarding the Sabbath and the account of David eating the loaves of presentation). The example of the woman with the flow of blood (Luke 8:42-48) illustrates JH's emphasis on mercy and faith over strict adherence to rules when the heart's motive is pure (Matthew 23:23). - - This is what the love of god means, that we observe his commandments. - - The speaker then discusses how to show our thinking is in line with JH's: - - 1. **Living by principles, not just rules:** While the Mosaic Law had many rules, the greatest commandments are based on love (love for JH and neighbor). We should diligently study the Bible to understand JH's thinking through principles and accounts, not going beyond what is written (1 Corinthians 4:6) like the Pharisees. Mature ones develop discernment (Hebrews 5:14) and don't need elders to make every decision for them. - - 2. **Valuing ourselves and others as JH does:** JH values us based on our heart (1 Kings 8:39), not our position or privileges in the organization. This is comforting for those who can't do as much as they once did. The examples of Brother Heard, Brother Jackson, and the branch committee brother stepping down illustrate that personal worth is measured by our whole-souled love for JH (like the slaves in the parable of the talents and the widow's small contribution). - - Elder stepped down to care for his wife, he stopped pioneering. He was offered the reduced hours to keep pioneering, but still decided to step down, because he still felt he would be obligated to attempt to make his time. He wanted to spend that time supporting his wife. Did his worth decrease in Jehovah's eyes because of this choice, or this "loss of privilege?" No, of course not. Therefore, assignments and privileges do not define our value to Jehovah, whats in our hearts does. - - The entire heb scriptures are based on love. Jh doesn’t make rules, some laws and MANY principles and accounts that show his thinking. And we have Jesus to know Jh’s mind. We need to diligently study the bible - - 1 Cor 4:6 do not go beyond the things written - - The talk concludes with encouraging reports from Japan (growth in publishers and the zealous pioneer spirit - Psalm 110:3), the importance of parents helping their children, and commendation for elders training younger ones. Ultimately, the most important assignment from JH's viewpoint is to be his faithful witness, and reflecting on his precious thoughts (Psalm 139:17) is vital. - -- Gilead Graduation 2025 (June Monthly Broadcast) - **Special Note** - - Stay Hungry - - Matt 5:3 - Happy are those concious of their spiritual need since the kingdom of the heavens belong to them - - Stay hungry for spiritual food - - John 6:11 - Jehovah provided for their food, and they had as much as they wanted. Jehovah will provide for spiritual hunger. - - We contine to eat our favorite meals, same spiritually. We can continue to feed on things we've looked at in the past. Acts as reviews, driving in the nail. - - Matthew 5:36 - Keep hungering for righteousness. - - Spiritual hunger and thirst for righteousness will be fully satisfied in the new world, so keep in expectation of it. - - Inside Story - - Interviews from people graduating - - *​Maybe we'll be up there soon, eh 'nis?* - - **The desirable thing in a man is...** - - Loyal Love. - - Defined as love motivated by commitment, integrity, loyalty, and deep attachment. - - It is kindness that lovingly attaches itself to persons, becoming evident in continual kind actions" - - How god treated his true worshipers through the ages. Jehovah stuck with his people through the good times, and through the very bad. - - Jer 31:3 - "I have loved you with an everlasting love. That is why I have drawn you to me with loyal love." - - We live in expectation of Jehovah's loyal love, always relying on it, in good times, and in very difficult times, that is manifested in his continual kind acts toward us. - - Prov 3:3 - 3 Do not let loyal love and faithfulness leave you. Tie them around your neck; Write them on the tablet of your heart; - - We are expected by Jehovah to display loyal love. - - **We do this by attaching ourselves to others with continual, enduring, steadfast acts of kindness that demonstrate our loyal love.** - - We should think of the loyal love that has been shown us that got us to this point. Both from Jehovah, and the many people that helped us get where we currently are. - - If serving as an overseer, always demonstrate loyal love to the brothers and sisters we care for - - Abraham was asking about Sodom and Gomorrah "What if there's 50? 45? 30? 20? 10?". He was annoying. Some of our brothers and sisters are annoying. What did Jehovah do to Abraham for being annoying? He loved him, and called him his friend. We should do the same. - - Peter was also very annoying. Jesus still gave him great responsibility, and gave him the keys of the kingdom. - - As overseers, we will work with annoying people. What do we do with them? We love them. - - To show loyal love, it takes time, it takes emotional energy. - - Zech 7:9 - 9 “This is what Jehovah of armies says, ‘Judge with true justice, and deal with one another in loyal love and mercy. - - Prov 18:22 - 22 The desirable thing in a man is his loyal love; And it is better to be poor than to be a liar. - - Stay Thrist - - Ps 143:5,6 - 5 I remember the days of old; I meditate on all your activity; I eagerly ponder over the work of your hands. 6 I spread out my hands to you; I am like a parched land that thirsts for you. (Selah) - - Water lakes the land revive, and flourish. - - We need Jehovah and Spiritual food to keep reviving ourselves, and letting us flourish in our assignments - - We will be very busy with assignments, and spiritual activities, but do not forget to come and fill up on spiritual water, personal study, and prayer. - -- Notes on Patience & Endurance - - The original rendering of the Hebrew word "patience" is "long suffering". Literally, suffering that is long. I feel this is a pretty apt description. This world, mostly due to electronics and the instantaneousness of it all, excels at murdering our patience. - - > The instant results we get from this technology have in turn increased our appetite for instant gratification in other aspects of our lives. - [Awake! Dec 2012](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&docid=102012442&par=3) - - As referenced before in our other notes, we have 100% been affected by this, without even realizing it, and the situation with Reina brought it, painfully, into focus. I've always known patience was a lacking quality of mine, but now it is being tested more then I ever would have imagined. But, that's growth, right? The following are my findings about patience. - - The greatest example we have of patience, is Jehovah himself. Jehovah had a special, chosen people. He loved his people dearly. They promised him that they would never stray from his statutes, and always obey his commandments. These people were the Israelites, and this did not happen. What did Jehovah do? He sent them prophets, time and time again, over the course of hundreds of years. He warned them, he begged them to go back to doing what was right, he wanted nothing more then their well being. What was their response? - - > 2 Kings 17:14 - But they did not listen, and they remained just as stubborn as their forefathers who had not shown faith in Jehovah their God. - - On top of that, they often killed the prophets that Jehovah sent, ultimately crossing the line when they killed Jehovah's first born, Jesus. The point of all this, is Jehovah showed extreme patience to his people. Why? Because he loved them. His love for his people, his special, chosen people, motivated him to keep showing them patience, and keep showing them love. - - The parallels for us? First reference the Special Note in the Gilead Graduation right above this note, and then reference Smithy's Notes. - - - Chat with Smithy - - After my shepherding visit, and doing some research specifically into what she is going through, I realized my errors. In my heartache I had become entirely results focused. I needed to shift back to "what can I reasonably do? What do I need to get straightened out with my own self regardless of her and what she does?" - - This thinking reminded me of the control that I do have. I remembered and contemplated that I can set myself up for success or, at the very least, reduced grief, by doing what you guys had all been telling me: what I can. I also meditated on the fact that Jehovah never abandons and that he helps deal with these feelings, even if we don't get the results we sought. - - I started hearing her more for what she was actually trying to say, rather than letting my hurt translate it for me. - - I channeled the truest form of "it is what it is." - - Adapt. Grow. Audit. - - I've always had this strange fear that if I don't directly fight for the love I want, it would never be given to me. This is a trauma thing. Unfortunately this does not comply with the Bible's definition of love. I can't make her love me. I must focus on the real form of love, that doesn't look for it's own interest. - - Incidentally I'll tell you the results of some meditation on love I did a while back. - - The Bible says that love never fails. But how is this possible? After all, you can love your wife and she still leave you. You can love you children and they still go down a path that ultimately leads to pain and regret. You can work with a spiritual brother or sister and they still not heed your counsel. So in what way does love never fail? It is in the definition. - - 'Love doesn't look for it's own interests." True love has absolutely nothing to do with results or what you get in return for the investment. That's not to say that any form of self interest is "unloving." We get hungry, we eat. We get hot or cold, we adjust accordingly. We take care of ourselves, and this is good and balanced. - - Love, though, is 100% focused on someone else. If you kiss your mate on the cheek hoping that they'll kiss you back, is that love? It depends. Were you happy to kiss them regardless? Was your main purpose an expression of affection and you only hoped for a return because it would be a nice moment for the two of you? Or were you really just wishing they would show you affection and using the kiss to try to fish for it? Both look the same on the surface. One is motivated by love; the other by a desire to be loved. - - So if we think about 'doesn't look for it's own interest' as a definition, rather than as a principle or law, it becomes more clear. - - Your message to her was partly to make her smile, and partly a prudent thing to do. She is now more aware where you are; that there's someone interested in her that she knows. Some people may have written off a relationship due to the distance and uncertain variables at play. In these circumstances, I wouldn't be surprised for someone to elect to ghost. But you have taken steps to be communicative, and she hasn't said or done anything to stop you. Honestly it is on her to say something at this point. If her feels are there at all, she'll want to respond. Idk why she wouldn't. Not saying there's literally no reason, but this gets into the next part of the sermon. - - Investigating a person as a potential mate isn't inherently a loving thing. The trick with love is, just because something isn't loving doesn't mean it isn't good. When you investigate a potential mate you are looking at facts about that person, and comparing them with facts about yourself. Honestly its a pretty boring and logical process, if you keep your treacherous heart in check. The thing about love is that it is kind of like feeding a scared animal you found. You lay out the food, and at first you have to back away and see what they do, cuz they won't get close to you yet... if they're smart. Don't trust the ones that get too close too fast. May make you feel good at first, but if they don't have healthy boundaries and self care, that's a red flag. Even if you hit it off really really well, there should be some brakes here and there that remind you both that you're taking this seriously and haven't already secretly decided to marry. - - Leaving the food in this illustration is the love. According to one of our publications "love demonstrates itself in actions that are pleasing the one that is loved." We may hope for certain outcomes, but the expression is issued regardless. Being disappointed or let down by not getting what we were hoping for doesn't mean that we didn't demonstrate love. - - Once the love has been placed, the wise and mature person will allow the other person to interact with it as they please. Does she text you back? Does she allow business to become an excuse not to? If so, why? Does she want to take forever, leaving you anxious, because she really wants to think about it? Not horrible, but something would be nice. - - Here's the crux of it, though. Love has nothing to do with how the other person acts. You set it out with their best interest in mind. It can't fail because they ignore it or don't listen or whatever the case may be. You expressed something in a loving way. Love has auto success. Whatever she does with it doesn't affect that. - - Now, if the feelings aren't mutual, and she doesn't like the contact, that was still is love on your part. She would need to communicate her feelings more clearly. Intention is a key factor. You had the best intentions: you were looking for her interests, rather than stewing on feelings and uncertainty while she remained clueless. - - Again, you can think of how Jehovah demonstrated love to Israel by sending His prophets. The people didn't listen to the prophets, and we see how that went (Israel is freaking crazy these days). But it would be inaccurate to say that Jehovah's love failed because the people weren't saved. The people didn't even feel loved by the action! It was a nuisance to them to deal with Jehovah's expressions of love because the prophets told them things they needed to do better and differently. - - The act of love stands alone. Anything after that is something else. So did the love fail the Israelites? No. Jehovah's love behaved as His words defines: 'patient, kind, not jealous, etc.' So what can we say about the outcome of love, then? If the results aren't what we want, how can we still say it succeeded? Because that 's literally just the definition of love. It is a given thing. What failed here was the people's faith. Their love didn't fail. They just didn't have love. Yes Jehovah was hoping they would turn around. Hoping for an outcome doesn't cross the line of 'not looking for your own interest' all the time. - - So whenever it is that love doesn't produce the results you are hoping for, zoom out and look at the other qualities at play. Just because something isn't love doesn't mean it is unloving. You wanted to make her smile; you sent a positive message to her. That's loving. You would appreciate a response of some sort. That is your own self interest, but not at all unloving. It is perfectly rational and reasonable. Just not definable as 'love'. I hope this makes sense. - - I've been having to remind myself of this a loooooooot lately. I get so wrapped up wanting to be loved and cherished by my wife that I lost sight of these principles. Instead, I am now trying to focus on my expressions of love, regardless of what she does. Even if she leaves, or doesn't accept my love, that doesn't mean it failed. Love goes out from us, and that is success. If it is rejected, that is some quality on their end and does not change your expression or its value. - - Good stuff! And just to round out that thought, love "believes all things" for example. That doesn't mean we are naive. "Hopes all things" doesn't mean we never accept loss or failure. It just means that, by definition, it is love when you choose to believe the best about someone. It is no longer definable as love if you stop believing them. But that isn't automatically unloving. Maybe you have a good reason to doubt. Could be wisdom, or evidence or any other valid thing. To me, part of the purpose of chapter 13 is to help us understand what love is AND isn't, but not to say that it is the only important quality. - - Particularly about Reina: - - Based on the way she has interacted, personally, I would leave the ball in her court, too. - - But as you helped remind me, we can only do what we can do. Seeing the good we do regardless of results is a good. - - - - Beginning to get the pictures? Jehovah's love motivated him to keep hoping in and believing that his people would turn around, and do what is right. Our love for Reina, should motivate us to keep hoping in and believing that she'll give us the time of day. Granted similarities of the two parallels end there, and Reina not giving us the time of day certainly is not a grave sin by any definition of the word. But, the exact same type of kind, unselfish, loyal love being shown by Jehovah, is what you are showing Reina. So, how the heck are we supposed to endure and find patience? By loving Reina, which we already are. Continue showing the selfless, loyal love towards her, in exercising patience. That is what we can do right now, and show a waiting attitude for Jehovah, as he knows what needs to happen, when it needs to happen. Not everyone gets an opportunity to move across the world in an attempt to chase the one they love, yea? Jehovah's not abandoning this, and doesn't want you to either. Love him, Love her, and endure. - - EDIT: A couple futher very brief notes: - - - When dealing with people especially, effort can not take the place of time. Often, time *and* effort are required, and more of one can not take the place of the other. - - - This Watchtower Article for Patience - [https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&docid=2013844](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&docid=2013844) - - - And this one for Endurance - [https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&docid=2016282](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&docid=2016282) - - > [James 1:4](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&bible=59001004&pub=nwtsty) - Let endurance complete its work, so that you may be complete and sound in all respects, not lacking in anything. - - Our endurance serves a purpose. The WT article said "Trials often reveal our weaknesses, aspects of our personality that we need to refine. If we endure those trials, however, our Christian personality becomes more complete, or sound. For example, we may become more patient, appreciative, and compassionate." Do you not think we have changed significantly, for the better, because of our endurance? We are leagues better then we were before. The changes we have made in the past 6 months, honestly feel like more then we've made in the past 10 years. That's pretty impressive, I think. - - The WT Article also defines endurance as this: - - > Endurance is “the spirit which can bear things, not simply with resignation, but with **blazing hope**,” says one reference work. “It is the quality which keeps a man on his feet with his face to the wind. It is the virtue which can transmute the hardest trial into glory because beyond the pain it sees the goal.” - - > [Romans 15:5](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&bible=45015005&pub=nwtsty) - Now may the God who supplies endurance and comfort grant you to have among yourselves the same mental attitude that Christ Jesus had, - - Endurance comes from Jehovah. We have to ask for it. Jehovah provides the hope for these things. Meditate on the support we have recieved from Jehovah pertaining to Reina. The whole college thing, the impossibly timed music selections, the words and advice from others. You will have your second chance. Make the best of it. - - - -- Evidence of Jehovah's Love for us - - These will not include the things Jehovah has done for humans in general, or for his people in general, as there is simply to many to count, unless they have a special, individual significance to us. - - - The fact that we have a 4 year college degree, obtained in a single month, that grants us a ticket to live exactly where Reina plans on ending up. - - - The fact that when we are looking for something, when we need encouragement, its always there, ready to be consumed, or a word ready to be heard. - - - The confirmation through music that we keep getting. It'd be a cooincidence if it happened once. It'd be wierd if it happend twice. Its unignorable now that its happened 3x. We asked for assurance, and we have received it. - -- Paul Gillies: The Power of Holy Spirit (Acts 1:8) - - The global preaching work is only possible through Jehovah's holy spirit. - - How does that spirit affect us individually, and make us able to do this work? - - - Jehovah can use his sprit to bring whatever skills we already possess, to a much higher degree. - - - Jesus, through holy spirit, has a tremendous amount of power. He can see, and scrutinize every single person on the planet, and judge them perfectly and righteously. Then, he will use that same power in Armageddon to destroy the wicked, without a single causality among those he deemed as righteous. - - - Jehovah is giving us that same power (not in the same amounts, obviously) to accomplish the ministry, and do whatever else he needs us to do. Even in small amounts, Jehovah's spirit is potent. - - Example: Bezalel and Oholiab, the two craftsman that worked on the tabernacle. Jehovah used his spirit to take whatever skills they already possessed, and made them into master craftsman like the world had and since then has never seen. - - - The tabernacle existed for ~500 years, while constantly being moved. This stands as a testament to their ability and craftsmanship, granted by Jehovah. - - When Jehovah gives us holy spirit, we grow in wisdom, understanding, and knowledge. It enhances our natural skills and abilities, taking them to another level. - - Bezalel and Oholiab didn't initial their work, they were humble and knew where the ability came from. They also were instructed, and faithfully did so, to instruct others on these things, so there was an entire team of uncredited craftsman that made these things. - - Today, if we are blessed with holy spirit in one way or another, we must realize where that power comes form, and not stir up any sort of competition. - - When we develop skills, we enjoy deep satisfaction, knowing that Jehovah's power is a part of our lives, and giving us the power to perform various assignments. But at the same time, we must be quick to acknowledge that that power is not our own, and it is only through Jehovah that we are able to accomplish these things. - - *Side Notes: I think of this pertaining to my past 6 months. We went from nothing, to possessing a Bachelors Degree in Education, a TESOL certification, understanding more Japanese then we ever have, appointed as an elder, and not to mention dodging bullets left and right. All of this honestly in the past 3 months. There is no possible way anyone, especially ourselves, could have accomplished this work on our own power. We have been blessed with Jehovah's holy spirit, and we must make sure that all credit for such goes to him, as this is not our own ability in the slightest.* - -- William Turner, Jr.: Do Not Become Complacent Like Solomon (1 Ki. 11:9, 10) - - Jehovah became furious at Solomon, because Jehovah warned him twice not to go after other Gods, and he still did it. - - Why was Jehovah furious with Solomon? - - - Because Jehovah warned Solomon, not once, but twice. - - - After Jehovah gave him this warning, he even gave Solomon a path forward, to "keep walking in Jehovah's ways", and he would be successful. - - Solomon did this at times in his life, and was blessed for those times, but he was not consistent. - - Jehovah can bring matters to our attention any number of ways. Meetings, comments, sometimes direct counsel. Are we listening? What is our response? The way we respond, will affect how Jehovah feels about us. - - Jehovah appeared to Solomon twice. The second time, he restated what he did the first time, but also added a warning, saying that if Solomon and Isreal did not follow true worship, he would be cut off. This was 20 years after the first time Jehovah appeared to him. - - Do you think Solmon reflected on his past? Reflected on what made David, his father, so special to Jehovah? More importantly, do you think Solomon thought why Jehovah brought this to his attention twice? *You know, like a double confirmation?* Solomon became complacent in his worship, taking one false step after another. - - Solomon eventually married 700 wives, many of them pagan, and 300 concubines. He set up high places for false worship, and when it was all said and done, had shown a gross disregard for Jehovah's standards and worship. Can we see why Jehovah was furious with Solomon? - - In light of this example, it should help us not to be complacent in our worship. Solomons mistake were not a casual mistake, but were a progressive sinking into disobedience. - - **We need to be sensitive to Jehovah's Direction. Sensitive to Jehovah's reminders. Look for ways that we can make practical application of what he says in our lives.** - - This account also demonstrates Jehovah's love and mercy. We all make mistakes from time to time, often disappointing, or even angering him. However, **Anger is not a dominant quality of Jehovah.** Jehovah is a "Happy God", "Slow to anger, and abundant in loving kindness." - - When he sees us putting forth the effort to serve him, how do you think that makes him feel? We as imperfect humans can do, say, and be things that affect how the strongest entity in existence feels. For good, and for bad. Lets make sure they are good, yea? - -- Troy Snyder: Our Role in Sanctifying Jehovah’s Name (Matt. 6:9) - - > Matt 6:9 - 9 “You must pray, then, this way: “‘Our Father in the heavens, let your name be sanctified. - - This means that we have a role in sanctifying Jehovah's name. - - > Isa 29:23 - 23 For when he sees his children, Who are the work of my hands, in his midst, They will sanctify my name; Yes, they will sanctify the Holy One of Jacob, And they will stand in awe of the God of Israel. - - We have the privelge of sanctifying Jehovah's name, or to defend his reputation. - - We do this in the ministry, by telling people about his qualities, prove the lies satan has told about him as false - - Also do this by imitating his qualities, which affects our conduct, our speech, and what we look like. - - Uniquely, because we know Jehovah, becuase we have a relationship with him, and becuase we "stand in awe" of him, we are qualified to defend him. - - These words can also help us to not give up in our service to Jehovah. - - > Matt 6:1 - “Take care not to practice your righteousness in front of men to be noticed by them; otherwise you will have no reward with your Father who is in the heavens. " - - Focusing on our name, or making ourselves prominent, focusing on how we look and appear to others is treating our name like its most important, and that is not correct. - - > Matt 6:9 - 9 “You must pray, then, this way: “‘Our Father in the heavens, let your name be sanctified. - - **Our priority should instead be on Jehovah's name. Happiness does not come from seeking prominence for ourselves, but by giving priority to Jehovah's name.** - - When we get discouraged, or frustrated in our service to Jehovah, when we remember what's most important, the sanctification of Jehovah's name, it helps us keep things in perspective. it helps us keep our feelings and our emotions in the proper place. - - These words also remind us that Jehovah wants us to draw close to him. **Jehovah is the source of comfort and refreshment.** - - Jehovah is holy, sacred, and clean, and that holiness may seem daunting to us as imperfect humans. But, that holiness is connected with refreshment. It is connected with everything that is good. - - When we meditate on Jehovah's holiness, it draws us to him. We don't want to think Jehovah is unapproachable, in fact the opposite is true. - - > Psalms 103:1 - Let me praise Jehovah; Let everything within me praise his holy name. - - > Psalms 103: 13,14 - As a father shows mercy to his sons, Jehovah has shown mercy to those who fear him. 14 For he well knows how we are formed, Remembering that we are dust. - - Jehovah's holiness reminds us of his mercy and compassion for us. it is as if Jehovah is saying *"I know you've made mistakes, I know you're imperfect, but I understand you. Whenever you feel you can't approach me, or you're overwhelmed with negative emotions, come to me".* That's a direct quote btw - -[Pure Worship Convention 2025](Pages/Pure%20Worship%20Convention%202025.md) - -- Ralph Walls: Speech That Builds Up (Mal. 3:16-18) - - > Mal 3:16 - 16 At that time those who fear Jehovah spoke with one another, each one with his companion, and Jehovah kept paying attention and listening. And a book of remembrance was written before him for those fearing Jehovah and for those meditating on his name. - - Jehovah is paying attention and listening to how we speak with one another. Why? Because our speech reflects what is in our hearts. **What we say reflects what we really are inside.** - - We are very good at finding others shortcomings, but it takes a lot more effort to find the good of the other person. We have to be careful in how we talk to, and about each other. - - We need to see people the way Jehovah sees them. Every single one of Jehovah's people have been drawn by him, in spite of their quirks and challenging personalities. That includes us. - - Jehovah sees positive things in every one of us, and we need to put forth the effort to see those good qualities that Jehovah sees, so we can speak positively about them. - - > James 1:26 - 26 If any man thinks he is a worshipper of God but does not keep a tight rein on his tongue, he is deceiving his own heart, and his worship is futile. - - How we use our toungue is a very serious matter to Jehovah. I we talk one way at meetings and in the ministry, but spoke harshly at other times, Jehovah would not be pleased with that. - - > Mal 3:17 - “And they will be mine,” says Jehovah of armies, “in the day when I produce a special property. I will show them compassion, just as a man shows compassion to his son who serves him. - - Jehovah says about those who watch their speech "they will be mine". Parents have a special bond with their children, and overlook many things (or, you know, they should). - - Jehovah has a special attachment to his servants, even more so then earthly parents do with their children. They are his, and the verse states he will show them compassion. - - Our speech should reflect this view of Jehovah showing compassion to humans and overlooking our shortcomings, even though we are imperfect, and keeping in mind that we are included in this showing of compassion. - - > Mal 3:18 - 18 And you will again see the distinction between a righteous person and a wicked person, between one serving God and one not serving him.” - - Our effort to have upbuilding speeches is what sets us apart as Jehovah's people. - - This is Jehovah's way of commending his people for putting forth every effort to have positive, upbuilding speech. Its good for all of us to keep that mind, and also to make a self-evaluation from time to time. - - If we have a measure of authority, be it in the congregation, secularly, or anywhere else, we need to be especially aware how we talk to, and about our fellow workers. - - The world we live in has bullying, curt speech, cutting people off, and overall mistreatment of each other as common practice. This stands in stark contrast to what Jehovah expects of his people. We need to make very sure that the standards of speech prevalent today, does not rub off on us. - - > 1 Cor 2:12 - 12 Now we received, not the spirit of the world, but the spirit that is from God, so that we might know the things that have been kindly given us by God. - - > Heb 2:1-3 - That is why it is necessary for us to pay more than the usual attention to the things we have heard, so that we never drift away.2 For if the word spoken through angels proved to be sure, and every transgression and disobedient act received a punishment in harmony with justice,3 how will we escape if we have neglected so great a salvation? For it began to be spoken through our Lord and was verified for us by those who heard him - - May we continue to speak in such a way that draws attention to Jehovahs way of dealing with people, and draws us ever close to him and to each other. - -- Kenneth Godburn: See Jehovah’s Glory Every Morning - - July 3, 2025 - - Success in our assignments will depend on us continuing to see Jehovah's glory every day. How so? - - > Exodus 16:7 - 7 In the morning you will see Jehovah’s glory, for he has heard your murmurings against Jehovah. Who are we that you should murmur against us?” - - They would see Jehovah's glory in the arrangement of the Mana, every morning. - - This demonstrated Jehovah's glory because the mana was provided miraculously. It showed up every day except the 7th day, didn't depend on what time of year it was, didn't matter where you were, it was always there, and right on time. They had to put in the work to gather it, but this also wasn't food that they could produce on their own. - - It also demonstrated Jehovah's glory in what the mana accomplished. It fed the Israelites for 40 years, and everybody got the same amount, didn't have to ration it, they got exactly what they needed. - - To benefit from this provision, the Israelites needed to recognize that Jehovah knew how to feed them, knew what to feed them, and most importantly that it was Jehovah that was feeding them. - - We can learn many lessons today from how Jehovah fed the Israelites. - - How Jehovah provides spiritual food is evidence of his power - - Case in point: The bible. It's very survival is evidence that Jehovah is behind it. - - The slave has been providing spiritual food for Jehovah's people since 1919, and it always comes at the right time. Virtually all of Jehovah's people will receive the same spiritual food, at the same time, in their own language, free of charge. We're so used to it, but that in itself is a miracle and evidence of Jehovah's Glory. - - What this spiritual food accomplishes is also evidence of Jehovah's Glory. - - This spiritual food is satisfying the needs of over 9million people in different lands, of different circumstances, different ages, cultures, whatever - - With what result? We are gathered together in a loving, united brotherhood, all focused on the preaching the good news of God's Kingdom. - - What accounts for this? - - There is nothing on this planet that compares to our united brotherhood. This is the result, not of human effort, but of a miracle from Jehovah, and evidence of his power & glory. - - We know all this, but the example of the mana and the Israelites lack of appreciation for it show how important it is to take time every day to focus on Jehovah's Glory. - - How can we do that? - - - Recognize that Jehovah knows how to feed us spiritually. Do our best to keep the same best routine that Jehovah's people follow. Bible reading, Family Worship, Meetings, reading the WT, watching broadcasts, service, etc. Like mana, those basic provisions are for everyone, no matter in what capacity we serve. Keeping this routine will make sure that our spiritualty keeps pace with whatever assignments (or ambitions) we may have. - - - Recognize that Jehovah knows what to feed us spiritually. Sometimes things may not apply to us, or may be rather simple, but we need to be sure we don't question, or worry about if what Jehovah is providing can sustain us. Jehovah knew what to feed the Israelites, and Jehovah knows what to feed his people today. - - The spiritual food Jehovah gives us is with the intent to put his word in our hearts. - - > 1 John 2:14 - 14 I write you, fathers, because you have come to know him who is from the beginning. I write you, young men, because you are strong and the word of God remains in you and you have conquered the wicked one. - - Conquering the wicked one was not due to their own willpower. It was the result of God's power, his word in their hearts. This is exactly what Jehovah is doing for his people today. - - - Always recognize that is Jehovah that is feeding you. The reason all this is happening, is because of Jehovah. He is the source of the spiritual food. He is the source of every good gift. Give credit to Jehovah, and don't focus on ourselves. Never attribute to mere humans what Jehovah is accomplishing. - -- [David Schafer: Acquire Understanding and Skillful Direction (Prov. 1:5)](https://www.jw.org/en/library/videos/#en/mediaitems/LatestVideos/pub-jwbvod25_28_VIDEO) - - Understanding is defined as seeing into a matter, and figuring out how the individual components work together to build the bigger picture. - - A person with undersanding knows four things: - - - His own responsibility to think - - - He understands what he lacks - - - He understands what Jehovah can impart - - - He understands what others can provide - - **His own responsibility to think** - - Mark 12:33 - 33 and to love him with one’s whole heart, with one’s whole understanding, and with one’s whole strength and to love one’s neighbor as oneself is worth far more than all the whole burnt offerings and sacrifices.” - - The one with understanding does as much thinking as his bible trained conscience is capable of. He does not want others to think for him, he does as much as he can himself. - - **He Understands what he Lacks** - - Understands that Jehovah expects him to love with his all his understanding. - - What about Prov 3:5 - We must not rely on our own understanding? - - Prov 19:25 - 25 Strike the ridiculer, so that the inexperienced one may become shrewd, And reprove the understanding one, so that he will increase in knowledge. - - The understanding person does not know everything, and he knows that, and as such, he needs skillful direction, or reproof. - - Prov 21:2 - 2 All of a man’s ways seem right to him, But Jehovah examines the hearts. - - Because we are imperfect, we don't even understand how limited our viewpoints are. - - **He understands what Jehovah can impart** - - James 1:5 - 5 So if any one of you is lacking in wisdom, let him keep asking God, for he gives generously to all and without reproaching, and it will be given him. - - According to Job, the fear of Jehovah, and to turn away from bad, this is understanding. - - Jehovah can also enhance our understanding, and qualify us to teach others. - - **He understands what others can provide** - - Job 12:12 - 12 Is not wisdom found among the aged, And does not understanding come with a long life? - - We should spend time with and benefit from the experience of older ones - - There's also nothing wrong from seeking direction from experts in their fields - - Prov 21:30 - 30 There is no wisdom, nor discernment, nor counsel in opposition to Jehovah. - - If there is ever a conflict between a human expert and Jehovah's bible principles, bible principles will always win. - - - - -- [Izak Marais: “She Did What She Could” (Mark 14:8)](https://www.jw.org/en/library/videos/#en/mediaitems/LatestVideos/pub-jwbvod25_27_VIDEO) - - > Mark 14:8 - 8 She did what she could; she poured perfumed oil on my body beforehand, in view of the burial. - - The situation: This was 5 days before Jesus final passover meal. He was at an event, with some of his friends and disciples, and Mary came with an alabaster jar of extremely expensive oil, broke it open on him, and washed him with her hair. - - > Mark 14:4,5 - 4 At this some said to one another indignantly: “Why has this perfumed oil been wasted? 5 For this perfumed oil could have been sold for more than 300 de·narʹi·i and the money given to the poor!” And they were greatly annoyed with her. - - The others were annoyed with her, scolded her, and spoke angrily with her. Jesus reply? - - > Mark 14:6 - 6 But Jesus said: “Let her alone. Why do you try to make trouble for her? She did a fine deed toward me. - - Jesus commended her. She did what she could. She gave from the purity of her heart, and her very best. - - > Mark 14:9 - 9 Truly I say to you, wherever the good news is preached in all the world, what this woman did will also be told in memory of her.” - - Mary didn't do this to make a name for herself, it was Jesus that made a record of it. - - Jesus also helped his disciples to see that no matter the affairs of this life, no matter how important they appear to be, should never override the priority of the kingdom. - - > Mark 14:7 - 7 For you always have the poor with you, and you can do them good whenever you want to, but you will not always have me. - - The money they would have obtained for that oil would not have gone very far, it would have been temporary, at best. The priority at that point in time was not the poor, it was Jesus. They needed to understand the seriousness of the times in which they lived. - - > John 12:4,5,6 - 4 But Judas Is·carʹi·ot, one of his disciples, who was about to betray him, said: 5 “Why was this perfumed oil not sold for 300 de·narʹi·i and given to the poor?” 6 He said this, though, not because he was concerned about the poor, but because he was a thief and had the money box and used to steal the money put in it. - - The one that brought up the issue, was none other then Judas Iscariot, the one who had been stealing from the money box, and the one who would eventually betray Jesus. Right after this, Judas was counseled, got angry, left and went to the chief priests to see how much they would pay him to betray Jesus. For reference, he sold Jesus out for about 100 de·narʹi·i, only a 3rd of what the oil, and equal to about $450. - - How did this come to be? The greed and anger of Judas opened the way for Satan to gain a foothold, and this put such wicked thoughts into his mind. Greed and Anger were the start of Jesus death, and betrayal buy a trusted associate. - - Lesson for us? - - Jehovah knows everything we do, he knows the love of our heart, he knows our deepest motives. - - > Hebrews 6:10 - 10 For God is not unrighteous so as to forget your work and the love you showed for his name by ministering and continuing to minister to the holy ones. - - The service we render to each other, and to Jehovah, will never be forgotten, and we have no idea what consequences that will bring. By such hospitality, some unknowingly entertained angels. - - When (if) Jehovah rewards us with everlasting life, that will be a standing testament to our value to him. It will show that he wants us around forever. - -- [Mark Sanderson: Let Love Motivate You (1 John 4:8)](https://www.jw.org/finder?srcid=share&wtlocale=E&lank=pub-jwbvod25_30_VIDEO) - - If a brother wishes to become an overseer, it does not happen automatically. He must reach out, and serve the congregation, by genuinely caring for their needs. - - He is filled with an unselfish desire to benefit others - - What is the most important thing we need to grow spiritually? - - 1 Cor 8:1 - Knowledge puffs up, but love builds up. - - We need to have knowledge, but its not the most important thing. - - Heb 11:6 - Without faith it is impossible to please god well. - - Heb 6:19 - Our hope is an anchor for the soul, both sure and firm. - - Faith and hope are both important to - - The Greatest thign we need though, is found at - - > 1 Cor 13: 13 - 13 Now, however, these three remain: faith, hope, love; but the greatest of these is love. - - The greatest of these is love. Why? - - > 1 John 4:8 - 8 Whoever does not love has not come to know God, because God is love. - - Love affects everything Jehovah does, everything Jehovah is, everything Jehovah wants, all his dealings with his creations, it can rightfully be said that Jehovah God is the personification of love. - - Every single thing Jehovah God does, is guided by love. - - That being said, it is impossible for us to imitate, to obey, and to be used by Jehovah if what we are doing is not motivated by love. - - > 1 Cor 16:14 - 14 Let everything you do be done with love. - - How does this affect the congregtaion? - - > Eph 4:15,16 - 15 But speaking the truth, let us by love grow up in all things into him who is the head, Christ. 16 From him all the body is harmoniously joined together and made to cooperate through every joint that gives what is needed. When each respective member functions properly, this contributes to the growth of the body as it builds itself up in love. - - "let us by love grow up in all things". "this contributes to the growth of the body as it builds itself up in love." - - Spiritual growth has to take place in love, and through love for God and their brothers. - - > 1 Cor 13:1-3 - If I speak in the tongues of men and of angels but do not have love, I have become a clanging gong or a clashing cymbal.2 And if I have the gift of prophecy and understand all the sacred secrets and all knowledge, and if I have all the faith so as to move mountains, but do not have love, I am nothing.3 And if I give all my belongings to feed others, and if I hand over my body so that I may boast, but do not have love, I do not benefit at all. - - Our goal is not to impress others or gain some privilege or position. Jehovah wants people who love him with their whole heart, and have that same love for other people, which he and his son constantly manifest. - - A brother who was risking his life in Ukraine to deliver supplies to his brothers said "I'm not special, I'm just helping those in need". That is the attitude we need to have. - -- [Per Christensen: A Foundational Teaching to Our Faith (1 Cor. 15:17)](https://www.jw.org/finder?srcid=share&wtlocale=E&lank=pub-jwbvod25_31_VIDEO) - - Jesus Ressurection is a key thing that we need to have faith in, otherwise everything falls apart for us. - - > 1 Cor 15:17 - 17 Further, if Christ has not been raised up, your faith is useless; you remain in your sins. - - If Jesus was never raised up, the ransom was never paid, there is no forgiveness of sins, there is no hope for the future. This life is all there is, if Jesus was never raised up. - - How can we be so sure that Jesus was ressurected? - - > 1 Cor 15:3-8 - For among the first things I handed on to you was what I also received, that Christ died for our sins according to the Scriptures;4 and that he was buried, yes, that he was raised up on the third day according to the Scriptures;5 and that he appeared to Ceʹphas, and then to the Twelve.6 After that he appeared to more than 500 brothers at one time, most of whom are still with us, though some have fallen asleep in death.7 After that he appeared to James, then to all the apostles.8 But last of all he appeared also to me as if to one born prematurely. - - Lots of witnesses that saw Jesus. Are they reliable witnesses? Yes. How so? Because of the way they lived their life after Jesus. They lived a life where they were persecuted, sometimes even executed for their faith in Jesus. - - One of the biggest examples of these was Paul himself. He went from a persecutor of Christians to one of the greatest preachers of all time. If he was not sure in Jesus ressurection, would he have gone through all this, and ultimatley died for it? - - > 2 Cor 11:23-27 - Are they ministers of Christ? I reply like a madman, I am more outstandingly one: I have done more work, been imprisoned more often, suffered countless beatings, and experienced many near-deaths.24 Five times I received 40 strokes less one from the Jews,25 three times I was beaten with rods, once I was stoned, three times I experienced shipwreck, a night and a day I have spent in the open sea;26 in journeys often, in dangers from rivers, in dangers from robbers, in dangers from my own people, in dangers from the nations, in dangers in the city, in dangers in the wilderness, in dangers at sea, in dangers among false brothers,27 in labor and toil, in sleepless nights often, in hunger and thirst, frequently without food, in cold and lacking clothing. - - Paul suffered all this by choice, because he believed beyond a shadow of a doubt that Jesus had been resurrected. We can share this confidence. - - - -- [Thinking about Additional Education (Gov Body Update 2025 #5)](https://www.jw.org/finder?srcid=share&wtlocale=E&lank=docid-1112024036_1_VIDEO) - - Just some scriptural principles to think about when considering if you should do secular education. - -- [Joel Dellinger: “I Have Called You Friends” (John 15:15)](https://www.jw.org/finder?srcid=share&wtlocale=E&lank=pub-jwbvod25_33_VIDEO) - - Jesus, our master, views us as close friends. - - Why do we need friendship with Jesus? - - > John 14:6 - No one comes to the father except through me - - > John 16:27 - For the father himself has affection for you, because you have affection for me. - - We need to have affection for, or close friendship with Jesus, in order to also be Jehovah's friend. - - > John 15:13 - 13 No one has love greater than this, that someone should surrender his life in behalf of his friends. - - This is exactly what Jesus did, no? - - > John 17:3 - 3 This means everlasting life, their coming to know you, the only true God, and the one whom you sent, Jesus Christ. - - Coming to know and befriend Jesus, the son, is the key or entry point to becoming Jehovah's Friend as well. - - How to build and maintain friendship with Jesus? - - Getting to know Jesus, and getting to know him better. - - This can be done by reading, and meditating on the Gospels - - As we do this, our love and respect for him increases. - - > Heb 13:8 - 8 Jesus Christ is the same yesterday and today, and forever. - - Jesus, like his father, does not change, and treats his servants and friends the same today as he did when he was on earth. - - Jesus was self sacrificing and forgiving. He always through about helping others more then he thought about helping himself. - - > Acts 1:8 - 8 But you will receive power when the holy spirit comes upon you, and you will be witnesses of me in Jerusalem, in all Ju·deʹa and Sa·marʹi·a, and to the most distant part of the earth.” - - This was after his friends abandoned him, and denied him 3x. There was no disappointment or regret in his voice. He forgave them and reassured them of his trust in them. Same today. - -- [Ronald Curzan: Learn From the Past; Don’t Live in It (Phil. 3:13-15)](https://www.jw.org/finder?srcid=share&wtlocale=E&lank=pub-jwbvod25_32_VIDEO) - - Living in the past can make things very difficult for us. We often need to let go of things that happened in the past, and focus on our present circumstances. - - > **Phil 3:13,14** - 14 I am pressing on toward the goal for the prize of the upward call of God by means of Christ Jesus. 15 Therefore, let those of us who are mature be of this mental attitude, and if you are mentally inclined otherwise in any respect, God will reveal the above attitude to you. - - Paul was not concerned about the past define who he was, and instead focused on what was important to him now, and pressed forward with that knowledge. He let go of what he couldn't change. He refused to dwell on things that happened in the past. - - Jehovah will help us keep the correct attitude and perspective, but we need to do our part. Keep focusing on things that are positive and upbuilding. - - We have many faithful examples, both in the bible and modern day, of people who let go of the past, and focus on the present, and on the promises God has made us that will take place in the near future. - - I must ask, does this apply to Reina? Is it time to forget her? If so, why am I being sent to Japan? Is it for something else? Am I needed for some other reason? Will she be sent to Okinawa too? If I'm to forget her, why does she keep popping up in various places? Why does it feel like like Jehovah, or somebody, doesn't want me to forget her? I will gladly go wherever I am sent, and serve wherever I am needed. But... I'd rather not forget her if it at all possible, but if this admonition applies to us in this specific situation, who are we to deny it? But why does evidence on hand seem contrary? There are points both for and against. Why do things have to be so confusing. - -- [2025 Governing Body Update #6](https://www.jw.org/finder?wtlocale=E&docid=1112024039&srcid=share) - - [Matt 15:22-28](https://wol.jw.org/en/wol/l/r1/lp-e?q=Matt+15%3A22-28) - - This is the account of the Phoe·niʹcian woman who came to beg Jesus to heal her daughter. At first, he ignored her, and she continued to beg. Then Jesus finally said he wasn't sent to help anyone but Jehovah's people, but she continued to beg. Finally, Jesus said "O woman, great is your faith" and healed her daughter. - - She was happy with just the crumbs of Jesus attention, and had great faith he could heal her daughter. As such, Jesus was so moved by her faith, and even though he was not sent to help her, he do so anyways in a miraculous way. - - She displayed 3 very important qualities: - - - Humility - - - Persistence - - - Faith - - Cross Reference [Matt 7:7-11](https://wol.jw.org/en/wol/b/r1/lp-e/nwtsty/40/7#study=discover) - - We must regularly feed on spiritual food and develop an appetite for it by studying, and by learning. - - Jehovah and Jesus really really want to help those who are conscious of their spiritual need, even if they don't deserve it, and even if it isn't really part of the plan. - - Lesson: We must truly rely on Jehovah. And when we want something, in accordance with his will obviously, obnoxiously ask for it. Become as annoying as the Phoe·niʹcian woman, and maybe mercy will be granted us. - -# Other Notes - -- Nutrition & Balanced Diet - - - Variety is important. Restricting to a few "super foods" is dumb. - - - Color in fruits and vegetables indicate different vitamins and nutrients - - - Food Groups - My Plate Model - - - Half of plate to be filled with Fruits & Vegetables - - - Broccoli, spinach, berries, apples, carrots, bell peppers, leafy greens - - - Quarter of plate with protein - - - Lean meats like chicken or turkey, fish, beans, lentils, nuts, seeds, tofu. - - - Quarter of plate with grains, preferably whole grains - - - Whole wheat bread, brown rice, oats, quinoa. - - - Dairy - - - Milk, yogurt, cheese - - - Macronutrients - - - **Protein:** Crucial for building and repairing tissues, enzyme production, and immune function. - - - Eggs, Chicken & Turkey, Fish & Seafood, Lean Meats (beef, pork), Dairy - - - Beans & Legumes, Tofu, Nuts & Seeds, Peanut Butters - - - Frozen Options are OK, they don't lose much nutrition and are often more affordable. - - - Whole Foods are better: An entire chicken breast over processed lunch meat. - - - Really anything processed you want to watch out for. See Processed Foods Below - - - **Carbohydrates:** Primary energy source. Choose whole grains for sustained energy and fiber. - - - **Fats:** Important for growth, development, and essential bodily functions. Choose healthy unsaturated fats. - - - Olive oil, avocados, nuts, seeds. - - - Things to avoid: - - - Added sugars (sweets & sugary drinks) - - - Saturated & Trans Fats - - - Excessive Sodium - - - ~2000mg/day for an adult human - - - Drink Lots of Water - - - Holistic Approach - - - Getting the numbers to add up perfectly is exhausting and provides little benefit. Aim for close, any effort spent in improving diet is better then no effort spent. - - - Processed Foods - - Not all processed foods are bad, but the more processed a food is, the worse it gets. Some things to look for: - - - Long and complex lists of ingredients - - - Unknown ingredients: - - - **Thickeners, stabilizers, or emulsifiers:** Soy lecithin, guar gum, xanthan gum, carrageenan, mono- and diglycerides, carboxymethylcellulose. - - - **Added sugars and sweeteners:** Corn syrup, cane sugar, malt syrup, molasses. Be wary of ingredients ending in "-ose" like sucrose, maltose, dextrose, fructose, or glucose. - - - **Artificial or "fake" sugars:** Aspartame, sucralose, acesulfame-k, saccharin, stevia. - - - **Other additives:** Artificial colors, flavors, preservatives, foaming/anti-foaming agents, gelling agents. - - - Refined Grains are worse then Whole Grains. If it doesn't say whole, its probably refined. - - - Added sodium and fats - - - What's it look like? - - - If the food looks close to what its original form was, its probably less processed. However, a bag of "veggie" snacks that looks nothing like vegetables is likely ultra-processed. - - - Consider source and packaging - - - For whatever reason, many ultra-processed foods are stored in the center of the grocery store, where the less processed foods are stored on the perimeter. Probably because they require more turn over, and need to be replaced faster? - - - - - - Processing Foods Ourselves (aka Cooking) - - **Simple Cooking Methods** - - - **Roasting:** This is one of the easiest ways to cook vegetables and proteins. Toss with a little olive oil, salt, and pepper, and roast in the oven until tender and slightly browned. This works well for potatoes, chicken, salmon, and a variety of vegetables like broccoli, carrots, and sweet potatoes. - - - **Grilling:** If you have access to a grill, it's a fantastic option for cooking meat, fish, and vegetables quickly and easily. It also adds a nice smoky flavor. - - - **Steaming:** This is a healthy way to cook vegetables and fish without adding any extra fat. It's especially good for delicate vegetables like broccoli and spinach. - - - **One-Pot Meals:** Soups, stews, and chilis are all great options for one-pot meals. They're easy to prepare, require minimal cleanup, and are perfect for using up leftover vegetables or protein. - - - **Slow Cooker:** This is a great option for people who want to cook healthy meals with minimal effort. You can put all the ingredients in the slow cooker in the morning and have a delicious meal ready when you get home. - - **Simple Recipies:** - - - **Bowls:** Start with a base of cooked grains (like brown rice or quinoa) and add your favorite protein (roasted chicken, beans, or lentils) and roasted or steamed vegetables. Top with a simple sauce or dressing, like pesto, salsa, or a curry sauce. - - - **Stir-Fries:** Stir-fries are quick and easy to make, and they're a great way to use up leftover vegetables. Simply sauté your favorite vegetables and protein in a pan with a little oil and a flavorful sauce. - - - **Soups:** A simple soup can be made with broth, chopped vegetables, and a protein source like beans or lentils. Season with herbs and spices for extra flavor. - - - **Salads:** Don't underestimate the power of a good salad! Combine your favorite greens, vegetables, protein, and a healthy dressing for a quick and easy meal. - - - **Wraps:** Use whole-grain wraps and fill them with hummus, vegetables, cheese, or lean protein. - - **Utilize Pre-Prepared Ingredients:** - - - **Pre-cut vegetables and fruits:** Many grocery stores offer pre-cut options that can save you time and effort. Or just cut them yourself, don't pay extra for cutting things. - - - **Canned beans and lentils:** These are a quick and easy way to add protein and fiber to your meals. - - - **Rotisserie chicken:** A store-bought rotisserie chicken can be shredded and used in a variety of dishes, like wraps, salads, or bowls. - - - **Pre-cooked grains:** Some grocery stores sell pre-cooked grains, like brown rice or quinoa, that can be heated up and added to meals. - - - **Hard-boiled eggs:** These are a quick and easy protein source that can be eaten on their own or added to salads or wraps. - - - Simple Recipes For Japan - - Ingredients: - - - A lot of things use "だし", our soup stock. You can make yourself, but its also much easier to just [buy at the store](https://www.justonecookbook.com/how-to-make-dashi/#h-dashi-shortcut). - - **Rice Bowls (Donburi):** - - - **Oyakodon (Chicken and Egg Rice Bowl):** A classic and comforting dish made with chicken, egg, and onions simmered in a savory broth and served over rice. In Mealie! - - - **Gyudon (Japanese Beef Rice Bowl):** Similar to Oyakodon, but with thinly sliced beef instead of chicken. In Mealie! - - - **Yakimeshi (Japanese Fried Rice):** A simple and quick way to use up leftover rice and any vegetables or protein you have on hand. In Mealie (although kinda hard)! - - - **Soboro Don (Ground Chicken Bowl):** Ground chicken simmered in a sweet and savory sauce, served over rice. - - - **Takikomi Gohan (Japanese Mixed Rice):** A flavorful one-pot rice dish cooked with vegetables and your choice of meat or seafood. In Mealie! - - **Noodles:** - - - **Udon or Soba Noodle Soup:** Thick Udon or thin Soba noodles served in a savory broth with various toppings like green onions, seaweed, or tempura. matcha-jp.com says Udon is a budget-friendly and tasty dish that is loved by many people in Japan. - - - **Yaki Udon:** Stir-fried Udon noodles with vegetables and your choice of protein. [BBC Good Food offers a recipe for Veggie yaki udon](https://www.bbcgoodfood.com/health/healthy-food-guides/healthy-japanese-inspired-recipes). - - - **Soba Noodle Salad:** A refreshing chilled noodle dish with vegetables and a flavorful dressing.  - - **Soups:** - - - **Miso Soup:** A staple of Japanese cuisine, made with miso paste, seaweed, tofu, and other ingredients. According to Pocket Friendly Recipes, Miso Soup is perfect for those looking for a budget-friendly meal that still feels special. - - - **Kenchinjiru:** A clear soup with root vegetables, tofu, and shiitake mushrooms.  - - **Other Easy & Healthy Options:** - - - **Onigiri (Japanese Rice Balls):** Portable and customizable with various fillings, like pickled plums, seasoned seaweed, or tuna mayonnaise. - - - **Tamagoyaki (Japanese Rolled Omelette):** A slightly sweet layered omelette that can be eaten on its own or used in other dishes. - - - **Yakitori (Japanese Grilled Chicken Skewers):** Easy to make with bite-sized chicken pieces seasoned with salt or tare (a sweet and savory sauce). - - - **Baked Tonkatsu (Lighter Chicken Katsu):** A healthier version of the classic breaded and fried pork cutlet. - - - **Edamame:** Steamed and lightly salted young soybeans that are a great source of protein and fiber. - - - **Miso Glazed Eggplant:** A simple and flavorful dish using eggplant and miso glaze. - - - **Japanese Cucumber Salad (Sunomono):** A refreshing side dish with a sweet and tangy dressing.  - - **Tips for Shopping and Cooking in Japan:** - - - **Grocery Stores:** Japan has fantastic grocery stores with a wide variety of fresh and affordable ingredients. - - - **Convenience Stores:** Convenience stores (konbini) offer pre-made onigiri and other quick options. - - - **Seasonal Ingredients:** Buying seasonal produce can be more affordable and flavorful. - - - **Local Markets:** Explore local markets for fresh ingredients and unique regional specialties. - - - - diff --git a/Old_Notes/Pages/Products.md b/Old_Notes/Pages/Products.md deleted file mode 100644 index 01c0b98..0000000 --- a/Old_Notes/Pages/Products.md +++ /dev/null @@ -1,26 +0,0 @@ ---- -type: Page -title: Products -description: null -icon: null -createdAt: '2025-01-24T17:11:40.570Z' -creationDate: 2025-01-25 02:11 -modificationDate: 2025-01-25 02:38 -tags: [] -coverImage: null ---- - -Salt - -Flakey salt hard to find, but over all no salt is above $3. Also Walmarts selection sucks. - -Maldon flakey salt is apparently the best - -Fats - -Olive oil is hella expensive. Look for cheap fancy bottles for garnish? - -Canola oil much cheaper. - -Save ground beef fat to roast potatoes and vegetables in? - diff --git a/Old_Notes/Pages/Pure Worship Convention 2025.md b/Old_Notes/Pages/Pure Worship Convention 2025.md deleted file mode 100644 index ed401e8..0000000 --- a/Old_Notes/Pages/Pure Worship Convention 2025.md +++ /dev/null @@ -1,746 +0,0 @@ ---- -type: Page -title: Pure Worship Convention 2025 -description: null -icon: null -createdAt: '2025-07-11T15:41:34.978Z' -creationDate: 2025-07-12 00:41 -modificationDate: 2025-08-06 10:03 -tags: [] -coverImage: null ---- - -[https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&pub=CO-pgm25](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&pub=CO-pgm25) - -# Friday Morning - -Working - Stream Broke - -## Messianic Prophecy Fulfilled!—Part I - -### Acknowledged by God - -> 2 Cor 1:20 - 20 For no matter how many the promises of God are, they have become “yes” by means of him. Therefore, also through him is the “Amen” said to God, which brings him glory through us. - -Every promise of God is fulfilled in Jesus. - -> Psalm 2:7 - 7 Let me proclaim the decree of Jehovah; He said to me: “You are my son; Today I have become your father. - -Original prophecy of Jehovah identifying that Jesus was his son. - -> Matt 3:16,17 -After being baptized, Jesus immediately came up from the water; and look! the heavens were opened up, and he saw God’s spirit descending like a dove and coming upon him. 17 Look! Also, a voice from the heavens said: “This is my Son, the beloved, whom I have approved.” - -Fulfillment of that prophecy. Why special? Jehovah used his own voice to show his approval. Not like we hear that when we get baptized. - -Jehovah also declared him his son, along with an outpouring of Holy Spirit. - -The heavens were also opened up. This is when Jehovah let Jesus understand heavenly matters, including his prehuman existence, and the scope of his work to be done. - -Jesus went into the wilderness for 40 days after this to figure things out. - -> Acts 13:33,34 - God has completely fulfilled it to us, their children, by resurrecting Jesus; just as it is written in the second psalm: ‘You are my son; today I have become your father.’ 34 And the fact that He resurrected him from the dead never again to return to corruption, He has stated in this way: ‘I will give you the expressions of loyal love promised to David, which are faithful.’ - -Another expression of Jehovah's approval, turning Jesus back into a spirit creature, never to die or become human again. - -> John 1:33-34 - John also bore witness, saying: “I viewed the spirit coming down as a dove out of heaven, and it remained upon him. 33 Even I did not know him, but the very One who sent me to baptize in water said to me: ‘Whoever it is upon whom you see the spirit coming down and remaining, this is the one who baptizes in holy spirit.’ 34 And I have seen it, and I have given witness that this one is the Son of God - -John's perspective - -Jesus resurrection was also special, because he was resurrected to a spirit body, never to die again. Other resurrections did happen, but they died again. - -### Descended From King David - -> 2 Sam 7:12,13 - When your days come to an end and you are laid to rest with your forefathers, then I will raise up your offspring after you, your own son, and I will firmly establish his kingdom. 13 He is the one who will build a house for my name, and I will firmly establish the throne of his kingdom forever - -Original prophecy showing that Jehovah would firmly establish the kingdom of David's son forever. The king had to come from David's line. - -> Genesis 22:18 - 18 And by means of your offspring all nations of the earth will obtain a blessing for themselves because you have listened to my voice.’” - -Another prophecy stating that that kingdom would come from Aberham - -> Matt 1:1,2, 6 - 1The book of the history of Jesus Christ, son of David, son of Abraham:2Abraham became father to Isaac; Isaac became father to Jacob; Jacob became father to Judah and his brothers; 6Jesʹse became father to David the king. David became father to Solʹo·mon by the wife of U·riʹah; - -Fulfillment of the prophecy. Both Luke and Matthew traced the lineage through Jesus blood, and also birthright. - -Jesus lineage was traced back for 40 generations. ~2000 years. And for all of it, it is undisputed. Documents exist to prove it, even his opposition didn't question it. - - - -### Anointed as “Messiah the Leader” - -> Daniel 9:25 - 25You should know and understand that from the issuing of the word to restore and to rebuild Jerusalem until Mes·siʹah the Leader, there will be 7 weeks, also 62 weeks. She will be restored and rebuilt, with a public square and moat, but in times of distress. - -Initial Prophecy. Pointed toward the anointing of Jesus. - -- When did this period start? - - started when the official decree going out to go and rebuild Jerusalem. Started at 455BCE. - -- How long did this period take? - - 7 weeks, plus 62 weeks. 69 weeks total. Not a literal passing of time. 483 days total. - - Using the "Day for a year" scripture, 483 years after 455BCE, is 29CE - -- When did it end? - - Luke 3:1,2 - 3In the 15th year of the reign of Ti·beʹri·us Caesar, when Pontius Pilate was governor of Ju·deʹa, Herod was district ruler of Galʹi·lee, Philip his brother was district ruler of the country of It·u·raeʹa and Trach·o·niʹtis, and Ly·saʹni·as was district ruler of Ab·i·leʹne,2in the days of chief priest Anʹnas and of Caʹia·phas, God’s declaration came to John the son of Zech·a·riʹah in the wilderness. - - Reign of Tiberius Ceaser fell between 28 and 29CE - - Luke 1:21-23 - 21Now when all the people were baptized, Jesus too was baptized. As he was praying, the heaven was opened up,22and the holy spirit in bodily form like a dove came down upon him, and a voice came out of heaven: “You are my Son, the beloved; I have approved you.”23When Jesus began his work, he was about 30 years old, being the son, as the opinion was, of Joseph, son of Heʹli - - Jesus began his ministry at 30 years old. - - Ok look I don't know how we got here, but it's 29CE is the time Jesus ministry started, fulfilling the prophecy. - -Tl;Dr the fulfillment was when Jesus came in 29CE, after being revealed to Daniel almost 500 years earlier. - -## Who Really Rules the World? - -The deeper we get into this system of things, the more devisive things are going to get - -> Luke 4:5-8 - 5So he brought him up and showed him all the kingdoms of the inhabited earth in an instant of time.6Then the Devil said to him: “I will give you all this authority and their glory, because it has been handed over to me, and I give it to whomever I wish.7If you, therefore, do an act of worship before me, it will all be yours.”8In reply Jesus said to him: “It is written, ‘It is Jehovah your God you must worship, and it is to him alone you must render sacred service.’” - -Jesus did not dispute that Satan had this authority. That this world is ruled by Satan. - -We want no part of this world, as its in direct control of Satan. - -- How does Satan use his authority? - - > Ephesians 2:1,2 - Furthermore, God made you alive, though you were dead in your trespasses and sins, 2 in which you at one time walked according to the system of things of this world, according to the ruler of the authority of the air, the spirit that is now at work in the sons of disobedience - - Satan is called the ruler of the authority of the air. Satan doesn't have a direct impact on what we do and say. Instead, he's created an environment in which there is a uninhibited and encouraged outlook toward sinful tendencies. His rulership is not characterized by visible domain, but by the shaping of hearts and minds in opposition to Jehovah's standards. - - Also promotes an extreme spirit of independence. - - We can not escape this air, it surrounds us, but we have a strong desire to not take part in it because we want to render to Jehovah pure worship. - -- How does Satan use governments? - - Human leaders also aren't directly controlled by Satan, but are still affected by the air he puts out. - - How should we view governments? - - > Romans 13:1 - Let every person be in subjection to the superior authorities, for there is no authority except by God - - These governments are in place because Jehovah allows them to exist. We as true Christians will still pay taxes, follow laws, and treat them with respect. - - Lack of respect and following of laws is a spot of the world. - - > Mark 12: 17 - 17Jesus then said: “Pay back Caesar’s things to Caesar, but God’s things to God.” And they were amazed at him. - - When governments ask of something from us, we need to decide if it's something they can rightfully ask for, or if it's something that Jehovah asks for. Our worship and devotion only belong to Jehovah. - - > John 18:36 - 36Jesus answered: “My Kingdom is no part of this world. If my Kingdom were part of this world, my attendants would have fought that I should not be handed over to the Jews. But as it is, my Kingdom is not from this source.” - - God's kingdom is no part of the world. It has nothing to do with human rulership. - -# Friday Afternoon - -Working - -# Saturday Morning - -## "What Are You Looking For?” - -Recap of yesterday - - - -## FEATURED BIBLE DRAMA - -## Imitate Those Who Loved Pure Worship! - -## John The Baptist - -John lived a life of self sacrifice - -> Matt 3:1-4 - John lived and ate in the wilderness - -> Matt 11:9,10 - 9Really, then, why did you go out? To see a prophet? Yes, I tell you, and far more than a prophet.10This is the one about whom it is written: ‘Look! I am sending my messenger ahead of you, who will prepare your way ahead of you!’ - -John prepared the way of the people to prepare the hearts of people to accept the messiah. - -John had his own diciples, but directed them to Jesus. He led a life of self sacrifice in everything. - -John was firm against wrong conduct, and spoke out against Herod, which eventually ende up gettiing him killed. - -How can we imitate John? - -1. We can analyze our attitude - - - Are we willing to give of our time and resources to our brothers and sisters, or anything else that we can use in service to Jehovah? - -2. If weak, what can we do? - - - Prayer to Jehovah is the first step. - - - Imitate John in calling out wrong conduct, and preaching the good news. This may involve persecution, imprisonment, or even death. - - - -## Andrew - -Andrew immediately responded to finding Jesus, because of his love for Pure Worship - -> Matt 4:18-20 - Walking alongside the Sea of Galʹi·lee, he saw two brothers, Simon, who is called Peter, and Andrew his brother, casting a net into the sea, for they were fishermen. 19 And he said to them: “Come after me, and I will make you fishers of men.” 20 At once they abandoned their nets and followed him - -At once they abandoned their nets, without a second thought, and not looking back. When Jesus invited them to follow him, they had already been following him for 6months to a year, so they had time to build faith in, and see a few miracles to strengthen his faith in Jesus and Pure Worship. - -How can we imitate Andrew? - -1. Get baptized - -2. Expand our Ministry - -3. Return to the truth - - - -## Peter - -> John 6:56,66 - 56 Whoever feeds on my flesh and drinks my blood remains in union with me, and I in union with him. 66 Because of this, many of his disciples went off to the things behind and would no longer walk with him. - -Many of Jesus disciples didn't understand and left him when he said somethiing they didn't like. - -> John 6:68, 69 - 68 Simon Peter answered him: “Lord, whom shall we go away to? You have sayings of everlasting life. 69 We have believed and have come to know that you are the Holy One of God.” - -Peters love of pure worship was greater then his fear of the unknown - -Peter also had endurance and loyalty. He followed Jesus into the place where he was put on trial, even though it meant risking his life. - -How can we imitate Peter? - -1. Put faith in Jehovah's Represenative, which is currently the Faithful and Descreet slave. - -2. Continue to persevere even despite our imperfections - -> Psalms 103:13 - 13 As a father shows mercy to his sons, Jehovah has shown mercy to those who fear him. - -See ourselves as Jehovah sees us - - - -## John - -> Matt 20:20,21 - 20Then the mother of the sons of Zebʹe·dee approached him with her sons, doing obeisance and asking for something from him.21He said to her: “What do you want?” She replied to him: “Give the word that these two sons of mine may sit down, one at your right hand and one at your left, in your Kingdom.” - -While certainly an ambition request, it showed that the three had absolute confidence that God's kingdom was real and the answer - -They were also influenced by the cultual traits of those around them, and that was not good. - -If we put kingdom interets first - -> Matt 6:33 - 33 “Keep on, then, seeking first the Kingdom and his righteousness, and all these other things will be added to you. - -> Eph 3:20 - 20 Now to the one who can, according to his power that is operating in us, do more than superabundantly beyond all the things we ask or conceive, - -If anybody ever says anything in opposition to this, Ask there what their scripirutal basis is, and refute it with the above. - -## James - -Jesus him and his brother the surname "Sons of Thunder", as they had fiery zeal for pure worship. They wanted to call down fire on the people who didn't greet them like they thought they should. - -> Mark 3:17 - 17James the son of Zebʹe·dee and John the brother of James (he also gave these the name Bo·a·nerʹges, which means “Sons of Thunder”), - -How can we imitate James? - -1. Be zealous and show firey zeal in the ministry - - - Motivated by love of Jehovah, love of neighbor, and something else - -2. Do as much as our circumstances allow - - - Frequently reevaluate our circumstance to see how much further we can expand our ministry. - -3. Not be lukewarm when it comes to our worship - - - Don't be half hearted, indifferent, or bored with pure worship. - - - - -## Phillip - -> John 1:43 - 43The next day he wanted to leave for Galʹi·lee. Jesus then found Philip and said to him: “Be my follower.” - -Phillip promptly accepted Jesus invitation. He went to tell his friend Nathaniel who initially had a negative reaction, but he insisted, and made Nathaniel follow him to see. - -Phillip loved pure worship from the heart that was developed before he met Jesus, and his following and insistance on following Jesus was evidence of that. - -How can we imitate Phillips response to Nathaniel? People today may have the same attitude "How can anything good come out of religion?", we need to show loving persistance, and not give up on them. - -When people object to our message, we can also imitate Phillip and give a loving and mild response. - -> Col 4:6 - 6 Let your words always be gracious, seasoned with salt, so that you will know how you should answer each person. - - - -## Nathanael - -Initially had a negative response to the announcement of Jesus. Nathanael then investegated the matter, and found out for himself. - -> John 1:47 - 47Jesus saw Na·thanʹa·el coming toward him and said about him: “See, truly an Israelite in whom there is no deceit.” - -How to imitate Nathaneal? - -> 1 Peter 2:1 - So rid yourselves of all badness and deceit and hypocrisy and envy and all backbiting - -Jesus saw no deciet in Nathaneal, which also meant there was no hypocrisy. - -## BAPTISM: The Meaning of Your Baptism - -> 1 Peter 3:21 - 21 Baptism, which corresponds to this, is also now saving you (not by the removing of the filth of the flesh, but by the request to God for a good conscience), through the resurrection of Jesus Christ. - -Baptism is now saving us as humans. It is a requirement for salvation. It represents a personal appeal to Jehovah for a good conscince and a clean standing before him. - -#### Baptism Into Moses - -> 1 Cor 10:1,2 - Now I want you to know, brothers, that our forefathers were all under the cloud and all passed through the sea 2 and all got baptized into Moses by means of the cloud and of the sea - -The Isrealites passed through the red sea. They didn't have time to consider if it was a good choice or not, they had faith and took action, putting their trust in Moses as Jehovah's appointed leader, and in Jehovah's power. - -#### Baptism by John - -> Luke 1:16,17 - and he will turn back many of the sons of Israel to Jehovah their God. 17 Also, he will go ahead of him with E·liʹjah’s spirit and power, to turn back the hearts of fathers to children and the disobedient ones to the practical wisdom of righteous ones, in order to get ready for Jehovah a prepared people.” - -Johns assignment was to prepare the peoples hearts for the coming of Jesus, the Messiah. - -#### Baptism of Jesus - -Jesus basptism wasn't a repentance of sins, it wasn't a sudden interest in spiritual things. It was an outward sign of dedication to Jehovah, to do whatever Jehovah asked of him. - -And what did Jehovah did ask of Jesus? Everything. Preaching assignement, suffering, and ultimatley his death. All of which Jesus fulfilled perfectly, and left a model for us to follow his steps closely. - -We are imperfect humans, but we can imitate Jesus attitutde, his willingness, and his faith. - -# Saturday Afternoon - -## Applying the Lessons From Jesus’ First Miracle - -## Show Compassion - -> 1 John 3:17 - But whoever has the material possessions of this world and sees his brother in need and yet refuses to show him compassion, in what way does the love of God remain in him? - -We both have the obligation and priveledge of showing others compassion. - -Jesus showed compassion on his first miracle when he turned water into wine. He was not obligated to do it, but he felt compassion for the couple who ran out of wine, and his heart moved him to do something about it. - -> Galation 6:10 - So, then, as long as we have the opportunity, let us work what is good toward all, but especially toward those related to us in the faith. - -## Cultivate Humility - -Humility is defined as the lolienss of mind, and the abscence of pride. - -> Phillipians 2:3 - Do nothing out of contentiousness or out of egotism, but with humility consider others superior to you, 4 as you look out not only for your own interests, but also for the interests of others. - -> 1 Peter 5:5 - In the same way, you younger men, be in subjection to the older men. But all of you clothe yourselves with humility toward one another, because God opposes the haughty ones, but he gives undeserved kindness to the humble ones. - -We certainly want Jehovah's undesrved kindness, so we have to work at and cultivate the quality of Humilty. - -When Jesus turned the water into wine, he didn't tell everyone he did it himself, but had the servants distribute it and serve it, so that only those who actually saw him do the miracles knew what he did. - -> Matt 6:1-4 - Take care not to practice your righteousness in front of men to be noticed by them; otherwise you will have no reward with your Father who is in the heavens. 2 So when you make gifts of mercy, do not blow a trumpet ahead of you, as the hypocrites do in the synagogues and in the streets, so that they may be glorified by men. Truly I say to you, they have their reward in full. 3 But you, when making gifts of mercy, do not let your left hand know what your right hand is doing, 4 so that your gifts of mercy may be in secret. Then your Father who looks on in secret will repay you. - - - -## Be Generous - -Being generous is an expression of love. - -> Duet 15:7,8 - “If one of your brothers becomes poor among you in one of your cities of the land that Jehovah your God is giving you, do not harden your heart or be tightfisted toward your poor brother.8For you should generously open your hand to him and by all means lend whatever he needs or is lacking. - -> Luke 6:38 - Practice giving, and people will give to you. They will pour into your laps a fine measure, pressed down, shaken together, and overflowing. For with the measure that you are measuring out, they will measure out to you in return.” - -Jesus was not obligated to help with the wine, he was just a guest, but he wanted to, and was very generous with the wine he gave them. - - - - -## How "The Lamb of God" Takes Away Sin - -> Romans 3:23 - 23 For all have sinned and fall short of the glory of God, - -> Romans 5:12 - 12 That is why, just as through one man sin entered into the world and death through sin, and so death spread to all men because they had all sinned—. - -Humans are all imperfect, and all sin. - -> Romans 7:19 - 19 For I do not do the good that I wish, but the bad that I do not wish is what I practice. - -Even though we want to do whats good, we often don't quite make the mark. - -> 1 John 4:The love is in this respect, not that we have loved God, but that he loved us and sent his Son as a propitiatory sacrifice for our sins - -> John 3: 14,16 - 14 And just as Moses lifted up the serpent in the wilderness, so the Son of man must be lifted up, 16 “For God loved the world so much that he gave his only-begotten Son, so that everyone exercising faith in him might not be destroyed but have everlasting life. - -The snake was held up so everyone staring at it would be saved. Same as Jesus, so that everyone looking at, or putting faith in Jesus, would also be saved, and have everlasting life. - -> Romans 4:7,8 - 7 “Happy are those whose lawless deeds have been pardoned and whose sins have been covered; 8 happy is the man whose sin Jehovah will by no means take into account.” - -Jehovah is the one who pardons and covers sins. He wants us to be happy, because he loves us as his people. - -> Romans 6: 23 - 23 For the wages sin pays is death, but the gift God gives is everlasting life by Christ Jesus our Lord. - -Good fathers give gifts to their children, and the gift that Jehovah wants to give us is everlasting life, the same gift he tried to give Adam and Eve. - -## Messianic Prophecy Fulfilled!​—Part II - -### Consumed With Zeal for Jehovah's House - -> Psalms 69:9 - 9Zeal for your house has consumed me, And the reproaches of those reproaching you have fallen upon me. - -Original Prophecy - -> John 2:13-17 - Now the Passover of the Jews was near, and Jesus went up to Jerusalem.14He found in the temple those selling cattle and sheep and doves, and the money brokers in their seats.15So after making a whip of ropes, he drove all those with the sheep and cattle out of the temple, and he poured out the coins of the money changers and overturned their tables.16And he said to those selling the doves: “Take these things away from here! Stop making the house of my Father a house of commerce!”17His disciples recalled that it is written: “The zeal for your house will consume me.” - -Fulfillment of said prophecy - - - - - - - -### Declared Good News to the Meek - -> Isaiah 61:1,2 - The spirit of the Sovereign Lord Jehovah is upon me, Because Jehovah anointed me to declare good news to the meek. He sent me to bind up the brokenhearted, To proclaim liberty to the captives And the wide opening of the eyes to the prisoners,2To proclaim the year of Jehovah’s goodwill And the day of vengeance of our God, To comfort all who mourn, - -Original Prophecy - -Jesus fulfilled this prophecy by doing all these things. - -People put their own ideas on what Jesus said. They thought Jesus would save them from Rome, but that was not the case. Jesus had a much greater fulfillment, but it wasn't coming in their lifetime. - - - -### Shone "a Great Light" in Galilee - -> Isaiah 9:1,2 - 9However, the gloom will not be as when the land had distress, as in former times when the land of Zebʹu·lun and the land of Naphʹta·li were treated with contempt. But at a later time He will cause it to be honored—the way by the sea, in the region of the Jordan, Galʹi·lee of the nations.2The people who were walking in the darkness Have seen a great light. As for those dwelling in the land of deep shadow, Light has shone on them. - -Original Prophecy - -> Matt 4:16,17 - The people sitting in darkness saw a great light, and as for those sitting in a region of deathly shadow, light rose on them.” 17 From that time on, Jesus began preaching and saying: “Repent, for the Kingdom of the heavens has drawn near.” - -They were sitting in spiritual darkness, and Jesus proved to be a bright light for them, teaching them and showing them the proper way - -## "Take These Things Away From Here!" - -> John 2:13-16 - 13Now the Passover of the Jews was near, and Jesus went up to Jerusalem.14He found in the temple those selling cattle and sheep and doves, and the money brokers in their seats.15So after making a whip of ropes, he drove all those with the sheep and cattle out of the temple, and he poured out the coins of the money changers and overturned their tables.16And he said to those selling the doves: “Take these things away from here! Stop making the house of my Father a house of commerce!” - -Buying and selling of animals was legal, so what was the problem? - -The motive was greed, and the sellers were charging unfair prices. - -They were also conducting commerce right on the temple grounds - -> Isiaiah 27:2 - In that day sing to her: “A vineyard of foaming wine! 3 I, Jehovah, am safeguarding her. Every moment I water her. I safeguard her night and day, So that no one may harm her. - -This is Jehovah, talking about his people. We are so fruitful and productive, becaue of the care Jehovah gives us. - -> Isaiah 27:4 - 4 There is no wrath in me. Who will confront me with thornbushes and weeds in the battle? I will trample them and set them on fire all together. - -Jehovah does not have wrath for his people, but instead will confront any corrupting influence and destroy it completley. - -Often, the corrupting influence and contamination have very little to do with the activity it centers around. - -> Eph 5:5 - Let sexual immorality and every sort of uncleanness or greediness not even be mentioned among you, just as is proper for holy people; 4 neither shameful conduct nor foolish talking nor obscene jesting—things that are not befitting—but rather the giving of thanks. 5 For you know this, recognizing it for yourselves, that no sexually immoral person or unclean person or greedy person, which means being an idolater, has any inheritance in the Kingdom of the Christ and of God. - -Even if some activity is good, the motivation behind it is what counts. - -> Heb 13:18 - Keep praying for us, for we trust we have an honest conscience, as we wish to conduct ourselves honestly in all things. - -In all our dealings and filling out applications and forms, spiritual or not, we must be honest in all things. - -> Luke 12:15 - 15 Then he said to them: “Keep your eyes open and guard against every sort of greed, because even when a person has an abundance, his life does not result from the things he possesses.” - -Working in itself is not wrong, and is encouraged, but greed can conaminate our pure worship. - - - -## "I Will Raise It Up" - -> John 2:18-22 - Therefore, in response the Jews said to him: “What sign can you show us, since you are doing these things?”19Jesus replied to them: “Tear down this temple, and in three days I will raise it up.”20The Jews then said: “This temple was built in 46 years, and will you raise it up in three days?”21But he was talking about the temple of his body.22When, though, he was raised up from the dead, his disciples recalled that he used to say this, and they believed the scripture and what Jesus had spoken. - -- What did Jesus mean by what he said? - - Jesus was not referring to the literal temple in Jerusalem. He was referring to the temple of his body. - - We know this, because it literally says it in vs 21 - - > Matt 29:61 - 61 and said: “This man said, ‘I am able to throw down the temple of God and build it up in three days.’” - - The Jews misunderstood, and misquoted him. - - - What did Jesus mean when said "I will raise it up?" - - > Matt 9:19-22 - Then Jesus got up and, with his disciples, followed him. 20 And look! a woman suffering for 12 years from a flow of blood approached from behind and touched the fringe of his outer garment, 21 for she kept saying to herself: “If I only touch his outer garment, I will get well.” 22 Jesus turned around and, noticing her, said: “Take courage, daughter! Your faith has made you well.” And from that hour the woman was made well. - - Jesus said "Your Faith" has made you well. He also used this line in Mark 10:52, and Luke ?:19. Jesus knew that these humans didnt heal themselves, but he was in turn dignifying them, as he was publicly acknowlding that their faith played a role in them being healed. He was applying this same thought to himself. He was referring to his own integrety, and the role he would play in having that. The entire human race's future depended on his actions, and him not sinning. - -- Why did Jesus say and act what he did on that occasions? - - Many didn't understand, so why say it? - - Jesus loved righteousness, and hated wickedness. Many of those in authority at that time, were the ones that were profiting from the commerce and corruption at the temple, which Jesus had just thrown out, interupting their income. - - The leaders that asked him for a miracle were not looking for truth, they were already a corrupt and greedy people. Performing a miracle would of done nothing. The power that Jesus has was to help bring Honor and Glory to Jehovah's name, and that would not have done that. - - > Acts 6:7 - 7 Consequently, the word of God continued to spread, and the number of the disciples kept multiplying very much in Jerusalem; and a large crowd of priests began to be obedient to the faith. - - Later, a large crowd of priests began to be obedient to the faith. Some of them may have been the same priests that were there to see when Jesus cleared the temple, and hear his reply. - -- How we can support Jesus in supporing pure worship today? - - We must share Jesus, our masters views on what is right, and what is wrong, and take decisive, possibly extreme action to support that. - - In modern day, we are surrounded by just the opposite view. We have to constantly fight against that, but with tact and respect. - -# Sunday Morning - -## Lessons from What Jesus Said - -### Born from Water and Spirit - -> John 3:3,5 - In response Jesus said to him: “Most truly I say to you, unless anyone is born again, he cannot see the Kingdom of God.” 5Jesus answered: “Most truly I say to you, unless anyone is born from water and spirit, he cannot enter into the Kingdom of God. - -To be born, means to be given a new beginning, or a new start. The start of a new life. - -Hope serves an an anchor. - -### No Man Has Ascended Into Heaven - -> John 3:13 - 13Moreover, no man has ascended into heaven but the one who descended from heaven, the Son of man. - -Jesus was saying he was the first one that was going to be ressurected to heaven. There was no man before him that had ever ascended to heaven. - -To deal with Sensetive topics: - -> Col 4:6 - 6 Let your words always be gracious, seasoned with salt, so that you will know how you should answer each person. - -- Be Kind and tactful. Our words need to be gracious, andwell seasons, to be well recieved - - - Wherever possible, we want to try to commend the other person. Sincerely - - - Try to find some common ground - - - Avoid being argumenative - -- Explain our beliefs using simple statements and clear reasoning. - - - Make a list of common topics and prepare for them ahead of time - - - Practice Sessions - -### Come to the Light - -> John 3:19-21 - 19Now this is the basis for judgment: that the light has come into the world, but men have loved the darkness rather than the light, for their works were wicked.20For whoever practices vile things hates the light and does not come to the light, so that his works may not be reproved.21But whoever does what is true comes to the light, so that his works may be made manifest as having been done in harmony with God.” - -Jesus wanted people to follow him openly, not in secret. It is not enough to just know the truth, we need to live in harmony with it. - -> James 1:22,25 - 22 However, become doers of the word and not hearers only, deceiving yourselves with false reasoning. 25 But the one who peers into the perfect law that belongs to freedom and continues in it has become, not a forgetful hearer, but a doer of the work; and he will be happy in what he does. - -We want to be sure to express our appreciation for the love Jehovah has already shown us, and be sure to mention it in our prayers. - -If our love for Jehovah is stronger then anything else, nothing will be able to prevent us from worshipping him. - - - -### I Am He - -> John 4:25,26 - 25The woman said to him: “I know that Mes·siʹah is coming, who is called Christ. Whenever that one comes, he will declare all things to us openly.”26Jesus said to her: “I am he, the one speaking to you.” - -This is the first time Jesus revealed himself as the Messiah. He revealed it to a woman, and a samirtan at that, completley subverting the cultural customs of the people of that time. - -How jesus treated women: - -- Reject any influence that discredit or demean woman, or are in any way inferior to men. - - - Eph 4:22 - 22 You were taught to put away the old personality that conforms to your former course of conduct and that is being corrupted according to its deceptive desires. - -- Look for ways to encourage sisters in the congregation - - - Help them feel valued - - - Regularly express appreciation for their hard work. - - - Talk to them in the hall, work with them in service - -- Husbands, imitate Jesus loving headship - - - Husbands should love their wife as Jesus loved the congregation - - - Husbands should put their wives needs and interestes ahead of their own. - - - -### My Food - -> John 4:34 - 34Jesus said to them: “My food is to do the will of him who sent me and to finish his work. - -Jesus was made full of energy by doing the will of his father. We also can be nourished by working for Jehovah, even if we're out of energy, or just aren't feeling it. Thats especially when we need to go out. - -> Psalms 126:5,6 - 5 Those sowing seed with tears Will reap with a joyful shout. 6 The one who does go out, though weeping, Carrying his bag of seed, Will surely return with a joyful shout, Carrying in his sheaves. - -> Ecc 11:6 - Sow your seed in the morning and do not let your hand rest until the evening; for you do not know which will have success, whether this one or that one, or whether they will both do well. - -Take advantage of every opportunity to preach, even if we're tired, because Jehovah will bless our efforts. - - - -### The Fields . . . Are White for Harvesting - -> John 4:35 - 35Do you not say that there are yet four months before the harvest comes? Look! I say to you: Lift up your eyes and view the fields, that they are white for harvesting. - -At this point in time, the actual fields were nowhere near ready for harvest. At this point, a crowd was headed to Jesus. Jesus was referring to right hearted individuals. - - - - -## Do You Worship What You Know? - -> John 4:20-24 - Our forefathers worshipped on this mountain, but you people say that in Jerusalem is the place where people must worship.”21Jesus said to her: “Believe me, woman, the hour is coming when neither on this mountain nor in Jerusalem will you worship the Father.22You worship what you do not know; we worship what we know, because salvation begins with the Jews.23Nevertheless, the hour is coming, and it is now, when the true worshippers will worship the Father with spirit and truth, for indeed, the Father is looking for ones like these to worship him.24God is a Spirit, and those worshipping him must worship with spirit and truth - -The world is increasingly only believing what they want to believe, thing thats support their already established world views, and ignoring facts that stand in opposition to that. - -> Romans 12:1 - 1 Therefore, I appeal to you by the compassions of God, brothers, to present your bodies as a living sacrifice, holy and acceptable to God, a sacred service with your power of reason. - -"With your power of reason". Jehovah expects us to use our power of reason he's given us in our sacred service to him. - -> Jer 14:14 - 14 Jehovah then said to me: “The prophets are prophesying lies in my name. I have not sent them or commanded them or spoken to them. A lying vision and a worthless divination and the deceit of their own heart is what they are prophesying to you. - -Some of the things this world are taught to believe are actually rooted in falsehood. - -> Rom 12:2 - 2 And stop being molded by this system of things, but be transformed by making your mind over, so that you may prove to yourselves the good and acceptable and perfect will of God. - -We must prove to ourselves, through our own study and examination, what the good and acceptable and perfect will of God is. - -> Romans 1:20 - 20 For his invisible qualities are clearly seen from the world’s creation onward, because they are perceived by the things made, even his eternal power and Godship, so that they are inexcusable. - -A simple, stright forward truth, something that can not be changed, or depends on if people believe it or not. - -> Prov 2:3-5 - 3 Moreover, if you call out for understanding And raise your voice for discernment; 4 If you keep seeking for it as for silver, And you keep searching for it as for hidden treasures; 5 Then you will understand the fear of Jehovah, And you will find the knowledge of God. - -Searching for truth requires earnest effort, and its not something others can do for you. You have to find this truth and prove it to yourself, by yourself, and for yourself. What reward? We will find the knowledge of God. - -> 2 Tim 4:3 - 3 For there will be a period of time when they will not put up with the wholesome teaching, but according to their own desires, they will surround themselves with teachers to have their ears tickled. - -Sound familiar? People don't wnat to hear whats right, they want to hear what they want to hear, and supports their already established beliefs. This is what its talking about when they want to have their ears tickled. - -> 2 Tim 3:16 - 16 All Scripture is inspired of God and beneficial for teaching, for reproving, for setting things straight, for disciplining in righteousness, - -The standard for finding truth. - -> Isa 5:20,21 - 20 Woe to those who say that good is bad and bad is good, Those who substitute darkness for light and light for darkness, Those who put bitter for sweet and sweet for bitter! 21 Woe to those wise in their own eyes And discreet in their own sight! - -Serves as a warning. - -> Matt 7:15-20 - 15 “Be on the watch for the false prophets who come to you in sheep’s covering, but inside they are ravenous wolves. 16 By their fruits you will recognize them. Never do people gather grapes from thorns or figs from thistles, do they? 17 Likewise, every good tree produces fine fruit, but every rotten tree produces worthless fruit. 18 A good tree cannot bear worthless fruit, nor can a rotten tree produce fine fruit. 19 Every tree not producing fine fruit is cut down and thrown into the fire. 20 Really, then, by their fruits you will recognize those men. - -Those who promote teachings in objection to pure worship, will be cut down and thrown into the fire. - -> John 13:35 - 35 By this all will know that you are my disciples—if you have love among yourselves.” - -The main identifier of Pure Worship, is love. - -> John 4:23,24 - 23 Nevertheless, the hour is coming, and it is now, when the true worshippers will worship the Father with spirit and truth, for indeed, the Father is looking for ones like these to worship him. 24 God is a Spirit, and those worshipping him must worship with spirit and truth.” - -We must worship Jehovah with spirit and truth. - -To find pure worship: - -1. Recognize that truth does exist - -2. Make a serous search for such truth - -3. Give the bible an unbiased examination - -4. Reject what is false - -## WT Summary - -[https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&docid=2025366](https://www.jw.org/finder?srcid=jwlshare&wtlocale=E&prefer=lang&docid=2025366) - -Ground work - -# Sunday Afternoon - -## What did you Learn? - -Review - -## Remain in Jehovah's Great Spiritual Temple! - -The spiritual temple is Jehovah's provision for allowing worship wherever we are in the word, and not tied to a specific location. - -Jehovah has requirements for worshipping. We must workship god not as we please, but as he pleases. - -"We don't get to choose how we worship Jehovah, Jehovah chooses how we worship Jehovah". - -Claiming to be a Christain is not enough to worship in the great spiritual temple. Just words are not enough. - -> John 4:20 - 20 Our forefathers worshipped on this mountain, but you people say that in Jerusalem is the place where people must worship.” - -Before, there were certain, physical centers of worship. - -> John 4:21,22 - 21 Jesus said to her: “Believe me, woman, the hour is coming when neither on this mountain nor in Jerusalem will you worship the Father. 22 You worship what you do not know; we worship what we know, because salvation begins with the Jews. - -At that point in time, those who wanted to partake in true worship, in pure worship, needed to attach themselves to the Jews, as it was the source of pure worship at that point in time. - -> John 4:23,24 - 23 Nevertheless, the hour is coming, and it is now, when the true worshippers will worship the Father with spirit and truth, for indeed, the Father is looking for ones like these to worship him. 24 God is a Spirit, and those worshipping him must worship with spirit and truth.” - -This means that true worshipers will conform to truth, not the other way around. True worshippers will also worship with spirit and truth, which means you would be able to tell a worshipper of pure worship, by how they live, and what they preach. - -How to stay in Jehovah's great spiritual temple? - -1. To Uphold Jehovah's Standards - - Jehovah has standards for those in his spiritual temple. In the physical temple, cleanliness was requried. What does that show us? That Jehovah is clean, and we and our worship must be clean in order to be acceptable to him. - - - Our Speech - James 1:26 - 26 If any man thinks he is a worshipper of God but does not keep a tight rein on his tongue, he is deceiving his own heart, and his worship is futile. - - - Morals - Keeping on guard against sexual immorality. On guard is an active action. Detecting threats long before they become a danger, and eliminating them. If we are aware of imporper desires, starve them out. Don't feed them, and they die. Also watch our association, they can make it easier, or harder to stay clean morally - -2. Offering Jehovah our Best Sacrifices - - - Offering up certain things to him - - - Giving up certain things for him - - The sacrifices we make should cost us something. Our sacrifices should be our best, not what we happen to have on hand. - - These would include things that take us out of our comfort zone. Like serving abroad. - - We can expend our resources and energy by working on theocratic construction products. - - Foregoing things that are not wrong in themselves. - - We want to continuoually offer our whole being as a continual, living sacrifice, that we can offer repeatedly - - > Matt 22:37,38 - 37 He said to him: “‘You must love Jehovah your God with your whole heart and with your whole soul and with your whole mind.’ 38 This is the greatest and first commandment. - - > Heb 13:15,16 - 15 Through him let us always offer to God a sacrifice of praise, that is, the fruit of our lips that make public declaration to his name. 16 Moreover, do not forget to do good and to share what you have with others, for God is well-pleased with such sacrifices. - - The harder the sacrifice, the greater the meaning it has to Jehovah. - - **Alright, so, then, what do I need to sacrifice?** - - - Kill the server - - - stella - -3. By Imitating the Example of Our High Preist, Jesus Christ - - Take our time when reading, feel the emotions, and understand the context. This can be assisted by watching the Jesus Show, and ask our selves this: - - - What lesson can we learn from Jesus word or actions - - - How can I apply it in my life? - -1. Commend others for their positive qualities. - -- Look for the good in others. Including in those that irritate or annoy us. - -2.Search for Deserving Ones - -3.Use the Bible Skillfully - diff --git a/Old_Notes/Pages/Research References.md b/Old_Notes/Pages/Research References.md deleted file mode 100644 index d3e7693..0000000 --- a/Old_Notes/Pages/Research References.md +++ /dev/null @@ -1,1269 +0,0 @@ ---- -type: Page -title: Research References -description: null -icon: null -createdAt: '2025-05-05T20:53:00.904Z' -creationDate: 2025-05-06 05:53 -modificationDate: 2025-05-08 11:19 -tags: [] -coverImage: null ---- - -# Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching ~ - -[Info Link](https://www.researchgate.net/publication/292428575_Implicit_and_Explicit_Knowledge_in_Second_Language_Learning_Testing_and_Teaching) - -The studies examined the relationship between measures of L2 implicit and explicit knowledge and measures of general language proficiency. The goal was to explore how much language proficiency can be explained by these two types of knowledge. - -- **Differential Contribution to Skills:** The text suggests that implicit and explicit knowledge contribute differently to language skills. - -- **Challenges in Measurement:** The text acknowledges the difficulty in creating separate measures of implicit and explicit knowledge. The studies aimed to design tests that would encourage test-takers to rely on one type of knowledge over the other. - -- **Mixed Results and Further Research Needed:** The results of the two studies were different, and the text suggests that more research is needed to fully understand the role of implicit/explicit knowledge in modeling language proficiency. - -- **No Statistically Significant Differences in Learning:** The mixed design ANOVAs revealed no statistically significant differences between the performance of either [[Treatment and control groups | group]] on tests of implicit and explicit language knowledge. - -- The text focuses more on the *learning* processes and how to measure them. - - - "Does explicit instruction result in the acquisition of implicit as well as explicit knowledge? These are key questions of both theoretical importance for SLA and practical importance for language pedagogy." (Somewhere in Chp1) - -- Most likely best used to explain the significance of Implicit and Explicit types of information when it comes to language learning - - - Defines Explicit vs Implicit in the introduction - -# Implicit and Explicit Teaching of Grammar: An Empirical Study - Edgar Mendoz Lopez - -## Study Introduction and Initial Findings - -- Edgar Mendoza López conducted an empirical study on the effects of implicit and explicit grammar instruction on EFL students' performance. - -- The study involved three groups: an implicit instruction group, an explicit instruction group, and a control group, and found that students in the explicit instruction group achieved significantly higher scores. - -- The research suggests that explicit grammar instruction has a more significant impact on language learning than implicit instruction, contradicting views such as those of Krashen, who claims that grammar can be learned holistically through context without explicit instruction. - -## Background: Implicit vs. Explicit Grammar Debate - -- The debate on the role of teaching grammar in L2 instruction has shifted from whether instruction makes a difference to what types of instruction are most effective, with a focus on implicit and explicit grammar teaching. - -- Researchers such as Krashen and Winitz support the implicit method, arguing that grammar can be acquired naturally through exposure to comprehensible input, while others like Ellis and Scott support the explicit method, which involves intentional learning and conscious awareness of grammar rules. - -- Studies by Scott and DeKeyser have shown that explicit teaching of grammar can lead to better student performance, particularly in written tests, while implicit teaching may be more effective in promoting natural language use and acquisition. - -## Study Results and Discussion - -- The study found that explicit teaching of grammar is more effective than implicit teaching, with students in the explicit instruction group achieving higher average scores. - -- The results support the idea that learners do better when grammar is taught under explicit conditions, as suggested by researchers such as DeKeyser (1995) and Norris and Ortega (2000). - -- The study's findings are consistent with those of Green and Hecht (1992), who found that explicit knowledge of grammar can help foreign language learners achieve a good level of competence. - -- The study found that students who received explicit grammar instruction performed significantly better than those who did not. - -- The results suggest that explicit instructional strategies are important in the development of foreign language educational programs. - -## Future Research Directions - -- Further study is needed to determine the overall effectiveness of explicit instruction in the long term and to identify which linguistic structures are more suitable for explicit or implicit instruction, as noted by researchers such as DeKeyser, Ellis, and Krashen. - -## Appendix Description - -- The text appears to be an appendix from the document "Implicit and Explicit Teaching of Grammar: An Empirical Study" by Edgar Mendoza Lopez. - -- It contains grammar exercises, including fill-in-the-blank questions and multiple-choice questions, focusing on various grammar topics such as if-clauses, real conditions, and past simple vs. past continuous tenses. - -- The exercises are designed to test the reader's understanding of grammar rules and their ability to apply them in different contexts. - -# Reviewing the Effects of Explicit and Implicit Grammar Instruction in Second Language Acquisition - Jonathan Grahn Sherin ~ - -Sherin, J.G., 2023. *Reviewing the Effects of Explicit and Implicit Grammar Instruction in Second Language Acquisition*. Linköping University. - -## Introduction and Overview - -- The thesis "Reviewing the Effects of Explicit and Implicit Grammar Instruction in [[Second-language acquisition | Second Language Acquisition]]" by [[Jonathan Grahn Sherin]] aims to investigate the effectiveness of explicit and implicit grammar instruction in second language learning contexts. - -- The study analyzes empirical articles to answer three research questions: **the effects of explicit grammar instruction on L2 learners' grammar knowledge, the effects of implicit grammar instruction on L2 learners' grammar knowledge, and how these effects are sustained in the long term.** - -- The results show that explicit grammar instruction is more effective than implicit grammar instruction, facilitating the learning of both explicit and implicit knowledge, and having positive effects on receptive and productive skills, but requiring follow-up instruction or communicative tasks for long-term effects. - -## Background and Context - -- The field of Second Language Acquisition (SLA) has shifted its focus from grammar items to the context in which language learning takes place, influenced by usage-based learning. - -- The Swedish Curriculum for English in upper secondary schools emphasizes communicative language ability, with a focus on general proficiency and fluency in the four language skills, rather than specific grammar structures. - -- The distinction between English as a Second Language (ESL) and [[English as a second or foreign language | English as a Foreign Language]] (EFL) is acknowledged, with ESL referring to languages learned in a context where they are widely used, and EFL referring to languages learned in a context where they are not widely used. - -- Grammar instruction is a key aspect of [[Second-language acquisition | language learning]], with debates surrounding the effectiveness of explicit and implicit instruction, and the current meta-analysis aims to provide an updated review of the effectiveness of grammar instruction, building on previous studies by researchers such as Norris and Ortega, and Williams. - -## Defining Explicit Grammar Instruction - -- Explicit grammar instruction involves technical, memorization, drilling, and rule-governed practice to turn explicit knowledge into implicit knowledge, with methods including Focus on Form (FonF) and Focus on FormS, as well as deductive and inductive approaches. - -- Research by Norris and Ortega (2000) and DeKeyser (2003) suggests that explicit grammar instruction is more effective than implicit instruction, with deductive approaches being particularly effective for adult learners. - -- The complexity of grammar structures, predicted by variables such as frequency, saliency, functional value, and regularity, can affect the effectiveness of explicit or implicit instruction, with some structures being more suitable for implicit learning and others requiring explicit instruction, as noted by Ellis (2006). - -## Methodology - -- The thesis reviews the effects of explicit and implicit grammar instruction in [[Second-language acquisition | Second Language Acquisition]] (SLA), using a narrative literature review approach. - -- The data consists of empirical studies from academic journals, SLA handbooks, and published literature reviews, focusing on various target structures, proficiency levels, and age cohorts. - -- The studies are categorized and analyzed based on factors such as methodology, age of participants, and type of instruction (explicit or implicit), with a focus on the effects of explicit and implicit instruction on implicit and explicit knowledge, reception, and production. - -## Review Findings: Explicit vs. Implicit Instruction - -- Explicit instruction has a significant effect on both explicit and implicit knowledge, with studies by Akakura, Ebadi et al., and Michaud & Ammar showing its benefits. - -- Inductive methods of explicit instruction are found to be more beneficial than deductive methods, particularly in long-term production and reception, as seen in Dang and Nguyen's study. - -- Implicit grammar instruction facilitates the acquisition of implicit knowledge and, to some extent, explicit knowledge, but its effects on production are limited, as shown in studies by Godfroid and De Jong. - -- Studies by Scott (1990), Andrews (2007), De Graaff (1997), and Nazari (2013) found that explicit grammar instruction is more effective than implicit grammar instruction for learning complex grammatical structures. - -- Explicit grammar instruction was also found to be more effective for receptive and productive skills, as seen in studies by Nazari (2013), Dang and Nguyen (2013), and De Jong (2005). - -- However, implicit instruction may be sufficient for learning simple grammatical structures, as suggested by Andrews (2007) and De Graaff (1997), who found that explicit instruction was not significantly more effective than implicit instruction for simple structures. - -## Discussion and Synthesis - -- Explicit grammar instruction has a significant positive effect on L2 learners' grammar knowledge, with studies such as Akakura (2012), Dang & Nguyen (2013), and Tode (2007) showing positive results. - -- The effect of explicit instruction on implicit knowledge is still debated, with some studies (Akakura 2012, Dang & Nguyen 2013) finding a positive effect, while others (Tode 2007) find that the effect wears off over time. - -- Long-term effects of explicit grammar instruction are more likely to occur when linked to communicative practice and natural language exposure, as seen in studies by Klapper & Rees (2003) and Akakura (2012). - -- Explicit grammar instruction is more effective than implicit grammar instruction, as supported by studies such as Andrews (2007), De Graaff (1997), and De Jong (2005). - -- The effectiveness of explicit and implicit instruction can vary depending on the complexity of the grammar structure, with explicit instruction being more effective for complex structures, as noted by researchers like Klapper and Rees (2003) and Ortega (2009). - -- The combination of explicit and implicit instruction can be beneficial, with explicit instruction facilitating the learning of grammar knowledge and implicit instruction enabling learners to acquire and retain that knowledge long-term, as suggested by researchers like Akakura (2012) and Krashen (1985). - -## Limitations and Future Research - -- The empirical articles reviewed have many differing variables, making it difficult to draw definite conclusions about the effectiveness of explicit and implicit grammar instruction. - -- The inclusion of studies targeting various languages, such as German and French, does not jeopardize the overall aim of the study, but the diversity in other variables complicates the synthesis of the studies. - -- Future research should aim to standardize study designs and consider longitudinal studies to supply substantial and reliable data, as suggested by researchers like Norris and Ortega, and Klapper and Rees. - -# Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge - Motoko Akakura ~ - -[Link with Info](https://journals.sagepub.com/doi/abs/10.1177/1362168811423339) - -Akakura, M., 2012. Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. *Language Teaching Research*, 16(1), pp.9-37. - -## Introduction - -- The study by Motoko Akakura examines the effectiveness of explicit instruction on second language (L2) learners' implicit and explicit knowledge of English, specifically focusing on the use of English articles. - -- The research investigates whether explicit instruction, delivered through Computer Assisted [[Language Learning (journal) | Language Learning]] ([[Computer-assisted language learning | CALL]]) activities, can improve L2 learners' ability to use English articles correctly, with a focus on both implicit and explicit knowledge. - -- The study aims to contribute to the ongoing debate on the effectiveness of instruction on the development of L2 knowledge, particularly for advanced learners, and explores the role of explicit instruction in developing implicit knowledge, as proposed by researchers such as [[Rod Ellis]] and Nick Ellis. - -- The study by Motoko Akakura evaluates the effectiveness of explicit instruction on implicit and explicit L2 knowledge, focusing on the acquisition of generic and non-generic article usages in L2 English. - -## Methodology Overview - -- The research examines the effects of explicit instruction through CALL activities, comparing the results of experimental and control groups on tests of implicit and explicit knowledge. - -- The study involves 94 L2 English participants in [[New Zealand]], with instruction delivered over a 1-week period, and posttests administered immediately and six weeks after the treatment, referencing the work of researchers such as Ellis, DeKeyser, and Batstone. - -## Measurement Tasks - -- The study by Motoko Akakura evaluates the effectiveness of explicit instruction on implicit and explicit L2 knowledge, using tasks such as elicited imitation, oral production, grammaticality judgement, and metalinguistic knowledge. - -- The tasks were designed to measure implicit and explicit knowledge, with the elicited imitation task being a new approach to measuring implicit knowledge, as suggested by Erlam (2006) and validated by Akakura (2009). - -## Results - -- The results show significant differences between the Experimental Group and the Control Group, with the Experimental Group outperforming the Control Group in all tasks, indicating the effectiveness of explicit instruction on both implicit and explicit L2 knowledge. - -- The study by Motoko Akakura found that explicit instruction has a significant effect on implicit language knowledge, particularly in the delayed posttest. - -- The results show that explicit instruction leads to significant improvements in metalinguistic knowledge, with large effect sizes in both posttests. - -- The study's findings support the idea that instructed learners can develop implicit knowledge of non-salient forms through self-paced autonomous study, contrary to some previous article acquisition studies, such as those by Huong, Shimamune and Jitsumori, and Shiozawa and Simmons. - -## Discussion and Conclusion - -- Explicit instruction can benefit both implicit and explicit L2 knowledge, with positive effects on the acquisition of English articles. - -- The study found that explicit instruction was effective in improving oral production of articles and helped learners become better analysts of article errors, as suggested by researchers like DeKeyser and Ellis. - -- The results support the claim that articles should be taught even at advanced stages of English acquisition, and provide a case for a direct rule-giving approach in [[Computer-assisted language learning | Computer-Assisted Language Learning]] (CALL) activities, as discussed by Master and other researchers. - -## References and Appendix Description - -- The text appears to be a reference list and an appendix from a research document titled 'Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge' by Motoko Akakura. - -- The reference list includes various authors such as Han, Ellis, Hinkel, Fotos, and Krashen, discussing topics related to language acquisition, grammar instruction, and second-[[Language Learning (journal) | language learning]]. - -- The appendix describes an elicited imitation task, a True or False and creative sentence-making task, used to measure implicit knowledge, where participants listen to a story and respond to questions based on the story and pictures provided. - -## Study and Test Summary - -- The study by Motoko Akakura evaluates the effectiveness of explicit instruction on implicit and explicit L2 knowledge. - -- The study uses various tests, including an Elicited Imitation Task, an Oral Production Task, a Grammaticality Judgement Test, and a Metalinguistic Knowledge Test. - -- The tests assess participants' ability to identify and correct grammatical errors, as well as their metalinguistic knowledge, with participants asked to decide whether underlined words are correct or not and explain how they made their judgement, choosing between 'By Feel' or 'By Rule'. - -# The Effect of Explicit Grammar Instruction on Language Learning - Pahala Baruwattegedara Sampath Lakshala Pushpa Kumara - -- The study by Pahala Baruwattegedara Sampath Lakshala Pushpa Kumara investigates the impact of explicit grammar instruction on [[Second-language acquisition | language learning]] in a second language classroom. - -- The research involves two groups of adult learners, an experimental group that receives instructions using their first language and a control group that receives instructions without using their first language. - -- The findings suggest that explicit grammar instruction helps learners improve their ability to use grammar in isolation, but not in contextually appropriate ways, highlighting the need for careful planning of explicit grammar instruction lessons. - -- The study by Pahala Baruwattegedara Sampath Lakshala Pushpa Kumara investigates the effect of explicit grammar instruction on language learning, with a focus on beginner-level adult L2 learners. - -- The results show that learners who received explicit grammar instruction with limited use of their first language (L1) performed significantly better than those who received instruction only in English. - -- However, the study also found that explicit instruction on grammar in isolation did not help learners improve their ability to use grammar in contextually appropriate ways, suggesting that a more comprehensive approach to language instruction may be necessary. - -- The study found that explicit grammar instruction does not enable learners to use grammar in contextually appropriate ways, supporting the views of Krashen (1982) and Wilkins (1972). - -- However, this does not mean that conscious grammar learning is of no use, and explicit instruction can be a starting point, particularly for beginner-level adult learners. - -- The study suggests that explicit grammar instruction should be carefully planned and used as a springboard to initiate the process of [[Second-language acquisition | second language learning]], with opportunities for learners to engage in communicative activities that allow them to see the complex intricacies of the human language. - -# A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction - Wei Ren, Shaofeng Li, Xiaoxuan LÜ ~ - -[Link with Info](https://www.researchgate.net/publication/364367784_A_Meta-analysis_of_the_Effectiveness_of_Second_Language_Pragmatics_Instruction) - -Ren, W., Li, S. and Lü, X., 2023. A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction. *Applied Linguistics*, 44(6), pp.1010–1029. - -## Initial Meta-Analysis Findings (Ren, Li, & Lü) - -- A meta-analysis of 29 primary studies on second language pragmatics instruction found a large, positive effect on the development of [[Pragmatics | pragmatic ]]competence, with an [[Effect size | effect size]] of 1.656. - -- The analysis revealed that explicit instruction yielded larger effects than implicit instruction, although the difference was not significant, and that pragmatics instruction was more effective in foreign language settings than in second language settings. - -- The study also found that longer treatments, teaching pragmatics at the high-school level, and using written discourse completion tasks as outcome measures generated larger effect sizes, according to researchers [[Wei Ren]], Shaofeng Li, and Xiaoxuan Lü. - -## Comparison with Prior Work and Study Rationale - -- Plonsky and Zhuang's (2019) meta-analysis of 50 studies found significant and sustainable effects for L2 pragmatics instruction, with explicit instruction, teaching with feedback, and longer instruction being more effective. - -- The study also found that production measures showed larger effects than reception measures, and that more proficient learners (high intermediate to advanced) produced larger effects than lower proficient learners. - -- The current study aims to address the limitations of previous meta-analyses, including the lack of inclusion of recent studies, limited exploration of moderator factors, and lenient inclusive selection criteria, by conducting a new meta-analysis with a strict selection process and including studies published up to 2021. - -## Detailed Results and Moderator Analysis - -- The study by [[Wei Ren]], Shaofeng Li, and Xiaoxuan Lü examined the effectiveness of second language pragmatics instruction through a meta-analysis of 29 studies. - -- The results showed a large overall mean effect size for pragmatics instruction (g = 1.656), indicating that pragmatics instruction is effective in improving learners' pragmatic abilities. - -- Moderator analyses revealed that factors such as research setting, institutional level, treatment length, and language proficiency influenced the effectiveness of pragmatics instruction, with explicit instruction and longer treatment lengths tend to produce larger effect sizes. - -- The meta-analysis found that L2 pragmatics instruction is effective, with an overall effect size of g = 1.656, indicating a positive effect. - -- The study identified several moderators of the effectiveness of L2 pragmatics instruction, including learners' L2 proficiency level, target language, and outcome measure, with intermediate learners, [[English language | English]] as the target language, and written DCTs yielding the largest effect sizes. - -- The results also suggested that teaching pragmatics in foreign language (FL) contexts yields larger effects than in second language (SL) contexts, and that high-school students may benefit the most from L2 pragmatics instruction, according to researchers such as Ren, Li, and Lü, who built on previous work by Kasper and Rose, Takahashi, and Taguchi. - -- The study found that explicit teaching (g = 1.731) yielded larger effect sizes than implicit teaching (g = 1.511) in L2 pragmatics instruction, but the difference was not significant. - -- The effect sizes of pragmatics instruction varied depending on factors such as treatment length, outcome measurement, and language of instruction, with written DCTs producing the strongest effects. - -- The study suggests that implicit pragmatics instruction is becoming increasingly effective, with innovative approaches such as task-based language teaching and technology-mediated language teaching leading to more robust effects. - -## Document Identification and Scope - -- The document 'A Meta-analysis of the Effectiveness of Second Language Pragmatics Instruction' by [[Wei Ren]], Shaofeng Li, and Xiaoxuan Lü discusses the effectiveness of instruction in second language pragmatics. - -- The authors reference various studies on the topic, including those by Kasper, Rose, Taguchi, and others, to inform their meta-analysis. - -- The research aims to synthesize existing studies on the effectiveness of second language pragmatics instruction, with contributors including experts in [[Applied Linguistics (journal) | applied linguistics]], language teaching, and research methods. - -# Explicit and implicit Learning in Second Language Acquisition - Bill VanPatten and Megan Smith ~ - -[Link with Info](https://www.cambridge.org/core/elements/abs/explicit-and-implicit-learning-in-second-language-acquisition/EBABCB9129343210EB91B9198F17C4EB) - -VanPatten, B. and Smith, M., 2022. Explicit and Implicit Learning in Second Language Acquisition. *Elements in Second Language Acquisition*. Cambridge: Cambridge University Press. - -## Introduction and Core Argument - -- The document "Explicit and Implicit Learning in [[Second-language acquisition | Second Language Acquisition]]" by [[Bill VanPatten]] and [[Megan Smith]] explores the roles of explicit and implicit learning in second language acquisition. - -- The authors argue that second language acquisition is largely implicit in nature, with explicit learning playing a secondary role in how learners grapple with meaning. - -- The discussion focuses on key issues, including the definition of explicit and implicit learning, the possibility of explicit knowledge becoming implicit knowledge, and the relevance of the explicit/implicit learning issue for practitioners, with the authors contending that the evidence weighs heavily on the side of implicit learning in L2 acquisition. - -## Defining Explicit and Implicit Learning - -- Explicit learning is a conscious process where learners intentionally search for rules and regularities in input, whereas implicit learning is an unconscious process without such intention. - -- The distinction between explicit and implicit learning hinges on intent, with explicit learning involving a purposeful attempt to learn something and implicit learning lacking such intent. - -## The Nature of Language and its Components - -- Language is viewed as an abstract, complex, and implicit system of mental representations, distinct from communication, and consists of modular subsystems including the lexicon, morphological system, syntactic component, and phonological system. - -- The linguistic modules that must be acquired in [[Second-language acquisition | second language acquisition]] include syntax, which combines words into phrases and phrases into sentences, and phonology, which includes the set of sounds a language uses and the rules for combining them. - -- Syntax is a computational system that uses basic operations such as Merge, Move, and Agree to combine lexical entries into phrases and sentences, and it includes linguistic universals and language-specific constraints. - -- The acquisition of syntax is a by-product of lexical learning, with language-specific constraints such as word order and features being mapped to lexical entries, and the basics of the computational system being built into the human capacity for language. - -- Phonological learning involves acquiring the set of sounds a language uses, the rules for combining these sounds, and suprasegmental information such as stress and intonation contours. - -## The Process of Language Acquisition - -- The principal ingredients that interact to shape language in the learner's mind/brain are input, internal mechanisms that constrain and contribute to the shape of language, and processors that mediate between input and internal mechanisms, with [[Universal grammar | Universal Grammar]] (UG) being a key internal mechanism that restricts the nature of language as it grows in the mind/brain. - -- Language acquisition involves mechanisms that aid in discerning meaning, which are related to general learning mechanisms and may be important for explicit learning. - -- Input processors play a crucial role in bridging the gap between input and the learner's internal mechanisms, processing input data into form-meaning connections such as morphophonological units. - -- The processing and learning of these units involve mapping meaning and grammatical properties onto them, with the strength of encoded information determined by frequency in the input, as discussed by researchers like VanPatten and Rothman. - -- The process of language acquisition is comprehension-dependent, with learners selecting and operating on data from communicatively embedded input. - -- Learners must uncover the meaning and intent of the speaker, isolate and tag morpho-phonological units with meaning, and compute sentence structure at an abstract level. - -## Evidence for Implicit Acquisition of the Linguistic System - -- The linguistic system is likely learned implicitly, with research supporting the idea that explicit learning is not central or perhaps even possible in [[Second-language acquisition | L2 acquisition]], as argued by [[Bill VanPatten]] and others, including Rebuschat and VanPatten, Keating, & Wulff. - -- Learners acquire language through an implicit system, where they unconsciously build a system over time, mapping features such as [+/−PERFECTIVE] onto verbs like ser and estar. - -- The acquisition of person-number endings in L2 [[Spanish language | Spanish]] follows a staged development, with learners initially using bare verbs, then singular forms, and finally plural forms, which does not reflect explicit instruction or practice. - -- Explicit learning is not involved in the acquisition of formal features of language, but may be involved in attempting to derive meaning during comprehension, while implicit learning is involved in constructing the linguistic system over time, as argued by researchers like VanPatten and Krashen. - -## Explicit/Implicit Knowledge, Interface, and Theoretical Perspectives - -- Explicit and implicit knowledge of language are separate entities and are stored differently in the mind/brain, as widely accepted in linguistics and psychology. - -- The idea that both explicit and implicit learning are involved in [[Second-language acquisition | L2 acquisition]] is a popular perspective, but the concept of an "interface" between the two is vague and lacks a clear definition, as noted by researchers such as Ellis and VanPatten. - -- Usage-based approaches (UBAs) to language acquisition, as discussed by scholars like Ellis and Tomasello, suggest that language acquisition is implicit and input-dependent, with explicit learning playing a limited role in the development of mental representation. - -- Explicit learning can play a role in supplementing linguistic behavior, but its usefulness is limited by factors such as cognitive resources and task type, as suggested by researchers like Roehr-Brackin and Krashen. - -- Implicit learning is considered central to language acquisition, with some researchers like DeKeyser suggesting that explicit learning may play a role in certain contexts, such as skill theory, but with limitations. - -- Different perspectives, including sociocultural theory and skill theory, have varying views on the role of explicit and implicit learning, with some emphasizing the importance of explicit knowledge and others prioritizing implicit learning, as discussed by researchers like DeKeyser and Lantolf. - -## The Noticing Hypothesis - -- The [[Noticing hypothesis | Noticing Hypothesis]] (NH) proposes that learner attention to input facilitates the L2 acquisition process, with the strong version suggesting that no aspect of [[Second-language acquisition | second language acquisition]] can be implicit or incidental. - -- The weak version of the NH posits that some amount of learner attention facilitates L2 acquisition, and most scholars agree that some level of attention to the input is necessary for L2 acquisition. - -## Empirical Research on Implicit and Explicit Learning - -- Research on implicit and explicit learning in SLA has been influenced by Reber's work, which operationalized implicit learning as "learning in the absence of awareness" and explicit learning as "learning with awareness", with studies such as those by John Williams and his colleagues investigating whether people can learn languages implicitly using various grammatical structures and systems. - -- Research by Leung and Williams, and Williams and Kuribara, used an exposure/test-of-violations paradigm to investigate implicit learning of form-meaning mappings and the head-directionality parameter, finding that participants can learn rules implicitly but may not always apply them correctly. - -- These studies have limitations, such as using artificial languages or separating syntactic learning from morphophonological learning, which may not accurately reflect language acquisition processes. - -- In contrast, studies by VanPatten and colleagues used real language input, including vocabulary and syntax, to investigate language acquisition and found that participants can reset the head-directionality parameter and show sensitivity to word order violations, suggesting that implicit learning can occur through meaningful input. - -- Research suggests that explicit information is not necessary for language acquisition, with studies such as Wong and Ito (2017) and Andringa and Curcic (2015) showing that learners can acquire language without explicit rules. - -- The study by Andringa and Curcic found that both implicit and explicit groups performed equally well in a picture selection task, but the explicit group showed different patterns of looks toward the target noun in online processing. - -- The results indicate that explicit knowledge can change online processing behaviors, but it does not necessarily help learners rely on the presence of certain linguistic features, such as the preposition "al" in the case of differential object marking (DOM). - -## The Poverty of the Stimulus Problem - -- The [[Poverty of the stimulus | Poverty of the Stimulus]] (POS) problem is a challenge for second language learners, as they must arrive at what is ungrammatical and impossible in a language, often without evidence in the input. - -- Research by VanPatten and Smith (2015) shows that learners can project beyond what they are initially exposed to, and arrive at abstract knowledge about language implicitly, without conscious knowledge or explicit teaching. - -- The POS problem is a challenge for explicit learning, as learners must develop mental representations of language that go beyond the input they receive, and this process must happen implicitly, as seen in studies on the acquisition of [[Japanese language | Japanese]] and [[Spanish language | Spanish]]. - -## Conclusion on Implicit Learning's Centrality and Pedagogical Implications - -- The authors argue that implicit learning is central to language acquisition, regardless of context or age, and that it plays a crucial role in the development of a linguistic system as a mental representation. - -- Research on aptitude, such as the concept of implicit language aptitude developed by Gisela Granena, supports the idea that implicit learning is essential for language acquisition. - -- The authors suggest that the distinction between implicit and explicit learning is not necessarily relevant to pedagogical approaches, and that practitioners should consider multiple factors when making curricular decisions, rather than relying solely on research on implicit and explicit learning. - -## Concluding Remarks and Related Scholarship - -- The document "Explicit and Implicit Learning in [[Second-language acquisition | Second Language Acquisition]]" by [[Bill VanPatten | Bill Vanpatten]] discusses key concepts in second language acquisition, including the role of consciousness and the distinction between explicit and implicit learning. - -- Researchers such as Reber, Schmidt, and VanPatten have contributed to the understanding of implicit learning, with studies on artificial grammars, language processing, and the effects of instruction on language acquisition. - -- The document also references the work of other scholars, including Alessandro Benati and John W. Schwieter, who have published research on second language acquisition and teaching, and are part of the editorial team for the [[Cambridge University Press]] series on Second Language Acquisition. - -# Implicit AND explicit language learning - Nick Ellis - -## Introduction to Implicit and Explicit Language Learning - -- [[Nick Ellis]] discusses the dynamic interface between implicit and explicit [[Second-language acquisition | language learning]], highlighting their complexity and importance in language acquisition. - -- Implicit learning involves the unconscious acquisition of knowledge about language structures through experience and frequency of use, while explicit learning is a more conscious process where learners make and test hypotheses. - -- Ellis emphasizes the need for an emergentist perspective to understand the complex system of language that arises from the interactions between implicit and explicit [[Second-language acquisition | language learning]] and usage, citing researchers such as Bybee, Robinson, and Tomasello. - -- Language learners acquire knowledge of language frequencies, transitional dependencies, and mappings through implicit learning, without conscious computation. - -## Implicit Language Learning: Mechanisms and Evidence - -- Research by Arthur Reber, [[Nick Ellis]], and others demonstrates that learners automatically acquire knowledge of sequential patterns and dependencies through repeated experience. - -- Studies by Hilpert, Kapatsinski, Bod, and others show that language processing is affected by sequential statistics, chunking, and formulaic knowledge, influencing phonetic processing, lexical perception, reading time, and sentence production. - -- Research by Nick Ellis and others, including Jiang and Nekrasova, Conklin and Schmitt, and Ellis and Simpson-Vlach, shows that language users, including L2 learners, are sensitive to the sequential probabilities of language units and can implicitly learn language patterns. - -- The findings demonstrate that language users are able to process formulaic sequences more quickly and accurately than non-formulaic phrases, and that this knowledge is cultivated through usage experience, with frequency and mutual information being key determinants. - -## Limitations of Implicit Learning and the Role of Explicit Learning - -- However, the limits of implicit [[Second-language acquisition | language learning]] are also noted, with research by Schmidt, Long, and Lightbown, Spada, and White, suggesting that [[Second-language acquisition | L2 acquisition]] by implicit means alone is limited, and that not all input becomes intake, particularly for low-salient cues such as grammatical functors. - -- Implicit language learning is limited by factors such as salience, interference, and blocking, which can be overcome by explicit instruction, as noted by [[Nick Ellis]] and other researchers like Schmidt and Lado. - -- Explicit language learning is necessary in L2 acquisition to counteract L1 attentional biases and facilitate the learning of novel linguistic forms and concepts, with researchers like Doughty, Williams, and Long supporting the effectiveness of form-focused instruction. - -## Interaction, Cognition, and Language Dynamics - -- The interaction between implicit and explicit language learning processes plays a crucial role in language acquisition, with the brain's neural systems, including those involved in working memory and the hippocampus, contributing to the interface between explicit knowledge and implicit learning, as discussed by Ellis and supported by neurobiological research. - -- [[Language Learning (journal) | Language learning]] involves determining structure from usage and requires the full scope of cognition, with attention controlling the acquisition of language. - -- The dynamics of language use, language change, language perception, and [[Second-language acquisition | language learning]] are interconnected, and understanding these interactions is key to usage-based approaches to language acquisition, as emphasized by researchers such as [[Nick Ellis]], Barlow, and Kemmer. - -- Language can be seen as a [[Complex adaptive system | complex adaptive system]], with implicit and explicit language learning and usage being constant currents in its dynamics, and studying this system is necessary to understand the dynamic interactions of implicit and explicit knowledge, as noted by Ellis and other researchers. - -## References and Cited Researchers - -- The document 'Implicit AND explicit language learning' by Nick Ellis references various studies on language acquisition, including those by Ellis, Larsen-Freeman, and Sagarra. - -- Researchers such as Reber, Rebuschat, and Williams have contributed to the understanding of implicit and explicit [[Second-language acquisition | language learning]], with topics including statistical learning and language acquisition. - -- The text cites numerous authors, including Goldberg, Gries, and Krashen, discussing language learning theories, cognitive linguistics, and [[Second-language acquisition | second language acquisition]]. - -- The section references various researchers, including [[Nick Ellis]], Peter Robinson, and [[Richard Schmidt (linguist) | Richard Schmidt]], in the context of implicit and explicit language learning. - -- It cites studies on second language acquisition, cognitive linguistics, and the role of consciousness in language learning. - -- The references include works from multiple fields, such as [[Applied Linguistics (journal) | applied linguistics]], language teaching, and cognitive psychology, with contributions from authors like [[Michael Tomasello]], Nina Spada, and others. - -# Developing Strategic Competence through Task-Based Language Teaching: A Comparison of Implicit and Explicit Instruction - Khalid Ibrahim Alahmed ~ - -[Link with Info](https://www.researchgate.net/publication/358148713_Developing_Strategic_Competence_through_Task-Based_Language_Teaching_A_Comparison_of_Implicit_and_Explicit_Instruction) - -Alahmed, K.I., 2017. *Developing strategic competence through task-based language teaching – a comparison of implicit and explicit instruction*. PhD Thesis. University of York. - -## Introduction and Background - -- Khalid Ibrahim Alahmed's study compares the impact of implicit and explicit instruction on developing strategic competence through task-based language teaching among pre-intermediate [[Arabic]] learners of [[English language | English]]. - -- The study found that both explicit and implicit instruction have a positive impact on developing participants' use of Communication Strategies (CSs) and supporting task completion. - -- Explicit instruction was beneficial for certain CSs, such as meaning-negotiation, while implicit instruction was effective for developing positive self-solving and time-gaining CSs. - -- The study "Developing Strategic Competence through Task-Based Language Teaching: A Comparison of Implicit and Explicit Instruction" by Khalid investigates the effectiveness of implicit and explicit instruction in developing strategic competence in language learners. - -- Learners who received implicit instruction made greater gains in the use of meaning-negotiation strategies than those who received explicit instruction. - -- The study compares the effects of implicit and explicit instruction on the development of various communication strategies, including interactional, positive self-solving, time-gaining, non-verbal, and non-taught strategies. - -- The study aims to investigate the impact of implicit and explicit instruction on developing strategic competence in [[English language]] learners, specifically through Task-Based Language Teaching. - -- The research focuses on pre-intermediate Arab learners of English and seeks to assess the effectiveness of implicit and explicit instruction in supporting task completion and developing learners' use of communication strategies. - -- The study has four research questions, including the effectiveness of implicit and explicit instruction in supporting task completion and developing learners' use of communication strategies, as well as the types of communication strategies developed through each type of instruction. - -- Non-native speakers may experience communication difficulties due to linguistic, cultural, or contextual factors, and they employ various strategies such as circumlocution, approximation, and appeals for help to overcome these difficulties. - -- Strategic competence, a sub-component of [[Communicative competence | communicative competence]], refers to the ability to use communication strategies effectively to achieve communicative goals, and it has been defined in different ways by researchers such as Canale and Swain, Canale, and Celce-Murcia et al. - -- The development of strategic competence can be facilitated through Task-Based Language Teaching, and researchers such as Ellis and DeKeyser suggest that implicit instruction, which involves creating a learning condition enriched with target language features, can be an effective way to develop implicit knowledge of communication strategies. - -- Strategic competence (SC) is a crucial component of communicative competence, enabling speakers to manipulate language to meet their communication goals. - -- The scope and function of SC vary across different definitions, with some viewing it as a compensatory role and others as a more general cognitive capacity that underpins problem-solving behavior, as argued by Bachman (1990). - -- The current study adopts Celce-Murcia et al.'s (1995) conceptualization of SC, which serves three functions: compensation, interactional, and time-stalling, and defines SC as the ability to use self-solving, interactional, non-verbal, and time-gaining strategies effectively. - -## Task-Based Language Teaching and Communication Strategies - -- Pedagogical tasks, such as Spot-the-Differences, have interactional authenticity, meaning they mimic natural language use found in everyday conversations, despite lacking situational authenticity. - -- Task-Based Language Teaching (TBLT) has two forms: strong and weak, with the strong form, also known as pure TBLT, using tasks as the fundamental unit of the curriculum without prior explicit instruction, and the weak form, also known as Task-Supported Language Teaching (TSLT), using tasks to support existing approaches with explicit instruction before task performance. - -- Researchers such as Long and Ellis argue that TBLT, particularly the strong form, can facilitate language acquisition and the development of strategic competence through meaningful communication activities and interaction, while others, like Swan, criticize TBLT for its lack of empirical evidence and suitability for beginner-level learners. - -- The Interactional Hypothesis suggests that interactional strategies for meaning negotiation between learners and their interlocutors can facilitate [[Second-language acquisition | second language acquisition]], as seen in the work of Gass, Long, and Mackey. - -- Task-Based Language Teaching (TBLT) provides opportunities for learners to notice gaps in their linguistic knowledge and develop strategic competence through communicative tasks, as argued by Gass, Robinson, and Tarone. - -- Communication strategies (CSs) can be defined from two perspectives: the psycholinguistic perspective, which focuses on internal cognitive processes, and the interactional perspective, which emphasizes external and interactive processes, with researchers like Tarone and Nakatani contributing to the understanding of CSs from these viewpoints. - -- The interactional perspective of communication strategies (CSs) is adopted in the current study, which involves the cooperation of both the speaker and listener to solve communication problems. - -- Classifying CSs is challenging due to varying taxonomies, with different researchers categorizing similar strategies differently, such as Tarone (1977) and Færch and Kasper (1983). - -- To overcome classification confusion, the study provides a full definition and description for each CS, and selects strategies to be developed based on specific characteristics, focusing on L2-based strategies recommended by researchers like Russell and Loschky (1998) and Rabab’ah (2004). - -- The study categorizes communication strategies (CSs) into five categories: interactional strategies, positive self-solving strategies, time-gaining strategies, non-verbal communication strategies, and non-taught communication strategies. - -- Positive self-solving strategies include circumlocution, approximation, self-correction, and use of all-purpose words, which enable learners to solve communication problems without seeking help from their interlocutor. - -- The study focuses on teaching 13 out of 18 CSs, including circumlocution, approximation, and self-correction, as they represent learners' active strategic behavior in repairing and maintaining interaction and are recommended to be taught in foreign language classes. - -## Literature Review and Theoretical Framework - -- Research suggests that [[Direct instruction | direct instruction]] of communication strategies (CSs) can promote learners' strategic competence and enhance their communication skills, as found in studies by Dornyei (1995), Faucette (2001), and Rossiter (2003). - -- Empirical studies, such as those by Salomone and Marsal (1997), Scullen and Jourdain (2000), and Nakatani (2005), have investigated the effects of teaching CSs on learners' strategy use and oral performance, with many showing positive results. - -- Various studies, including those by Lam (2006), Maleki (2007), and Tavakoli et al (2011), have demonstrated that explicit instruction of CSs can lead to improved oral proficiency, increased awareness of strategy use, and enhanced speaking skills. - -- Scullen and Jourdain (2000) found that explicit training on oral circumlocution strategies had no significant impact on learners' performance due to the small sample size. - -- Rossiter (2003) discovered that explicit strategy instruction had a direct impact on learners' use of communication strategies, but no significant difference in task completion or message abandonment. - -- Nakatani (2005) and other researchers, including Lam (2006), Maleki (2007), Kongsom (2009), Alibakhshi and Padiz (2011), and Tavakoli et al (2011), found that explicit instruction of communication strategies can lead to improvements in oral communication abilities, strategy use, and [[Language Learning (journal) | language learning]], but some studies had limitations and inconsistencies in their findings. - -- The study investigates the effect of explicit and implicit strategy training on learners' strategic competence and task completion, differing from previous studies in its approach and methodology. - -- Previous studies have shown that strategy training can be beneficial for promoting oral performance, but have limitations in their data collection methods and scope of communication strategies explored. - -- The current study aims to address these gaps by comparing implicit and explicit instruction, using a mixed-methods approach, and exploring a wide range of communication strategies, including meaning-negotiation, positive self-solving, and non-verbal strategies. - -- Explicit instruction involves providing learners with information about language rules and patterns, either deductively or inductively, and is characterized by features such as directing attention to target forms and using metalinguistic terminology, as highlighted by Housen and Pierrard (2006). - -- Implicit learning is a process where learners acquire knowledge without intending to and without being aware of what they have learned, whereas explicit learning involves conscious intention to find out language patterns and develop conscious knowledge, as defined by Hulstijn (2005) and Rebuschat (2013). - -- Implicit knowledge is unconscious and automatic, while explicit knowledge is conscious and can be verbalized, with researchers such as Ellis (2015) and DeKeyser (2009) noting that both types of knowledge are necessary for [[Language Learning (journal) | language learning]], but implicit knowledge is more important for effective communicative use. - -- The non-interface position argues that implicit and explicit knowledge are distinct language acquisition systems, with explicit knowledge serving as a monitor to edit utterances and correct mistakes. - -- The strong interface position posits a relationship between explicit and implicit knowledge, with two variants: implicit knowledge becoming explicit through conscious reflection, and explicit knowledge transforming into implicit knowledge through practice and automatization. - -- The weak interface position, advanced by Ellis, suggests that explicit knowledge and instruction play a role in developing implicit knowledge, with three versions: explicit knowledge becoming implicit through practice, explicit knowledge facilitating implicit knowledge acquisition, and explicit knowledge producing output that serves as input to implicit learning mechanisms. - -## Methodology - -- The study employed a between-participant design with pre-test, treatment, immediate post-test, and delayed post-test to investigate the development of strategic competence in Arab [[English as a second or foreign language | ESL]] learners. - -- The participants, 52 pre-intermediate adult ESL learners, were randomly allocated to three experimental conditions: explicit instruction, implicit instruction, and a control group. - -- The study used a combination of data collection methods, including observation tasks, stimulated recall interviews, and a self-report questionnaire, to assess the participants' use of communication strategies (CSs) and to counter sample bias and potential confoundings. - -- Research has found that two-way tasks lead to more negotiated interaction than one-way tasks, and convergent tasks result in more meaning negotiation than divergent tasks. - -- Tasks can be categorized into different types, including convergent/divergent, open/closed, and complex/simple, with closed and complex tasks generating more negotiation of meaning among learners. - -- Based on these findings, the researcher designed five oral tasks with characteristics such as reciprocal two-way interaction, convergent goals, closed outcomes, and cognitive demands, to elicit interaction and generate negotiation of meaning among students, with a focus on specific communication strategies in each task. - -- The study used pre and post-tests, including elicitation tasks, stimulated recall interviews, and a self-reported questionnaire, to gauge participants' use of communication strategies. - -- Elicitation tasks were designed to be reciprocal, two-way, and cognitively demanding, with the goal of assessing learners' actual use of communication strategies. - -- Stimulated recall interviews were used to tap into participants' underlying thought processes, allowing them to comment on their strategic behavior, and to cross-check the validity of observed communication strategies, with researchers such as Poulisse and Gass & Mackey supporting the use of this methodology. - -- The study used observation and stimulated recall interviews to collect data on learners' communication strategies, with the researcher noting observed strategies and non-verbal cues at fixed intervals. - -- The stimulated recall interviews involved learners watching their own video recordings and commenting on their performance, with the researcher asking prompt questions to facilitate recall, such as "Can you describe what you did there? Why did you do that? Any difficulty there?" - -- A self-reported questionnaire was developed based on Nakatani's (2006) Oral Communication Strategy Inventory (OCSI) and Kongsom's (2009) Communication Strategy Questionnaire, with modifications made to address limitations and align with the study's theoretical background and proposed taxonomy of communication strategies. - -- The study used a modified questionnaire with an 11-point continuous data scale to measure participants' strategy use, and the questionnaire was administered online and in paper-and-pencil format. - -- The questionnaire consisted of 41 items distributed over 5 scales, including Meaning-Negotiation, Positive self-solving, Time-gaining CSs, Non-verbal CSs, and Non-taught/observable CSs. - -- The experimental procedure involved four main stages: pre-tests, intervention, post-tests, and delayed post-tests, with participants divided into three groups (implicit instruction, explicit instruction, and control group) and receiving strategy training according to Ellis' Framework for Designing Task-Based Lessons. - -- The task-phase and post-task phase are the same in both implicit and explicit conditions, where learners work in pairs to perform tasks and the teacher's role is responsive. - -- The main differences between the two conditions occur in the pre-task stage, where CSs are explicitly presented in the explicit condition and implicitly presented via video-clips in the implicit condition. - -- The data collection process involved a mixed-method approach, using a self-reported questionnaire, oral interaction tasks, and a follow-up stimulated recall interview, with pre-analysis procedures including coding, handling missing data, and measuring internal consistency reliability. - -- The study used a Mann-Whitney [[Mann–Whitney U test | U Test]] to compare the frequencies of communication strategies between the first and second parts of videos, finding no statistically significant difference in taught communication strategies. - -- The researcher used TRANSANA software to transcribe 134 video-recorded data and ensured the accuracy of transcription by having a native speaker PhD colleague check for minor corrections. - -- The study calculated inter-coder reliability using percent agreement between two coders, with results showing high agreement (0.92 and 0.96) between the researcher and two other coders, confirming the reliability of the coding. - -- The study investigated the development of strategic competence through task-based language teaching, comparing implicit and explicit instruction. - -- Examples from the study, such as those from participants 1038 and 1053, demonstrated how learners used communication strategies like approximation and circumlocution to convey meaning. - -- The study adhered to ethical considerations, including obtaining permission from [[University of York | the University of York]] and [[English language | the English Language]] Centres, and ensuring participant confidentiality and informed consent. - -- The study investigated the types of communication strategies (CSs) elicited by information-gap and describe-and-draw tasks, finding that both tasks elicited most types of CSs, except for foreignizing and word coinage. - -- The two parallel versions of the same tasks were found to elicit similar tokens and types of CSs, leading to the decision to use only one "describe and draw" task in the main study. - -- Piloting the interaction tasks, stimulated recall interviews, and self-report questionnaire revealed several issues, including the overuse of non-lexicalized fillers, difficulties with reflection in the English language, and the need for simpler prompt questions, which were addressed in the main study. - -- The pilot study aimed to validate a self-report questionnaire by identifying and addressing difficulties with its items, such as complex words and ambiguous statements. - -- Modifications were made to the questionnaire, including adding [[Arabic]] translations, rephrasing items, and adding examples to make it easier for participants to understand. - -- The questionnaire's rating scale was changed from a 5-point Likert scale to an 11-point continuous rating scale to provide more options for respondents and reduce the loss of information. - -- The modified questionnaire was administered to 30 Arab learners of [[English language | English]] to ensure its validity and internal consistency reliability. - -## Results - -- The study employed a mixed-methods approach, combining quantitative and qualitative methods, to investigate the effect of implicit and explicit instruction on strategic competence and task completion among pre-intermediate Arabic learners of English. - -- The results of the Kruskal-Wallis test showed a significant difference between the three groups (implicit instruction, explicit instruction, and control group) in task completion on pre-post gains. - -- Both implicit and explicit instruction groups outperformed the control group in task completion, but there was no significant difference between the implicit and explicit instruction groups. - -- The Mann-Whitney [[Mann–Whitney U test | U test]] also showed no statistically significant difference between the implicit and explicit groups in task completion on pre-delayed post gains. - -- The Cronbach’s Alpha test found acceptable internal consistency reliability for most scales in the questionnaire, except for the time-gaining scale. - -- The Shapiro-Wilk test indicated that the data from the questionnaire violated the assumption of normality, leading to the use of non-parametric tests for analysis. - -- The study compared the effects of implicit and explicit instruction on learners' use of communication strategies (CSs) and found significant differences between the groups at pre-test in some categories of CSs. - -- The results showed that both implicit and explicit instruction led to significant improvements in the use of CSs, with the explicit group showing larger gains in some categories. - -- The study also found that the improvements were generally sustained over time, with some decreases in the use of CSs in certain categories, and that the implicit group showed a persistent increase in the use of interactional CSs. - -- The effect sizes suggested a favourable impact of both implicit and explicit instruction, with the explicit group showing larger effect sizes in some categories, and the magnitude of change was found to be large in all taught CSs for the explicit group compared to the control group. - -- The study compared the effects of implicit and explicit instruction on the development of communication strategies (CSs) in three categories: interactional, positive self-solving, and time-gaining strategies. - -- The results showed significant differences between the experimental and control groups in some strategies, with the explicit group generally performing better than the implicit group in interactional and time-gaining strategies. - -- However, there were no significant differences between the implicit and explicit groups in positive self-solving strategies, and the implicit group performed better than the control group in some strategies, such as circumlocution and use of all-purpose words. - -- The study compared the effects of implicit and explicit instruction on the development of communication strategies (CSs) in learners, with no significant difference found between the two groups in some categories. - -- The results of the Mann-Whitney test and Kruskal-Wallis test showed significant differences in certain strategies, such as self-repetition, gestures, and facial expressions, with explicit instruction outperforming implicit instruction in some cases. - -- The analysis of questionnaire results revealed that explicit instruction was superior to the control group in developing taught CSs, while implicit instruction outperformed the control group in certain strategies, such as comprehension checks and conversation gambits. - -- The data collected from interaction tasks was found to be not normally distributed, so non-parametric tests were used for analysis. - -- The Kruskal-Wallis test showed significant differences between the experimental and control groups at pre-test on some communication strategies, such as asking for confirmation and approximation. - -- The results of the Kruskal-Wallis test and Mann-Whitney test suggested significant differences between the implicit, explicit, and control groups on pre-post and pre-delayed post gains in some communication strategies, including comprehension check, circumlocution, and approximation. - -- The study found no significant difference between implicit and explicit instruction groups on pre-post gains in circumlocution, approximation, and self-solving strategies. - -- The explicit instruction group outperformed the implicit and control groups on pre-post gains in developing conversation gambits and hesitation device strategies. - -- No significant difference was found between the implicit and explicit groups on pre-post gains in non-verbal strategies, such as gestures and facial expressions, and non-taught strategies, including topic avoidance, message abandonment, and code-switching. - -- The study found that explicit instruction was effective in developing learners' use of 12 targeted communication strategies (CSs), with 5 being sustained at the delayed post-test. - -- Implicit instruction was also found to be effective in developing learners' use of CSs, with a significant positive effect on task completion at post-test and delayed post-test. - -- The results suggest that explicit instruction was superior to implicit instruction in developing non-verbal CSs and time-gaining CSs, but implicit instruction was superior in developing interactional CSs, particularly in the asking for confirmation strategy. - -## Discussion - -- The study found that implicit instruction is more effective than explicit instruction in retaining the use of interactional communication strategies (CSs) after 4 weeks, particularly in the asking for confirmation strategy. - -- Procedural task repetition, where learners perform similar tasks with different content, supports task completion and helps learners develop procedural knowledge to deal with new tasks. - -- Implicit instruction, implemented through Task-Based Language Teaching methodology, develops certain types of CSs, such as comprehension checks, circumlocution, and approximation, by providing opportunities for learners to negotiate meaning and use CSs in interaction tasks, as supported by researchers like Bygate, Ellis, and Dörnyei. - -- The study found that explicit instruction was more effective than implicit instruction in developing a wide range of communication strategies (CSs), including comprehension checks, clarification requests, and conversation gambits. - -- Implicit instruction, on the other hand, was found to be more effective in the delayed post-test, particularly in interactional meaning-negotiation strategies, such as asking for confirmation, suggesting that implicit instruction can lead to more solid and stable learning. - -- The study's findings support the Depth of Processing Hypothesis by Craik and Lockhart (1972), which states that the process of remembering information depends on the depth to which it was processed, and that implicit instruction can enable learners to engage more deeply in the knowledge and develop their implicit knowledge of CSs. - -- The study found that deep processing of information leads to superior recall and retention, as supported by Leowa & Mercer (2015), Mackey (1999), and Murunoi (2000). - -## Conclusion - -- A mixed-methods approach was used for data collection, including interaction tasks, questionnaires, and stimulated recall interviews to measure learners' strategic behavior. - -- The study employed a split-class design to assess the differential impact of explicit and implicit instruction on the use of communication strategies (CSs) among pre-intermediate Arab learners of [[English language | English]]. - -- The study found that both implicit and explicit instruction are effective in developing learners' strategic competence and supporting task completion. - -- Implicit instruction was found to be more effective in retaining communication strategies, particularly interactional and positive self-solving strategies, and led to more durable learning. - -- Explicit instruction was found to be more beneficial for developing a wide range of communication strategies, including non-verbal and time-gaining strategies, in the short-term. - -## Appendices Description - -- The document 'Developing Strategic Competence through Task-Based Language Teaching - A Comparison of Implicit and Explicit Instruction' by Khalid includes appendices that define communication strategies used by learners, such as approximation, circumlocution, and self-correction. - -- The appendices also provide examples of interaction tasks, including 'describe and draw' tasks, where learners describe a picture to their partner without showing it to them. - -- The document outlines lesson plans, including tasks such as 'Spot the differences', '[[Mr. Bean]] Clip', 'The Island Survival Game', and 'Map Game', which are designed to focus on specific communication strategies like approximation, appeal for help, and comprehension checks. - -- The text describes a task-based language teaching activity called "Spot-the-differences" where students are given two pictures with nine differences and must find them by describing and asking questions without looking at each other's pictures. - -- The text also includes observation schedules and questionnaires with various categories, such as Interactional CSs, Positive self-solving CSs, Time-gaining CSs, Non-verbal CSs, and Non-taught CSs, which are based on the work of researchers like Nakatani (2006) and Kongsom (2009). - -- The questionnaires assess students' communication strategies, including items like repeating words, asking for repetition, making comprehension checks, and using gestures and facial expressions to communicate. - -- The study, conducted by Khalid Alahmed, investigates the impact of Task-based Language Teaching on developing [[Arabic]] [[English as a second or foreign language | ESL]] learners' speaking proficiency. - -- The study involves an online questionnaire that asks participants about communication problems they face while communicating in [[English language | English]] and how they overcome them. - -- The questionnaire, which takes approximately 10-15 minutes to complete, consists of 41 statements about different communication strategies that ESL learners might use to help overcome their communication problems. - -- The document 'Developing Strategic Competence through Task-Based Language Teaching: A Comparison of Implicit and Explicit Instruction' by Khalid includes various appendices related to communication strategies, task completion scores, and statistical tests. - -- The appendices cover topics such as coding schemes for communication strategies, inter-coder reliability, piloting of tasks, and tests of normality for questionnaire and interaction tasks data. - -- The results of Mann-Whitney U tests, [[Cronbach's alpha | Cronbach's Alpha]] values, and Shapiro-Wilk tests are presented in the appendices to analyze the data and ensure the reliability of the questionnaire and interaction tasks. - -CHAPTER 6 IS WHERE EVERYTHING WE CARE ABOUT IS - -# The Handbook of Second Language Acquisition (Chapter 11 - p318-p353) - Robert Dekeyser - -[Link with Info](https://onlinelibrary.wiley.com/doi/book/10.1002/9780470756492#page=318) - -## Introduction to Implicit and Explicit Learning - -- The chapter by Robert DeKeyser discusses the difference between implicit and explicit learning mechanisms in second language acquisition, with a focus on how these concepts are defined and studied in cognitive psychology. - -- Implicit learning is defined as learning without awareness of what is being learned, and is often confused with other concepts such as inductive learning and implicit memory, which are distinct and orthogonal. - -- Research on implicit learning has shown that subjects can learn to use complex knowledge to perform tasks without being aware of the underlying structure, as demonstrated in experiments on artificial grammar learning, sequence learning, and control of complex systems, with pioneers such as Arthur Reber and other researchers like Hayes and Broadbent contributing to the field. - -## Challenges and Debates in Implicit Learning Research - -- Research on implicit learning in Artificial Grammar Learning (AGL) experiments has yielded mixed results, with some studies suggesting that implicit learning can occur without awareness, but others arguing that the evidence is flawed due to methodological issues. - -- Studies using amnesic patients and dual-task conditions have attempted to demonstrate implicit learning, but their findings have been disputed, with researchers such as Carlson and Gomez arguing that the results can be explained by other factors. - -- The issue of abstractness in implicit learning has also been debated, with some researchers arguing that transfer of learning to new contexts implies abstract knowledge, while others, such as Redington and Chater, propose that fragment knowledge can account for such transfer phenomena. - -- Research suggests that implicit learning of abstract structure is unlikely, with studies showing limited learning and doubts about the implicit nature of the knowledge acquired. - -## Evidence for Explicit Instruction Advantage - -- Studies by researchers such as N. Ellis, Alanen, and DeKeyser have found that explicit instruction outperforms implicit learning in laboratory experiments, with explicit rule presentation and practice leading to better results. - -- Laboratory studies, including those by Doughty and Robinson, have consistently shown that explicit instruction, whether deductive or inductive, leads to better language learning outcomes than implicit instruction, with explicit-deductive instruction often performing best. - -- Laboratory studies, such as those by Robinson, Leow, and Rosa and O'Neill, show an advantage for explicit learning over implicit learning in second language acquisition. - -- Classroom studies, including those by Scott and von Elek and Oskarsson, also demonstrate an advantage for explicit learning, although the evidence is limited. - -## Role and Interaction of Implicit and Explicit Knowledge - -- Research by Bialystok and Green and Hecht suggests that implicit knowledge plays a role in language use, particularly in making grammaticality judgments under time pressure, while explicit knowledge is used for more fine-grained decisions. - -- Research studies have investigated the relationship between explicit knowledge and implicit knowledge in second language acquisition, with some findings suggesting a strong correlation between rule knowledge and ability to correct errors. - -- The role of explicit learning and practice in bridging the gap between explicit knowledge and use is debated, with some researchers (e.g., Krashen) arguing that explicit learning cannot lead to implicit knowledge, while others (e.g., DeKeyser, Hulstijn, Schmidt) see explicit learning and practice as useful for acquiring certain rules. - -## Alternative Models and Learner Differences - -- Connectionist models of SLA propose that linguistic knowledge can be represented by low-level associations between concrete forms, rather than rules, and that all knowledge is acquired and represented implicitly, which challenges the debate over implicit/explicit learning of rules. - -- Research suggests that adults learn a second language (L2) faster initially, but are limited in ultimate attainment, and that implicit learning may not be sufficient for complex structures. - -- Studies by Tucker, Lambert, and Rigault (1977), Holmes and Dejean de la Batie (1999), and S. E. Carroll (1999) show that L2 learners may benefit from explicit instruction on phonological cues, such as word endings, to learn French gender and other prototypicality patterns. - -## Factors Influencing Learning Effectiveness - -- The effectiveness of implicit and explicit learning depends on the nature of the element of grammar to be learned, with explicit instruction being more useful for complex or difficult rules, as argued by researchers such as Reber, Krashen, and Robinson, and summarized in table 11.1 by Robert DeKeyser. - -- Implicit learning is more effective for learning concrete elements in close proximity, while explicit learning is more effective for abstract elements or those that are distant or complex. - -- The effectiveness of implicit and explicit learning processes differs between children and adults, with children relying more on implicit learning and adults relying more on explicit learning due to their developed analytical abilities. - -- Research suggests that the instructional approach should be tailored to the learner's age, with immersion being more suitable for children and formal rule teaching being more suitable for adolescents and adults, as proposed by researchers such as Robert DeKeyser and Robert Bley-Vroman. - -## Research Methodology and Future Directions - -- The field of implicit learning faces a trade-off between internal and external validity, with three options for conducting research: narrow experiments, realistic experiments in classrooms, or a compromise between the two. - -- Researchers must consider the interaction between learning conditions, linguistic features, and learners' aptitudes to gain a deeper understanding of implicit and explicit learning processes. - -- Studies such as Robinson (1996) and Williams (1999) demonstrate the value of examining the interaction between different learning processes, aptitudes, and L2 structures, and highlight the need for more comprehensive and ecologically valid research in the field of second language acquisition. - -## References - -- The section appears to be a list of references from a chapter on implicit and explicit learning in second language acquisition, citing researchers such as Bialystok, Birdsong, and DeKeyser. - -- The references cover various topics, including the critical period hypothesis, language aptitude, and the role of explicit and implicit knowledge in language learning. - -- Researchers like Ellis, Hulstijn, and Krashen are also mentioned, discussing aspects of second language acquisition, such as grammar instruction, language proficiency, and the distinction between implicit and explicit learning. - -- The Input Hypothesis by Krashen suggests that language acquisition is driven by comprehensible input. - -- Researchers such as Long, Robinson, and Schmidt have explored the role of attention, awareness, and consciousness in second language learning. - -- Studies by Reber, Perruchet, and others have investigated implicit and explicit learning processes in language acquisition, including the role of artificial grammar learning and the distinction between implicit and explicit knowledge. - -- Researchers such as Sokolik, Smith, and Spada have investigated various aspects of second language acquisition, including the assignment of gender to French nouns and form-focussed instruction. - -- Studies by Swain, Lapkin, and others have explored the role of comprehensible input and output in developing communicative competence. - -- Scholars like VanPatten, Tucker, and Whittlesea have examined the relationship between implicit learning, consciousness, and language acquisition, with some focusing on the benefits and drawbacks of controlled laboratory studies. - -# Second Language Learning Theories (Chapters 4,5 - 114-175) - Rosamond Mitchell, Florence Myles, and Emma Marsden - -[Link with Info](https://www.routledge.com/Second-Language-Learning-Theories-Fourth-Edition/Mitchell-Myles-Marsden/p/book/9781138671416) - -- The chapter discusses second language learning theories, highlighting the importance of understanding the complex processes involved in acquiring a new language, as explained by Rosamond Mitchell. - -- The behaviorist theory of language learning is introduced, which suggests that language acquisition is a result of external factors, such as environment and reinforcement, and that learners acquire language through habit formation and conditioning. - -- The innatist theory, proposed by Noam Chomsky, is also explored, which posits that humans have an innate capacity for language acquisition, and that learners are born with a universal grammar that facilitates language learning. - -- The cognitive theory of language learning is discussed, which emphasizes the role of mental processes, such as attention, perception, and memory, in language acquisition, and suggests that learners actively construct their own knowledge and understanding of the language. - -- The sociocultural theory, developed by Lev Vygotsky, is examined, which highlights the importance of social interaction and cultural context in language learning, and suggests that learners acquire language through collaborative dialogue and social constructivism. - -- The interaction hypothesis, proposed by Michael Long, is also considered, which suggests that language learning is facilitated through meaningful interactions between learners and native speakers, and that these interactions provide opportunities for learners to negotiate meaning and develop their language skills. - -- The chapter also discusses the role of learner factors, such as motivation, anxiety, and learning style, in language learning, and highlights the importance of understanding individual differences in language learning. - -- Additionally, the chapter explores the concept of language learning strategies, which refers to the techniques and approaches used by learners to manage their own learning, and suggests that effective language learners are able to select and use a range of strategies to facilitate their language development. - -- The importance of context and environment in language learning is also emphasized, including the role of classroom instruction, teacher feedback, and authentic materials, in shaping the language learning experience. - -- Overall, the chapter provides a comprehensive overview of the complex and multifaceted nature of second language learning, highlighting the interplay between internal and external factors, and emphasizing the need for a nuanced understanding of the language learning process. - -# At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge - Ellis, N. C. ~ - -[Link with Info](https://psycnet.apa.org/record/2005-05383-007) - -**(Ellis, N. C. (2005). At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge.** ***Studies in Second Language Acquisition, 27*****(2), 305-352.)** - -## Introduction: Explicit and Implicit Language Knowledge Interface - -- The interface between explicit and implicit language knowledge is dynamic, with explicit knowledge impacting implicit language learning through various psychological and neurobiological processes. - -- Explicit learning involves conscious processing, such as noticing and analyzing language patterns, while implicit learning occurs during fluent comprehension and production. - -- Researchers like [[Nick Ellis]], [[Rod Ellis]], and others contribute to the understanding of language acquisition, with usage-based theories suggesting that language is learned through engagement in communication and the abstraction of regularities from language use. - -- Implicit learning plays a crucial role in language acquisition, creating hierarchical organizational structures and linguistic prototypes through the association of components. - -- However, implicit learning alone is not sufficient for language acquisition, and explicit instruction can speed up the process, with research showing that focused instruction results in substantial target-oriented gains. - -- The interface between explicit and implicit knowledge is dynamic, with explicit learning and implicit learning interacting and influencing each other, and research suggests that consciousness plays a key role in this interface, particularly in situations where automatic capabilities fail. - -- The goal of the paper is to outline mechanisms of language learning, incorporating prior proposals and relating them to current neuroscientific analyses of consciousness and language. - -## Consciousness and Learning - -- Recent advances in the scientific study of consciousness have led to a better understanding of the neural correlates of consciousness (NCC) and the role of consciousness in learning, with researchers such as Baars, [[Christof Koch | Koch]], and Dehaene contributing to this field. - -- The interface between conscious and implicit learning is crucial, with consciousness acting as a gateway to access and coordinate information from various parts of the brain, as described in [[Global workspace theory | Global Workspace Theory]] by Baars. - -- The human brain's information processing involves complex dynamic interactions between implicit and explicit knowledge, with consciousness playing a role in reflecting these interactions. - -- According to Global Workspace Theory and research into Neural Correlates of Consciousness (NCC), the brain interfaces functionally and anatomically independent implicit and explicit memory systems. - -## Learning Processes and Memory Systems - -- The process of learning a new word, such as "gavagai", is guided by implicit distributional analysis and constrained by prior knowledge of grammatical categories and frames, with researchers like [[Willard Van Orman Quine | Quine]], Gleitman, and Tomasello contributing to the understanding of this process. - -- Implicit learning can occur through usage examples, but explicit learning is necessary for understanding and consolidating linguistic constructions, particularly when encountering comprehension problems. - -- Conscious awareness and attention play a crucial role in the initial registration of pattern recognizers for linguistic constructions, as emphasized by Schmidt's noticing hypothesis and researchers like Faerch, Kasper, and White. - -- The hippocampal system and neocortical sensori-motor areas form two complementary memory systems, with the hippocampus involved in the consolidation of explicit memories and the neocortex in implicit tuning, as supported by brain imaging studies and researchers like Gabrieli, Moscovitch, and [[Larry Squire | Squire]]. - -- The neocortex and hippocampus play different roles in learning, with the neocortex gradually integrating new information and the hippocampus rapidly assigning distinctive representations to input patterns. - -- Explicit memory is necessary for the acquisition of novel linguistic constructions, and deficiencies in explicit memory, such as those found in anterograde amnesic patients, severely impair this ability. - -- Skilled explicit learning, such as through mnemonic techniques and deep, elaborative processing, allows for the rapid consolidation of new vocabulary and constructions, with initial representations often involving the consolidation of specific, concrete explicit memories, or "formulas". - -## Acquisition Processes, Models, and L2 Challenges - -- Explicit language knowledge can be acquired through a naturalistic process, from formula to creative construction, with implicit learning occurring through usage and priming of language elements. - -- Connectionist models can simulate implicit language acquisition, but critics argue that the selection of input data may influence the model's outcomes and provide a priori solutions to the problem. - -- L2 learners often struggle with morphology, particularly functional inflection, due to low salience and redundancy of cues, which can lead to these aspects being ignored or blocked in the learning process, as noted by researchers such as [[Nick Ellis]] and others, including Klein and Perdue. - -- English learners of Chinese and Japanese learners of English often struggle with specific aspects of the target language due to differences in their native language (L1), such as tones in Chinese and the article system in English. - -- According to researchers like MacWhinney, learners tend to carry their L1 cue strength hierarchy to their L2, which can lead to difficulties in resetting the ordering of cues. - -- Explicit instruction, as suggested by researchers like Schmidt and Terrell, can help learners notice and consolidate new cues, with techniques like [[Processing Instruction]] (VanPatten, 1996) aiming to alter learners' default processing strategies. - -- The use of exaggerated stimuli and adaptive training can help learners overcome negative transfer and acquire new language skills, with consciousness playing a crucial role in changing behavior. - -- Explicit learning mechanisms, such as noticing and errorless learning, can be used to change the cues that learners focus on in their language processing, thereby tuning their implicit learning systems. - -## Developing Fluency and Accuracy through Explicit Knowledge and Practice - -- Learners can use explicit memories and declarative knowledge, such as formulas, drills, and metalinguistic rules, as scaffolding to construct novel utterances, with conscious processes like analogical reasoning and conceptual blending involved in creative construction. - -- Learners can monitor their own output and use metalinguistic knowledge to correct errors, with researchers like Krashen and Baars discussing the role of consciousness in this process. - -- Feedback from native speakers, such as recasts, can help learners notice gaps in their language knowledge and provide opportunities for correction and improvement, as discussed by researchers like Doughty and Long. - -- Practice and repetition can lead to the development of automaticity in language production, with effects including improved access, schematization, chunking, and automatization, as described by researchers like Sharwood Smith, Bybee, and Anderson. - -- The ACT model describes the move from declarative to procedural knowledge in three stages: cognitive, associative, and autonomous, as discussed by McLaughlin, Schmidt, and other researchers. - -## Factors Influencing Learning Effectiveness: Complexity, Working Memory, and Output - -- Implicit learning is good for chunking and acquiring local serial associations, but more complex learning, such as long-distance discontinuous dependencies, requires conscious explicit learning and hypothesis testing, as shown in experiments by Ellis, Lee, and Reber. - -- Working memory and awareness play a crucial role in associative learning across time and distraction, with research by Clark and [[Larry Squire | Squire]], and Han et al, demonstrating the importance of attention and working memory in learning discontinuous associations. - -- Research by Lyster, Panova, and De Bot supports the idea that producing comprehensible output helps learners develop accuracy and fluency in a second language (L2). - -- Studies by Norris, Ortega, Izumi, and DeKeyser demonstrate the effectiveness of encouraging learners to produce output, with a substantial average effect size of 1.39, and show that opportunities for reconstruction in pushed output tasks promote noticing and rule-learning. - -- The work of Baars, Baddeley, and Ellis highlights the importance of working memory in language acquisition, with individual differences in working memory capacity predicting language learning aptitude, and suggests that a balanced learning curriculum with opportunities for meaning-focused input, output, form-focused learning, and fluency development is necessary for effective language learning. - -## Conclusion: Dynamic Interaction and Author's Perspective - -- The author, [[Nick Ellis]], distinguishes between conscious and unconscious learning mechanisms, emphasizing the importance of attention and consciousness in the former and connectionist learning in the latter. - -- Ellis argues that implicit and explicit systems are dynamically involved together in every cognitive task and learning episode, with the input to implicit learning systems coming from explicit representations forged from prior attended processing. - -- The author suggests that language learning is part of a dynamic network system, with working memory, attention, and prior experience playing crucial roles in the learning, representation, and processing of language, as supported by researchers such as Luria, Vygotsky, and Schmidt. - -## References - -- The section appears to be a bibliography or reference list for a document titled "At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge" by Nick Ellis. - -- The list includes works from various researchers, including Baddeley, Bialystok, Bloom, and DeKeyser, among others, covering topics such as language learning, memory, attention, and cognitive linguistics. - -- The references span multiple decades, from 1932 to 2004, indicating a comprehensive review of existing research in the field of language knowledge and cognition. - -- The section appears to be a list of references from the document "At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge" by [[Nick Ellis]]. - -- The references include works from various authors, including Nick Ellis, Catherine Doughty, and [[Rod Ellis]], on topics such as second language acquisition, implicit and explicit learning, and language processing. - -- The references span multiple years, from 1989 to 2004, and include books, journal articles, and unpublished manuscripts from authors like Edelman, Dienes, and Robinson. - -- The section appears to be a reference list from the document 'At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge' by Nick Ellis. - -- The list includes citations from various researchers, including Elman, Engle, Evans, and Goldberg, among others, covering topics such as language acquisition, cognitive science, and neuroscience. - -- The references span multiple decades, from the 1940s to the 2000s, indicating a comprehensive review of existing research in the field of language knowledge and acquisition. - -- The section appears to be a bibliography or reference list for a document titled 'At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge' by [[Nick Ellis]]. - -- The list includes works from various authors, including Karmiloff-Smith, Krashen, MacWhinney, and McClelland, among others. - -- The references cover a range of topics related to language acquisition, cognitive science, and psychology, including implicit and explicit language learning, attention, and memory. - -- The section appears to be a bibliography or reference list for a document titled "At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge" by Nick Ellis. - -- The list includes works from various authors, including Ellis, Miyake, Morris, and others, and covers topics such as language acquisition, cognitive psychology, and neuroscience. - -- The references span multiple decades, from the 1960s to the 2000s, and include books, journal articles, and edited volumes from prominent publishers in the field. - -- The section appears to be a bibliography or reference list for a document titled "At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge" by [[Nick Ellis]]. - -- The list includes works from various authors, including Skehan, Skousen, Smith, Spada, [[Larry Squire | Squire]], and Swain, among others, covering topics in language learning, cognitive psychology, and linguistics. - -- The references span multiple decades, from the 1930s to the 2000s, indicating a comprehensive review of existing research in the field of language acquisition and cognitive science. - -# Theories in second language acquisition: An Introduction (Chapter 6) - Bill VanPatten and Jessica Williams ~ - -[Link with Info](https://www.routledge.com/Theories-in-Second-Language-Acquisition-An-Introduction/VanPatten-Keating-Wulff/p/book/9781138587380) - -DeKeyser, R. (2007). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 97-113). Routledge. - -## Fundamentals of Skill Acquisition Theory - -- Skill Acquisition Theory explains how people progress from initial learning to advanced proficiency in various skills, including cognitive and psychomotor skills. - -- The theory proposes three stages of development: declarative, procedural, and automatic, as described by researchers such as Fitts and Posner, Anderson, and Byrne. - -- The power law of learning, a mathematical concept, describes how reaction time and error rate decrease systematically with practice, reflecting a qualitative change in cognitive mechanisms, with a shift from declarative to procedural knowledge and eventual automatization of procedural knowledge, as discussed by researchers like Newell, Rosenbloom, and DeKeyser. - -- The process of proceduralization and automatization in skill acquisition requires the right conditions, including declarative knowledge and a suitable task setup, as argued by Anderson, Fincham, and Douglass (1997) and DeKeyser (2007b). - -## Research Evidence in Skill Acquisition - -- Research on skill acquisition has utilized various forms of evidence, including behavioral data (e.g., reaction times, error rates), computational modeling (e.g., ACT, EPIC, SOAR), and neurological data (e.g., neuroimaging, evoked potentials), as discussed in studies by Newell and Rosenbloom (1981), Anderson (1993, 2007), and Raichle et al. (1994). - -## Skill Acquisition Theory and Second Language Learning: Application and Context - -- Despite the abundance of research on skill acquisition in general, there is a lack of studies specifically applying Skill Acquisition Theory to second language learning, with some notable exceptions, such as DeKeyser (1997), Robinson (1997), and De Jong and Perfetti (2011), who have investigated the role of proceduralization, automatization, and practice distribution in second language acquisition. - -- Skill Acquisition Theory is often misunderstood as either explaining everything about second language acquisition or nothing, and is also seen as incompatible with empirical findings in the field. - -- The theory is most applicable to high-aptitude adult learners learning simple structures in instructional contexts, but its concepts can still be useful in other learning situations. - -- Skill Acquisition Theory is not in competition with other theories, such as processing instruction, task-based learning, and the notion of implicit learning, but rather complements them, as noted by researchers like VanPatten, DeKeyser, and Ellis. - -## Mechanisms Explained by Skill Acquisition Theory in SLA - -- Skill Acquisition Theory explains the differences in language learners' proficiency levels due to factors such as declarative knowledge, practice, and sequencing of explicit and implicit information. - -- The theory emphasizes the importance of proceduralization and automatization of knowledge, which can be achieved through explicit learning and practice, leading to functionally equivalent implicit knowledge. - -- Research in Skill Acquisition Theory suggests that there can be a synergy between explicit and implicit learning, with explicit learning being more effective for simple rules and implicit learning being more effective for complex and probabilistic patterns. - -## Summary and Further Reading on SAT in SLA - -- The section discusses Skill Acquisition Theory and its application to second language learning, with references to researchers such as Anderson, DeKeyser, and Ellis. - -- It highlights the importance of practice and automatization in language acquisition, citing studies by DeKeyser, Logan, and others. - -- The section also mentions various books and articles that provide a more thorough discussion of Skill Acquisition Theory, including works by DeKeyser, Anderson, and Segalowitz. - -## Related Research and Frameworks in Second Language Acquisition - -- The section references various researchers, including Lyster, Sato, and DeKeyser, who have studied the role of practice in second language development. - -- Theories such as skill acquisition theory and the declarative/procedural model are mentioned as frameworks for understanding second language acquisition. - -- Researchers like Robinson, Rodgers, and Serrano have investigated the effects of different instructional approaches, such as task-based language learning and corrective feedback, on second language learning. - -# "Second Language Acquisition and Second Language Learning" by Stephen D. Krashen ~ - -[Link with Info](https://www.goodreads.com/book/show/1406798.Second_Language_Acquisition_and_Second_Language_Learning) - -Krashen, S.D., 1981. *Second language acquisition and second language learning.* Oxford: Pergamon Press. - -## The Monitor Theory: Acquisition and Learning - -- Stephen Krashen's Monitor Theory proposes that adults have two independent systems for developing ability in second languages: subconscious language acquisition and conscious language learning. - -- The theory states that subconscious acquisition is more important and that conscious learning is available to the performer only as a Monitor to alter the output of the acquired system. - -- The Monitor can only be used under certain conditions: the performer must have time, be focused on form, and know the rule to apply it correctly, making successful Monitor use rare in normal conversation. - -- The acquisition-learning hypothesis explains the relationship between language aptitude, language attitude, and second language achievement, with aptitude related to conscious learning and attitude related to acquisition. - -- The distinction between acquisition and learning helps to resolve puzzles in second language acquisition research, such as the role of formal and informal linguistic environments, with informal environments promoting real language use and acquisition. - -## Key Concepts and Individual Variation in Monitor Use - -- Key concepts, including the Monitor, Formal Operations, and the role of the first language, are explored in the context of second language acquisition, with implications for language teaching and the importance of comprehensible input, as discussed by researchers like Stephen Krashen, Newmark, and Lenneberg. - -- Simple codes, or comprehensible input, can facilitate second language acquisition by providing a natural syllabus with a low "affective filter". - -- The acquisition-learning distinction helps interpret individual variation in second language performers, with some utilizing the Monitor (conscious knowledge of the target language) more than others. - -- Successful Monitor users, such as P, edit their output to improve accuracy without hindering communication, while overusers, like S, may prioritize correctness over fluency, leading to difficulties in spoken language production. - -- Overusers of the Monitor are individuals who use conscious linguistic knowledge to correct errors and have a hesitant, overcareful style of speaking, often being self-conscious and introverted. - -- Underusers of the Monitor, on the other hand, do not use conscious grammar rules, instead relying on subconscious knowledge and judging grammaticality "by feel", and tend to be outgoing and uninhibited. - -## The Role of Aptitude and Attitude - -- Research suggests that language aptitude, as measured by tests such as the Modern Language Aptitude Test (MLAT), is related to conscious learning, while attitudinal factors may be more closely linked to acquisition, with some individuals having high aptitude but low attitude, or vice versa, as noted by researchers like Carroll and Pimsleur. - -- Attitudinal factors, such as motivation and personality traits, play a crucial role in second language acquisition by influencing the acquirer's ability to obtain necessary input and utilize it for language acquisition. - -- Integrative motivation, defined by researchers like Gardner, is predicted to relate to proficiency as it encourages interaction with speakers of the target language and contributes to a low affective filter, as proposed by Dulay and Burt. - -- Other attitudinal factors, including instrumental motivation, self-confidence, and empathy, also impact language acquisition, with self-confident individuals being more likely to have a lower affective filter and acquire language more effectively, as suggested by H. D. Brown and Schumann. - -- Integrative motivation is a stronger predictor of second language proficiency in situations where intake is available, such as in the Canadian Anglophone situation and in ESL in the United States. - -- Integrative motivation is especially important for the development of communicative skills, and it provides the necessary motivation to persist in second language studies. - -- Instrumental motivation may take precedence in situations where there is a special urgency about second language acquisition and little desire to integrate, such as in foreign-language learning in the US or in countries where English is not widely spoken. - -- Anxiety level has a consistent relationship with language proficiency, with low anxiety being associated with better language acquisition. - -- Self-image and self-confidence also play a role in second language acquisition, with positive self-perceptions relating to better performance in language tests. - -- Research suggests that a positive self-concept is related to higher achievement in ESL, with traits like self-confidence, kindness, and a calm demeanor contributing to better language learning outcomes. - -- Outgoing personality, extroversion, and empathy may also play a role in second language acquisition, with studies showing correlations between these traits and language proficiency, although the evidence is not always consistent. - -- Other factors, such as attitude towards the classroom and teacher, analytic personality, and field independence, may also influence second language learning, with field independence potentially being more relevant to older students and more monitored language tasks. - -- Formal operations may have negative effects on language acquisition, particularly in adolescents, due to increased self-consciousness and a heightened affective filter. - -- Attitudinal factors, such as motivation and self-confidence, play a significant role in second language acquisition, with integrative motivation being a key factor in successful language acquisition. - -## The Good Language Learner and the Linguistic Environment - -- Good language learners are those who can obtain sufficient intake in the second language and have a low affective filter, allowing them to utilize this input for language acquisition, and may use conscious learning as a supplement to acquisition. - -- The optimal linguistic environment for adult second language students is a topic of interest, with two types of environments being considered: formal (classroom) and informal (natural) environments. - -- Studies such as those by Upshur, Mason, and Carroll suggest that adults can increase their second language proficiency in informal environments, but other studies, such as those by Krashen and Seliger, argue that formal instruction is more efficient. - -- Two hypotheses are being considered: that informal environments can be efficiently utilized by adult second language learners, and that formal study is more efficient than informal exposure in increasing second language proficiency. - -- Studies by Krashen, Jones, Zelinski, and Usprich (1978) found that years of formal English study is a better predictor of English proficiency than time spent in an English-speaking environment. - -- The difference between "heard language" and "intake" is crucial, with intake referring to language that the acquirer is actively involved with, which is necessary for language acquisition. - -- The classroom can contribute to both language acquisition and learning, with formal instruction increasing second language proficiency, and intensive, daily, and often demanding second language environments being effective for acquisition. - -- The classroom can provide additional intake for second language acquisition, but it is not necessary when children have access to rich intake environments. - -- Formal and informal linguistic environments contribute to second language proficiency in different ways, with intensive intake informal environments providing necessary input for language acquisition. - -## The Natural Order Hypothesis - -- The "natural order" of grammatical morpheme acquisition is similar for children and adults, and is manifested when performance is "Monitor-free", with studies by researchers such as Brown, Dulay, and Burt, and Krashen confirming this order. - -- The natural order of language acquisition is not an artifact of the Bilingual Syntax Measure (BSM), as studies using different methods have also found similar orders. - -- Research by Janet Keyfetz Fuller and others has shown that the natural order is consistent across different studies, including those using the SLOPE test, which has some characteristics of a discrete-point test. - -- A review of studies on grammatical morphemes in obligatory occasions found a high degree of uniformity in the order of acquisition, with some minor variations, supporting the idea of a natural order in second language acquisition. - -- Studies have shown a high correlation with the proposed "natural order" of grammatical morpheme acquisition in second language learning, with correlations ranging from 0.368 to 0.962. - -- The observed morpheme order is considered to be a manifestation of the creative construction process, or language acquisition, and is highly reliable, occurring in predictable situations for adults. - -- Researchers such as Dulay, Burt, Larsen-Freeman, and Krashen have contributed to the understanding of the natural order, while others like Wode, Bahns, Bedey, and Frank have discussed the shortcomings of the morpheme order approach, highlighting the importance of studying transitional competence and avoidance phenomena. - -## First Language Influence - -- First language influence is strongest in complex word order and word-for-word translations of phrases, as seen in studies by Duskova and LoCoco. - -- First language influence is weaker in bound morphology, with errors in this area often due to interference between terms in the English subsystem rather than first language influence, as noted by Duskova and Kellerman. - -- First language influence seems to be strongest in "acquisition poor" environments, where natural intake is scarce, and can be reduced by natural intake and language use, as suggested by Dulay, Burt, and Krashen. - -## Neurolinguistic Aspects of Second Language Acquisition - -- Research suggests that the left hemisphere of the brain is responsible for most linguistic performance in adults, while the right hemisphere is involved in spatial relations and other non-linguistic functions. - -- The development of cerebral dominance, or lateralization, is a topic of controversy, with some researchers, such as Lenneberg, suggesting that it is complete by puberty, while others argue that it may be established earlier, around age 5. - -- Studies using techniques such as dichotic listening, motor skills, and brain damage, support the idea of early lateralization, with researchers like Witelson and Krashen finding evidence of right-ear superiority and right-handedness in young children. - -- Research suggests that left hemisphere dominance for language function is present from birth and increases until around age 5, with some aspects of language not fully lateralized until later, possibly puberty. - -- The development of cerebral dominance may be complete much earlier than previously thought and may have little to do with the critical period for language acquisition, contradicting Lenneberg's claim. - -- The right hemisphere may play a role in second language acquisition, particularly in early stages, with studies showing that the right hemisphere is involved in processing the second language, and its participation decreases as proficiency increases, as suggested by researchers such as Obler. - -- The right hemisphere may be involved in the initial stages of second language acquisition, with the left hemisphere taking over as syntax is acquired. - -- Research by Galloway and others suggests that the right hemisphere plays a role in early language acquisition, but not necessarily in language learning, which may involve conscious grammar located in the left hemisphere. - -- The stage hypothesis proposes that the right hemisphere is involved in early stages of language acquisition, but this hypothesis is not without potential counter-examples and requires further study to determine the role of the right hemisphere in language acquisition. - -## Routines and Patterns in Language Acquisition - -- Research by Whitaker and others suggests that automatic speech is neurologically different from creative language, with automatic speech being localized on both sides of the brain. - -- Studies by R. Brown and others on first language acquisition indicate that children learn routines and patterns through high input frequency, which can be separate from the creative construction process. - -- Different researchers, including Clark and Peters, have proposed varying views on the role of routines and patterns in language development, with some arguing they evolve into creative language and others suggesting they are a separate system, but ultimately, creative language predominates in language development. - -- Hatch and Hakuta provide evidence that second language acquirers use routines and patterns to facilitate social interaction, with Hatch suggesting that this is due to the acquirer's greater capacity to remember longer utterances, and Hakuta emphasizing the need to communicate. - -- Wagner-Gough's study supports the idea that patterns do not directly evolve into creative rule-governed language, while L. Fillmore's study suggests that the acquisition of formulaic speech is central to language learning, allowing learners to analyze and acquire language structures. - -- Fillmore's research shows that children acquiring a second language heavily rely on routines and patterns, which eventually break down into smaller units, freeing parts to recombine and form creative language, with the linguistic environment and the need for social contact driving this process. - -- Language acquirers may use routines and patterns to communicate when their linguistic competence is limited, as seen in Fillmore's study of children and Hanania and Gradman's study of an adult, Fatmah. - -- The use of routines and patterns can help acquirers participate in activities that provide contexts for learning new language, but it is not the primary way language is acquired. - -- The creative construction process, where acquirers build language structures analytically, is a more fundamental process in language acquisition, and routines and patterns may serve as intake for this process, but are not sufficient for successful language acquisition. - -## Implications for Teaching: Providing Intake - -- The ideal second language teaching program should focus on language acquisition rather than the traditional "four skills" approach, with acquisition and learning as the two major components. - -- The most important part of the program is providing "intake" for acquisition, which refers to the subset of linguistic input that helps the acquirer acquire language, and is characterized by being understood, natural, and communicative. - -- Optimal input for language acquisition includes structures that are "just beyond" the acquirer's current level of competence, with "rough tuning" being more efficient than exactly matching the input to the acquirer's developing competence, as suggested by researchers such as Oller, Snow, and Ferguson, and supported by Krashen's "Monitor Theory". - -- Intake is fundamental to language acquisition, and it can be obtained through natural and comprehensible input, such as communicative activities and interactions with native speakers or peer groups. - -- Several approaches can provide intake, including the "Natural Approach" proposed by Terrell, "Intercambio" by John Cromshaw, extensive reading, and techniques like Asher's "total physical response". - -- Motivation and attitude play a crucial role in language acquisition, and an "affective filter" can block intake if the acquirer's motivations and attitudes are not optimal, as discussed by Dulay and Burt, and further elaborated by Stevick in "Memory, Meaning, and Method". - -- Second language production can be performed in three ways: using the acquired system, utilizing prefabricated patterns and routines, or relying on the surface structure of the first language with the help of the Monitor. - -- According to Stephen D. Krashen, the use of routines and patterns, and the use of the first language as a substitute utterance initiator, can be helpful in early production but have limitations for long-term utilization. - -- Krashen suggests that the main goal of a fluency section in a second language program is to aid in performance, and that conscious learning of rules is not necessary for acquisition, but can be useful for editing and monitoring. - -## The Role of the Classroom and Simple Codes - -- The second language classroom can be an effective place for second language acquisition, as it can provide the acquirer with intake through meaningful and communicative activities. - -- Intake is essential for language acquisition, and the classroom can provide it through teacher-talk, peer interaction, and other activities. - -- Explicit information about the language and mechanical drill may be the least important contributions of the second language classroom, with many successful language learners combining "grammar" study and "immersion" as their preferred approach to second language acquisition, as seen in the "Good Language Learner" study by Naimon et al. - -- Ricardo, a 13-year-old language learner, struggled with complex discussions due to the lack of simpler input in English, highlighting the importance of input difference in second language acquisition. - -- Stephen Krashen suggests three ways to provide simpler input: "pull-out" classes, opportunities to meet native speakers who may use "foreigner-talk", and interaction with other ESL acquirers who use "interlanguage" input. - -- Krashen explores the question of whether simpler codes, such as "teacher-talk", "interlanguage talk", and "foreigner-talk", can help second language acquirers, using case histories, including that of S. K., a professor of linguistics who acquired multiple languages, to investigate this issue. - -- Caretaker speech, which is speech directed to children acquiring their first language, is simpler and more intelligible than adult native speaker-native speaker speech, with features such as shorter sentences and a more restricted vocabulary. - -- Research suggests that caretaker speech is "roughly tuned" to the child's level of linguistic competence, providing input that is a little beyond the child's current level, which helps the child progress in their language acquisition. - -- The concept of caretaker speech is applied to simple codes such as teacher-talk, interlanguage-talk, and foreigner-talk, which are also attempts to communicate and may have a similar effect on second language acquisition, with research indicating that these simple codes are also "roughly tuned" to the level of the second language acquirer. - -- Research suggests that simple codes, such as caretaker speech, teacher-talk, interlanguage-talk, and foreigner-talk, may aid second language acquisition in a similar way to how caretaker speech aids child language acquisition. - -- These simple codes are characterized by features such as slower speech, simpler vocabulary, and shorter sentences, which may be roughly tuned to the level of the listener. - -- Simple codes may have advantages over traditional classroom exercises, which can be limited by their focus on formal grammar and may not provide enough input for real acquisition to occur, and may also induce an "affective filter" that hinders language acquisition. - -- The author describes a successful French class where the teacher used "teacher-talk" to provide input for language acquisition, allowing students to understand nearly everything said in class. - -- The class was conducted entirely in French, with a mix of explicit grammar instruction and "free-play" conversation, which the author believes contributed to the students' success. - -- The author hypothesizes that the use of simple codes, such as teacher-talk, can be beneficial for language acquisition, and suggests that this can be tested empirically, citing researchers like Palmer, Naimon, and Fathman. - -## References - -- The section appears to be a bibliography or reference list for a document titled 'Second Language Acquisition and Second Language Learning' by Stephen D. Krashen. - -- It includes a wide range of sources from various authors, including Krashen, Burt, Dulay, and Chomsky, covering topics such as language acquisition, linguistics, and psychology. - -- The references span multiple decades, from the 1960s to the 1980s, indicating a comprehensive review of existing research on second language acquisition and learning. - -- Research by various scholars, including Albert, Geschwind, and Krashen, explores the dynamics of second language acquisition and learning. - -- Studies by Guiora, Hakuta, and Hatch examine the relationship between language learning and factors such as lateralization, hemispheric asymmetry, and cognitive development. - -- Krashen's work, including his Monitor Model, discusses the role of formal and informal linguistic environments, the critical period, and the natural order of language acquisition in adult second language learning. - -- The section appears to be a list of references from the document 'Second Language Acquisition and Second Language Learning' by Stephen D. Krashen, citing various researchers and their studies on language learning and acquisition. - -- Researchers such as Krashen, Selinker, and Oller are mentioned, along with their studies on topics like language proficiency, language testing, and the role of attitude and motivation in second language learning. - -- The references cover a range of topics related to second language acquisition, including language teaching methods, language learning strategies, and the effects of age, motivation, and cognitive factors on language learning. - -- The section appears to be a list of references from a dissertation or research paper on Second Language Acquisition and Second Language Learning. - -- Researchers mentioned include Wagner-Gough, Hatch, Wesche, and Wode, among others, who have contributed to studies on language learning and acquisition. - -- The references cover various topics such as language aptitude, learning behaviors, and neurological aspects of language development, citing authors like Whitaker, Wilkins, and Witelson. - -# Ethnologue ~ - -### How to cite - -Eberhard, David M., Gary F. Simons, and Charles D. Fennig (eds.). 2025. Ethnologue: Languages of the World. Twenty-eighth edition. Dallas, Texas: SIL International. Online version: [http://www.ethnologue.com](http://www.ethnologue.com). - -[https://www.ethnologue.com/credits/#footer](https://www.ethnologue.com/credits/#footer) - -# The Learning Brain - Thad A. Polk ~ - -[Link with info](https://www.goodreads.com/book/show/40775319-the-learning-brain) - - - - -# Language processing and second language development: processability theory ~ - - Language processing and second language development: processability theory. By -Manfred Pienemann. (Studies in bilingualism, 15.) Amsterdam, Philadelphia: John Benjamins -Publishing Company, 1998. Pp. xviii, 366. - -# - -# - diff --git a/Old_Notes/Pages/Shopping list.md b/Old_Notes/Pages/Shopping list.md deleted file mode 100644 index 5f97ad2..0000000 --- a/Old_Notes/Pages/Shopping list.md +++ /dev/null @@ -1,48 +0,0 @@ ---- -type: Page -title: Shopping list -description: null -icon: null -createdAt: '2024-10-24T07:33:27.301Z' -creationDate: 2024-10-24 16:33 -modificationDate: 2025-01-27 13:06 -tags: [Shopping] -coverImage: null ---- - -# General Keep In Stock List - -- Bread - -- Lunch Meats - -- Vinegar - -- Salt - -- Butter - -# Specific Items - -### [Beef Stoganoff](https://www.budgetbytes.com/beef-stroganoff/) - -- [ ] Garlic (2 cloves) - -- [ ] Butter (2 Tbsp) - -- [ ] Ground Beef (.5lbs) - -- [ ] Mushrooms (8oz) - -- [ ] Beef Broth (Better then Bullion is supposed to be pretty good) (2 cups) - -- [ ] Worcestershire Sauce (1tbsp) - -- [ ] Dijon Mustard (1/2tsp) - -- [ ] Wide Egg Noodles (8oz) - -- [ ] Sour Cream (1/3 cup) - -- [ ] Chopped Parsley (1 tbsp) - diff --git a/Old_Notes/Pages/TESOL120 - Chinese Assignement Part 1.md b/Old_Notes/Pages/TESOL120 - Chinese Assignement Part 1.md deleted file mode 100644 index fd70e79..0000000 --- a/Old_Notes/Pages/TESOL120 - Chinese Assignement Part 1.md +++ /dev/null @@ -1,38 +0,0 @@ ---- -type: Page -title: TESOL120 - Chinese Assignement Part 1 -description: null -icon: null -createdAt: '2025-04-21T01:47:14.438Z' -creationDate: 2025-04-21 10:47 -modificationDate: 2025-04-21 10:54 -tags: [] -coverImage: null ---- - -[https://drive.google.com/file/d/109_aVPGqNGsnUq9zxKZdT6N-8LcAwiLv/view?usp=sharing](https://drive.google.com/file/d/109_aVPGqNGsnUq9zxKZdT6N-8LcAwiLv/view?usp=sharing) - -Part 1 - -- How did you feel while teaching? - - I think I started off a big shaky, but as time went on, both myself and the students got more comfortable, and started embracing the information better. Towards the end of this bit, I was happy everyone was learning something, and looking forward to the conversation we were about to have. - -- What were the strengths of the lesson? - - The class size was small, so I could really hear their pronunciation, and correct it where it needed to be corrected. Tying the words to phrases they already knew in English helped a lot, and they were able to understand the new words because of it. - -- What do you feel could be worked on/improved next time? - - I think my implementation of the Audio-Lingual was ok, but could be improved. I think a significant portion of this came about because I was teaching people I already knew, and already knew me, which meant putting on a teaching persona was very difficult. I don't usually snap at people for answers, or randomly call on people or spin around and point, and if I started doing that, they would be focusing far more on whatever weirdness I would be putting out, and less on the information. - - I also think I was inconsistent at first with the snapping for them as a signal to repeat. I got better towards the end, but there still wasn't perfect unison. I think I was still getting used to using the method, and they were also getting used to me using the snapping, as that's not something I'd ever done in a class before. Still, I think I can improve on, and really refine my delivery of the method, ideally with an actual class, instead of friends. - -- Is there anything you would change if you did this lesson again? - - I think I would position the board better. I found myself talking to the board on a few occasions, or having to awkwardly stretch around and write something down. I don't think it affected the class to much, but it was still something I'd like to improve. - -- Did you come away with any new insights or understanding? - - If you relate the information your teaching to something that matters to the class (in this case, being able to greet Chinese speaking people we run into), your class will be way more into it, and even looking forward to it. - diff --git a/Old_Notes/Pages/TESOL120 - Chinese Assignement Part 2.md b/Old_Notes/Pages/TESOL120 - Chinese Assignement Part 2.md deleted file mode 100644 index 95a5c8c..0000000 --- a/Old_Notes/Pages/TESOL120 - Chinese Assignement Part 2.md +++ /dev/null @@ -1,36 +0,0 @@ ---- -type: Page -title: TESOL120 - Chinese Assignement Part 2 -description: null -icon: null -createdAt: '2025-04-21T02:07:22.916Z' -creationDate: 2025-04-21 11:07 -modificationDate: 2025-04-21 11:07 -tags: [] -coverImage: null ---- - -[https://drive.google.com/file/d/10LZyklRkJ_XnWN91clR_14qoTZEKPmym/view?usp=sharing](https://drive.google.com/file/d/10LZyklRkJ_XnWN91clR_14qoTZEKPmym/view?usp=sharing) - -Part 2 - -- How did you feel while teaching? - - I felt much better at this point, after I'd started teaching and the students were engaged. I felt like the class flowed a lot better, and even when there were mistakes, both on my part and the students part, it was no big deal and we laughed at them as we corrected them. The atmosphere was past the awkwardness of having a friend teach the class Chinese, and everybody was enjoying practicing the information they were learning. - -- What were the strengths of the lesson? - - The practicality of it. The students were using real Chinese words, pronounced correctly, to have a basic, but very real conversation with each other in Chinese. Also decorating the my stick figures with the respective features to match whoever was filling in that role seemed to be a hit, especially with the youngest student. - -- What do you feel could be worked on/improved next time? - - There was some confusion as to what role the students were playing, and what role I was playing. I think next time I need to be clearer on the outset of what's going to happen, and what they can expect. - -- Is there anything you would change if you did this lesson again? - - Definitely the above, giving clearer instructions and let them know exactly what to expect, so there's no confusion. Also, more space to walk around in. Acting out both sides of the dialogue was kind of awkward, trying to walk on both sides of the table. - -- Did you come away with any new insights or understanding? - - Right towards the start of the video, a student asked a question about how to express something in the language, and that made me so incredibly happy. Taking the patterns of a foreign language, and plugging in words we already know to make sentences and convey ideas is legitimately my favorite thing about learning languages. When that student asked the question, I could see the gears in the students mind mulling over that point exactly, and using the patterns we had just talked about to try and say something in Chinese that we didn't explicitly talk about. That extrapolation of ideas is what its all about to me, and being able to help someone both appreciate that, and reach that point, brings me great joy. - diff --git a/Old_Notes/Pages/TESOL120 - Chinese Lesson Plans.md b/Old_Notes/Pages/TESOL120 - Chinese Lesson Plans.md deleted file mode 100644 index 6b93a29..0000000 --- a/Old_Notes/Pages/TESOL120 - Chinese Lesson Plans.md +++ /dev/null @@ -1,208 +0,0 @@ ---- -type: Page -title: TESOL120 - Chinese Lesson Plans -description: null -icon: null -createdAt: '2025-04-18T20:56:33.551Z' -creationDate: 2025-04-19 05:56 -modificationDate: 2025-04-21 11:07 -tags: [] -coverImage: null ---- - -Goal: Create a basic 20-30 minute lesson plan for a class of absolute beginner, various-aged students learning basic Chinese, using the Audio-Lingual Method and Dynamic Dialogues. - - - -**Lesson Theme:** Basic Greetings and Self-Introduction - -Start with a brief explanation how Chinese works. - -Hanzi, Pinyin, and tones. - -Mā - Mother - -Mǎ - Horse - -Tone Exceptions (3-3 into 2-3) - - - -**Vocabulary (Pinyin and Tones will be crucial):** - -1. 你好 (nǐ hǎo) - Hello (Tone: Third Tone + Third Tone) - -2. 吗 (ma) - Stuck at the end of a sentence to make it into a yes or no question. - -3. 你好吗 (nǐ hǎo ma) - How are you? (Tone: Third Tone + Third Tone + Neutral Tone) - -4. 我 (wǒ) - I (Tone: Third Tone - Pronounced like "war" without the r) - -5. 是 (shì) - am/is/are (Tone: Four th Tone - Pronounced like "ah yea sure" like your talking fast) - -6. 谢谢 (xiè xie) - Thank you (Tone: Fourth Tone + Neutral Tone) - -7. 不客气 (bú kèqi) - You're welcome (Tone: Second Tone + Fourth Tone + Neutral Tone + Fourth Tone) - -8. 再见 (zài jiàn) - Goodbye (Tone: Fourth Tone + Fourth Tone) - -**Grammar Point (Implicit):** Basic sentence structure (Subject + Verb + Object/Complement) and the use of question particle "吗 (ma)." - -# Lesson Plan - -**(Part 1: Audio-Lingual Method - 10 minutes)** - -1. **(Enthusiastic Introduction - 2 minutes):** - - - Teacher enters with high energy and a welcoming smile. - - - "大家好！(Dàjiā hǎo!)" - Hello everyone! (Use enthusiastic tone and gesture to the class). - - - "今天我们学习一点点中文！(Jīntiān wǒmen xuéxí yī diǎndiǎn Zhōngwén!)" - Today we learn a little bit of Chinese! (Speak clearly and excitedly). - - - "中文很有趣！(Zhōngwén hěn yǒu qù!)" - Chinese is very interesting! (Convey enthusiasm). - -2. **(Vocabulary Introduction and Repetition - 6 minutes):** - - - Introduce each word/phrase one at a time. 8 words to learn in total. - - - **你好 (nǐ hǎo):** "跟我说，你好 (gēn wǒ shuō, nǐ hǎo)!" - Say it with me, nǐ hǎo! (Say it slowly, clearly, emphasizing the tones. Repeat 2-3 times). Encourage simultaneous repetition with energy. Correct pronunciation with positive reinforcement. Also note its two different characters, that mean "You good" - - - **吗 (ma)** - Stuck at the end of a sentence to make it into a yes or no question. - - - **你好吗 (nǐ hǎo ma):** "现在，你好吗 (xiànzài, nǐ hǎo ma)?" - Now, nǐ hǎo ma? (Explain it means "How are you?". Say it with clear tones, repeat 2-3 times with simultaneous student repetition). - - - **我 (wǒ):** "这是我 (zhè shì wǒ)." - This is me. (Point to yourself. Say "wǒ" clearly, repeat, students repeat). - - - **是 (shì):** "我是 [Your Name] (wǒ shì [Your Name])." - I am [Your Name]. (Say it clearly. Repeat, students repeat). - - - **谢谢 (xiè xie):** "谢谢大家 (xiè xie dàjiā)!" - Thank you everyone! (Say it with correct tones, repeat, students repeat). - - - **不客气 (bú kèqi):** "别人说谢谢，你说不客气 (biérén shuō xiè xie, nǐ shuō bú kèqi)." - When someone says thank you, you say bú kèqi (Explain meaning. Say it clearly, repeat, students repeat). - - - **再见 (zài jiàn):** "学习完了，再见 (xuéxí wán le, zài jiàn)!" - Learning finished, goodbye! (Say it clearly, repeat, students repeat). - - - **Keep it unpredictable:** Randomly point to different students and ask them to repeat a word or phrase individually after the initial simultaneous repetition. Offer immediate, positive feedback ("很好！- Hěn hǎo! - Very good!"). Maintain high energy throughout. - -3. **(Review - 2 minutes):** - - - Quickly review all the words/phrases by saying them and having the class repeat them together one last time with energy. - -**(Part 2: Dynamic Dialogues - 15 minutes)** - -1. **(Draw the Scenario - 2 minutes):** - - - On a whiteboard or shared screen, draw a simple scene: Two stick figures meeting each other. - -2. **(Brief Introduction - 5 seconds):** - - - "看！两个人见面了 (kàn! liǎng ge rén jiàn miàn le)!" - Look! Two people are meeting! - -3. **(Act Out and Repeat - 3 minutes):** - - - **Dialogue 1 (Greeting):** - - - **Teacher (Figure A):** (Enthusiastically) "你好！(nǐ hǎo!)" - - - **Teacher (Figure B):** (Enthusiastically) "你好！(nǐ hǎo!)" - - - Repeat the exchange 2-3 times with clear tone and gestures. Have the class repeat simultaneously. - - - **Dialogue 2 (Asking How Are You):** - - - **Teacher (Figure A):** "你好吗？(nǐ hǎo ma?)" - - - **Teacher (Figure B):** "我很好，谢谢！(wǒ hěn hǎo, xiè xie!)" - I am very good, thank you! - - - **Teacher (Figure A):** "不客气 (bú kèqi)" - - - Repeat 2-3 times, class repeats simultaneously. - - - **Dialogue 3 (Self-Introduction):** - - - **Teacher (Figure A):** "我是 [Your Name]。(wǒ shì [Your Name].)" - - - **Teacher (Figure B):** "你好，我是 [Make up a simple Chinese-sounding name, e.g., 李明 (Lǐ Míng)]. (nǐ hǎo, wǒ shì Lǐ Míng)." - Hello, I am Li Ming. - - - Repeat 2-3 times, class repeats simultaneously. - - - **Dialogue 4 (Goodbye):** - - - **Teacher (Figure A):** "再见！(zài jiàn!)" - - - **Teacher (Figure B):** "再见！(zài jiàn!)" - - - Repeat 2-3 times, class repeats simultaneously. - -4. **(Audio-Lingual Practice - 3 minutes):** - - - Go through each line of the combined dialogue (all four exchanges) and have the whole class repeat it after you, focusing on pronunciation and intonation. - -5. **(Role Play - Teacher and Class - 3 minutes):** - - - **Teacher (Figure A):** Say your lines. - - - **Class (Figure B):** Respond with Figure B's lines. - - - Repeat, switching roles. - -6. **(Optional: Volunteers - If time allows and students are willing - 1 minute):** - - - Ask for a few volunteers to act out the dialogue in pairs (even if they are just repeating the lines). Commend their bravery. - -7. **(Brief Review and Encouragement - 2 minutes):** - - - Quickly review the main phrases from the dialogue. - - - "你们今天学得很棒！(Nǐmen jīntiān xué de hěn bàng!)" - You all learned very well today! - - - "中文很有意思，对不对？(Zhōngwén hěn yǒu yìsi, duì bù duì?)" - Chinese is very interesting, right? - - - "下次我们学习更多！(Xià cì wǒmen xuéxí gèng duō!)" - Next time we'll learn more! - - - End with an enthusiastic "再见！(zài jiàn!)" - - - -Print Out: - - - -**Vocabulary:** - -1. 你好 (nǐ hǎo) - Hello - -2. 吗 (ma) - Stuck at the end of a sentence to make it into a yes or no question. - -3. 你好吗 (nǐ hǎo ma) - How are you? - -4. 我 (wǒ) - I - -5. 是 (shì) - am/is/are - -6. 谢谢 (xiè xie) - Thank you - -7. 不客气 (bú kèqi) - You're welcome - -8. 再见 (zài jiàn) - Goodbye - -**Conversation:** - -A: nǐ hǎo! -​B: nǐ hǎo! - -A: nǐ hǎo ma? -​B: wǒ hěn hǎo, xiè xie! -​A: bú kèqi - -A: wǒ shì [Your Name]. -​B: nǐ hǎo, wǒ shì [Your Name] - -A: zài jiàn -​B: zài jiàn - - - -[TESOL120 - Chinese Assignement Part 1](Pages/TESOL120%20-%20Chinese%20Assignement%20Part%201.md) - -[TESOL120 - Chinese Assignement Part 2](Pages/TESOL120%20-%20Chinese%20Assignement%20Part%202.md) diff --git a/Old_Notes/Pages/TESOL120 - Lesson Plans 1.md b/Old_Notes/Pages/TESOL120 - Lesson Plans 1.md deleted file mode 100644 index 9eb5a11..0000000 --- a/Old_Notes/Pages/TESOL120 - Lesson Plans 1.md +++ /dev/null @@ -1,111 +0,0 @@ ---- -type: Page -title: TESOL120 - Lesson Plans 1 -description: null -icon: null -createdAt: '2025-04-15T19:15:17.878Z' -creationDate: 2025-04-16 04:15 -modificationDate: 2025-04-17 03:35 -tags: [] -coverImage: null ---- - -**Lesson Planning: Assignment 1** - -Prepare a lesson plan that outlines 1 hour of teaching for a beginner-level, monolingual class of 20 adult students. - -Plan activities that allow students to develop their speaking and listening skills. - -The lesson plan must include: - -- a lesson theme - -- a list of all vocabulary that will be taught (8-10 words and a few short phrases) - -- one grammar point that will be highlighted - -- at least 4 different teaching methods (click on "catalogue" tab for ideas) - -- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan) - - - -Suggestions: (1) Change the fourth activity to something different, such as a dynamic dialogue activity (e.g. dialogue between a customer and grocery store worker). This would help make the lesson even more engaging. (2) Have all the exact phrases you want to teach using the audio lingual method written down in the plan. This will make you more effective when you teach the class, and less likely to forget something - -# LESSON THEME - -Going to the Store - -Why? From personal experience, the one thing I was the most unprepared for after going to a non-english speaking country, was going to the store and buying things. - -# LIST OF VOCAB - -This being a monolingual class, it would be wise to prepare the words in their native tongue as well. Pictures would also be a boon, ideally locally taken pictures of things they are familiar with. - -**Nouns:** -​[Store](https://media.cnn.com/api/v1/images/stellar/prod/ap24194552115385-copy.jpg?c=16x9&q=h_653,w_1160,c_fill/f_webp) -[Money](https://upload.wikimedia.org/wikipedia/commons/thumb/2/20/Euro_coins_and_banknotes_%28cropped%29.jpg/1200px-Euro_coins_and_banknotes_%28cropped%29.jpg) -[​Vegetable](https://cdn.britannica.com/17/196817-159-9E487F15/vegetables.jpg) -[​Meat](https://images.squarespace-cdn.com/content/v1/59f0e6beace8641044d76e9c/1669587646206-6Z76MY4X3GBFKIUQZJ4R/Social+Meat.jpeg) -[​Local Food Item](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSZB5f0SgX5w6lybpmaZIIjTCZ51r6Oo3cPhg&s) (Rice, beans, some sort of common staple in the area) -[​Price](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRPAPGfVA4VXiPY-HXafyotMeIyrOD2N36DwA&s) - -**Verbs:** - -[To Buy](https://www.thoughtco.com/thmb/iDsKMHbHik23uhHVEffqt6jmNdM=/1500x0/filters:no_upscale():max_bytes(150000):strip_icc()/purchasing-58af78375f9b5860468cee92.jpg) -​[To Find](https://yourbasic.org/golang/man-with-magnifying-glass.jpg) - -**Phrases:** -​Where is..... -I want to buy.... - - - -# GRAMMAR POINT: - -**Using Question Words** - -Focus specifically on "Where is/are..." + Noun. Have students practice asking each other where things are around the class room, and then pointing to them. These could be actual classroom objects, or taped pictures of the above positioned around the room. - -- "Where is... the money?" - -- "Where is... the price?" - -- "Where are... the vegetables?" - - - -If time allows, can continue making sentences with "I want to buy...." + Nouns". - -# TIMING BREAKDOWN: - -**1st - 15mins:** - -A combination of the Bilingual Exercise, and the Audio-Lingual Method. Go over the words, speak them, refer to them with Massive Muscle Memory method, have them repeat, assign meaning to them, rinse and repeat for each noun. - -**2nd - 15mins:** - -Before class, you'd have either brought in the nouns discussed, or pictures of them, and placed them at various points in the classroom. Using methods of Movement, and the communicative approach, have the students break into groups of two. One will say an English noun, and the other student will point to where it is, then reverse roles. Do this until each student has done this with every other student. - -**3rd - 10mins:** - -Return to seats, and repeat the same process as the 1st 15mins, except with the verbs and phrases. If time allows, use the "Community Language Learning" method to pull more nouns. Again, focusing on the Audio-Lingual Method, call on random students to make sentences using the words we've learned thus far. - -- I want to buy meat. - -- Where is the rice? - -- Waht is the price? - -- I want to buy vegetables - -- etc. - -**4th - 15mins:** - -Again break the students into groups of two, and let them where things are, and let the other student show them. Reverse roles. Do this until each student has had a chance to do this with every other student. - -**5th - 5mins:** - -Bring students back to seats, and have them add the words they want to their "Universal Language Generator", if they have one from a previous class. If not, encourage them to write them down, and refer back to them next time they are in the store. - diff --git a/Old_Notes/Pages/TESOL120 - Lesson Plans 2.md b/Old_Notes/Pages/TESOL120 - Lesson Plans 2.md deleted file mode 100644 index e1b5bb7..0000000 --- a/Old_Notes/Pages/TESOL120 - Lesson Plans 2.md +++ /dev/null @@ -1,120 +0,0 @@ ---- -type: Page -title: TESOL120 - Lesson Plans 2 -description: null -icon: null -createdAt: '2025-04-16T17:24:21.104Z' -creationDate: 2025-04-17 02:24 -modificationDate: 2025-04-18 04:44 -tags: [] -coverImage: null ---- - -Prepare a lesson plan that outlines 1 hour of teaching for an intermediate-level, multilingual class of 20 teenage students. Prepare activities that allow students to develop all four skills: speaking, listening, reading, and writing. Use at least one activity that allows the students to express their creativity. - -The lesson plan must include: - -- a lesson theme - -- a list of all vocabulary that will be taught (8-10 phrases) - -- one grammar point that will be highlighted - -- at least 4 different teaching methods (click on "catalogue" tab for ideas) - -- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan) - - - -FEEDBACK - -Great work! The theme is ideal for the class - teenagers are usually interested in tech. The activities you chose are centered on the theme and progress very well, one to the next. You're showing you have a good grasp of how to combine teaching methods. Suggestion: (1) The first activity and grammar point may be quite easy for intermediates. You could make it more challenging by focusing on the simple past tense, e.g. in the good news/bad news exercise, have the students create a story in the simple past: "The good news was, I could play games with my friends." - -# LESSON THEME - -Technology - -Why? Very likely the class of teenagers are familiar with various bits of technology already, and employee several facets of it in their day to day lives. Being able to relate words to what they already know, should help in retention and helping them see the practical value of it. - -# VOCABULARY - -**General Computer Use** - -"I was browsing the internet yesterday" - -"I looked something up for my English class" - -"I play games with my friends" - -"My computer crashed" - -"You need to restart the computer" - -**Social Media** - -"I posted the picture on online" - -"He commented on my post" - -"I like to watch cat videos on YouTube" - -"My favorite account on TikTok is the cat one" - -"I'll text you later" - -# Additional Resources - -[Computer](https://images.twinkl.co.uk/tw1n/image/private/t_630/u/ux/pc_ver_1.png) - -[Phone](https://platform.theverge.com/wp-content/uploads/sites/2/chorus/uploads/chorus_asset/file/25626687/DSC08433.jpg?quality=90&strip=all&crop=16.675%2C0%2C66.65%2C100&w=2400) - -[Social Media](https://burlingtonpress.com/wp-content/uploads/2020/12/8-tips-for-using-social-media-effectively.jpg) - -[Crashed Computer](https://askleo.com/wp-content/uploads/2014/08/bsod.jpg) - -Grab a random cat video on YouTube for entertainment - -# GRAMMAR POINT - -Focus in on "I like to watch cat videos on Youtube", specifically in the structure: - -- I like to + VERB + OBJECT + PLACE - -It applies to any variety of things they might like to do, but in theme with the lesson, focus specifically on the use of the structure in/on technology. - -- "I like to play games on my Xbox" - -- "I like to scroll posts on TikTok" - -- "I like to watch cooking shows on Youtube" - -After the structure is understood, encourage students to write a few of their own for ~5mins, and then call on various ones to share one or two. After that, let them all share them with each other. - -# LESSON PLAN - -1st 15mins: - -Starting off with the Audio-Lingual Method, getting the students to hear and say the phrases exactly as I say them. Being intermediate, they should already know the words for basic objects like computer, phone, online, etc. We can build on that foundation, by incorporating these words into phrases with actions & verbs in them. Being multilingual, offering a translation in each students mother tongue isn't really practical, so instead, pictures (or better yet, actual objects that are likely already in the room) would probably be the best way moving forward. - -2nd 20mins: - -Good News Bad News method, using the phrases above. The teacher can go through a quick demo with the class, maybe four sentences as follows: - -"The good news, is I can play games with my friends" - -"The bad news, is my computer crashed" - -"The good news, is I restarted my computer" - -"The bad news, is my friends all fell asleep" - -After 5/10mins of explanation, have the students write their own stories, expressing their own lives or writing creatively. They only need a few sentences, using words and phrases we learned today combined with things they already know, and then share them with everyone else in the class, and listen to their stories too. - -3rd 20mins: - -Have students return to their seats, and then use a Reverse Précis Method, themed around technology. Let them take their "Good News, Bad News" sentences, and have them turn them into a ~300 word paragraph, that they would post on social media about their experience. If time allows, let a few students read theirs to the class, and let the rest of the class critique it. - -4th 5mins: - -Bring everyone back to their seats again, and have them write the phrases their "Universal Language Generator". Being intermediate students, I should hope they have one by now. - diff --git a/Old_Notes/Pages/TESOL120 - Lesson Plans 3.md b/Old_Notes/Pages/TESOL120 - Lesson Plans 3.md deleted file mode 100644 index d070dd3..0000000 --- a/Old_Notes/Pages/TESOL120 - Lesson Plans 3.md +++ /dev/null @@ -1,86 +0,0 @@ ---- -type: Page -title: TESOL120 - Lesson Plans 3 -description: null -icon: null -createdAt: '2025-04-16T20:16:05.678Z' -creationDate: 2025-04-17 05:16 -modificationDate: 2025-04-18 04:44 -tags: [] -coverImage: null ---- - -**Lesson Planning: Assignment 3** - -Prepare a lesson plan that outlines 1 hour of teaching for an advanced-level, multilingual class of 10 adult students. Plan activities that involve collaborative learning and creativity. - -The lesson plan must include: - -- a lesson theme - -- at least one grammar point that will be highlighted - -- at least 4 different teaching methods (click on "catalogue" tab for ideas) - -- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan) - -# LESSON THEME - -Exploring action through Film - -**Why?** - -Being an advanced class, the class should have good command over the English Language, and be able to start generating content, especially creative content, in English. - -**Lesson Goals:** - -Successfully describe in detail and the correct sequence what in events the class watched in video - -Possess and expand their vocabulary to describe actions, emotions, and reactions, - -Be able to produce as a group, their own version of a "Mr. Bean" video script, in English. - -# Additional Resources - -[Mr Bean Short Film](https://www.youtube.com/watch?v=lW6R9kSGV2Q) - -# GRAMMAR POINT - -Practice with Sequence. Allowing students to describe things in sequence gives lots of room to play around with verb tenses, and sequence verbs. Example: - -"First, Mr. Bean went to the dentist." - -"Next, Mr. Bean sat in the chair" - -"After that, Mr. Bean is cleaning his jacket" - -"Finally, Mr. Bean will hide the needle" - -"Lastly, Mr. Bean will hurt the dentist" - -Ideally learning to use the verbs they already know, to describe actions, and the order in which they take place. Students can practice using Past, Present Participle, and Future tense of verbs. - -# LESSON PLAN - -First 5mins: - -Get the class situated, and start off watching the video. - -Second 15mins: - -A combination of the Chaos Theory and the Community Language Learning approach. Ask the students to describe the actions they saw in the film, scene by scene, to the entire class. Use the sentences the students come up with to build a rudimentary script, similar to the one listed above under Grammar Point. - -Third 20mins: - -Break the students up into two groups (5 each), and have each group write their own short "Mr. Bean" type film script. The class being multilingual, will further force the students to communicate their ideas in English. Encourage the students to use what they have in their Personal Phrase Book, or their Universal Language Generator. - -Fourth 15mins: - -Once the groups are finished, have each one come up and act out their script. The actual acting should only take a minute or two, but while they are acting our their script, have the other group that's not presenting do something similar to what they did with the original video. Write down, scene by scene, what the other group is doing. The actor group may have to perform once or twice, so the writing students can write down everything they need to. Once this is finished, have the acting group read out their script, and compare them with what the writing group wrote down, and laugh about the differences. At the half way point, swap the groups roles, and repeat. - -Fifth 5mins: - -Review the terms of sequence, and have the students add them to their Universal Language Generator, perhaps in their own column, so they can better describe events to others. - - - diff --git a/Old_Notes/Pages/TESOL120 - Lesson Plans 4.md b/Old_Notes/Pages/TESOL120 - Lesson Plans 4.md deleted file mode 100644 index ec67876..0000000 --- a/Old_Notes/Pages/TESOL120 - Lesson Plans 4.md +++ /dev/null @@ -1,132 +0,0 @@ ---- -type: Page -title: TESOL120 - Lesson Plans 4 -description: null -icon: null -createdAt: '2025-04-16T21:23:50.462Z' -creationDate: 2025-04-17 06:23 -modificationDate: 2025-04-18 08:04 -tags: [] -coverImage: null ---- - -**Lesson Planning: Assignment 4** - -Prepare a lesson plan that outlines 1 hour of teaching for a beginner-level, monolingual class of 30 children aged 5 to 7. Prepare activities that are suitable for young children. - -The lesson plan must include: - -- a lesson theme - -- a list of all vocabulary that will be taught (8-10 words and a few short phrases) - -- one grammar point that will be highlighted - -- at least 4 different teaching methods (click on "catalogue" tab for ideas) - -- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan) - -# LESSON THEME - -ANIMALS - -**Why?** Even native English speaking 5-7 year old kids couldn't care less about learning verb tenses and sequence words. But who they do care about? Animals and Dinosaurs. Dinosaurs aren't particularly practical, but animals are. This would pair very well if there was a local zoo around, and you could show them pictures of things that they might be familiar with. - -**Lesson Goals:** - -This being a beginner class of children, a good end goal is for them to start building their vocabulary of things they are likely already familiar with, which in this case, is animals. - -Be able to form very basic, but functional sentences using the learned animal nouns with simple action verbs, and potentially adverbs. - -# VOCABULARY - -This being a monolingual class, it would be highly beneficial to also learn the way to say these nouns in their native tongue, along with the pictures, so they can associate them with what they already know. - -**Nouns** - -- [Dog](https://hips.hearstapps.com/hmg-prod/images/dog-puppy-on-garden-royalty-free-image-1586966191.jpg?crop=0.752xw:1.00xh;0.175xw,0&resize=1200:*) - -- [Cat](https://media.4-paws.org/9/c/9/7/9c97c38666efa11b79d94619cc1db56e8c43d430/Molly_006-2829x1886-2726x1886-1920x1328.jpg) - -- [Bird](https://sdzwildlifeexplorers.org/sites/default/files/2017-07/animal-hero-bigbirds.jpg) - -- [Fish](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTfHlcmASZgNOAA0mtIwob78oSLwGP1PybjDQ&s) - -- [Lion](https://cdn.britannica.com/29/150929-050-547070A1/lion-Kenya-Masai-Mara-National-Reserve.jpg) - -- [Snake](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcS8PobUHZUnu2jtCrHDpm9Ay-8AFQwJYXuv5w&s) - -- [Monkey](https://upload.wikimedia.org/wikipedia/commons/4/43/Bonnet_macaque_%28Macaca_radiata%29_Photograph_By_Shantanu_Kuveskar.jpg) - -- [Mouse](https://upload.wikimedia.org/wikipedia/commons/0/0d/%D0%9C%D1%8B%D1%88%D1%8C_2.jpg) - -- [Lizard](https://animals.sandiegozoo.org/sites/default/files/inline-images/animals-lizard-redheadedagamapair.jpg) - -- [Elephant](https://i.natgeofe.com/k/e7ba8001-23ac-457f-aedb-abd5f2fdda62/moms5_4x3.png) - -**Verbs** - -- [To Run](https://www.brooksrunning.com/on/demandware.static/-/Library-Sites-BrooksRunningShared/default/dwfa696e15/cms-content/Project/Brooks-Running/EMEA/Blog/2023/August/how-to-run-for-longer/F23_RHB_How_to_run_for_longer_S.jpg) - -- [To Jump](https://funandfunction.com/media/wysiwyg/2021/Nov17--jump-happ-kids.jpg) - -- [To Eat](https://tanyamark.com/wp-content/uploads/2022/08/intuitive-eating.jpg) - -- [To Sleep](https://npr.brightspotcdn.com/dims4/default/8190789/2147483647/strip/true/crop/1666x937+0+364/resize/1200x675!/quality/90/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Flegacy%2Fsites%2Fvpr%2Ffiles%2F201803%2Fkid-sleeping-illustration-victor-brave-istock_0.png) - -- [To Swim](https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQ7bi-zKVazY9dGPqASRlxE1tzJe_d_N87Y3A&s) - -- [To Fly](https://dq5pwpg1q8ru0.cloudfront.net/2020/11/02/12/53/29/fa2e1b94-3e61-4e12-accd-31f21d430721/duck-flying-wallpaper-background-17254-17792-hd-wallpapers.jpg) - -**Adverbs** - -For these, it's probably better to just act them out, as expressing them in a still image is rather difficult. - -- Quickly - -- Slowly - -**Note:** I might of gone overboard on the vocab, probably focus on the first ~4-6 nouns, you can add more if time allows. Or better yet, return to this lesson the next week, and build on it. - -# GRAMMAR POINT - -Forming very simple sentences about the students favorite things, in the form of "Noun + Verb", and expand to "Noun + Adverb + Verb" - -- The snake sleeps - -- The monkey jumps - -- The dog runs - -- The lion quickly eats - -- The fish slowly swims - -We can also inject humor about trying to make sentences like "The snake flies", but that might be a bit to advanced for this class. Depends on their comprehension level. - -# LESSON PLAN - -With such a large class, giving each student the attention and time to talk in front of the class would be difficult, while keeping the attention of the rest of the class, especially at this age. Focusing on community, collaborative teaching would be the best option here. Also breaking the class up into several, varied sections will help keep the attention span of the students. - -**1st 15mins:** - -A combination of the Audio-Lingual Method to go over the nouns, and also using the Community Language Learning to pull in some extra animals that are favorites of the class. This will result in a lot of nouns, and I don't expect the class to be able to memorize them all, but it will help in engagement, and allow callbacks later in class to those who offered up words, further promoting engagement. - -Possible issue: Finding images for animals they suggest. Might just try drawing them, but I'm a terrible artist. - -**2nd 15mins:** - -We finally get to use the Balloon method. Since this is a large glass, a brief demonstration with a student in front, and then have the class break into groups of 2, run through the list, and then switch partners. Ideally, I'd include myself in the groups, so as to make sure the words are pronounced correctly. 30 kids, 15 groups, assuming 1min per list rotation, puts us at ~15mins. Might be a bit tight schedule wise, but we can adjust if need be. - -**3rd 10mins:** - -Students return to their seats. We can then use a variation of the Total Physical Response in introducing the verbs. We start by defining the verbs through images and acting, then bring up a few students (3-5) to help in acting out, and then move on to the entire class acting out the verbs I say/point to. Also works in reverse, me acting them out, and the students telling me what I'm doing. This could also be categorized under the "Massive Muscle Memory" method. - -**4th 15mins:** - -A continuation of above, but this time focus on sentence structure. Instead of just getting students to act out "Swim", we have them listen to, understand, and then act out "The fish swims", or "The lion runs". Having a classroom full of children running around roaring like a lion will certainly be something, but its a lesson they, nor I, will ever forget. If time allows, we can add in the adverbs "quickly" and "slowly" to the mix, resulting in the full coverage of the aforementioned grammar point, and its respective sentences. - -**5th 5mins:** - -Bring students back to their seats/settled down, and encourage them to write down the words in their Personal Phrase Book, and to tell their parents and friends about them. If they can't write, encourage picture drawing next to the word. - diff --git a/Old_Notes/Pages/TESOL120 - Lesson Plans 5.md b/Old_Notes/Pages/TESOL120 - Lesson Plans 5.md deleted file mode 100644 index 5ba1ed8..0000000 --- a/Old_Notes/Pages/TESOL120 - Lesson Plans 5.md +++ /dev/null @@ -1,138 +0,0 @@ ---- -type: Page -title: TESOL120 - Lesson Plans 5 -description: null -icon: null -createdAt: '2025-04-17T23:06:04.784Z' -creationDate: 2025-04-18 08:06 -modificationDate: 2025-04-19 05:45 -tags: [] -coverImage: null ---- - -**Lesson Planning: Assignment 5** - -Prepare a lesson plan that outlines 1 hour of teaching for an online English lesson with one beginner-level student aged 8-10. Keep in mind the limitations of the online learning environment when preparing activities and select activities suitable for children. - -The lesson plan must include: - -- a lesson theme - -- a list of all vocabulary that will be taught (8-10 words and a few short phrases) - -- one grammar point that will be highlighted - -- at least 4 different teaching methods (click on "catalogue" tab for ideas) - -- links to any texts, images, songs, videos or other materials used (or include them on page 2 of the lesson plan) - - - -# LESSON THEME - -This being a single student, the ideal lesson theme would be tailored to something they are interested in. This being a made up student, such things don't exist, so picking something average that most 10 year old boys will be interested in: - -**Sports** - -# VOCAB - -I think sticking to more generic sports words, instead of a specific sport's vocabulary is a wise choice here (unless the student is interested in a specific sport). - -**Nouns** - -- [Game](https://i.ytimg.com/vi/i2yhyaNb4ac/maxresdefault.jpg) (A very vague term, probably better to tie in the students native language word for this) - -- [Team](https://source.washu.edu/app/uploads/2019/03/Teamsportsnew.jpg) - -- [Ball](https://static.vecteezy.com/system/resources/thumbnails/001/226/227/small_2x/sport-balls-collection.jpg) - -- [Goal](https://soccergoals.com/wp-content/uploads/2021/11/ultimate-wheeled-soccer-goal-2.jpg) - -- [Player](https://media.wired.com/photos/5d152ca6c4e1580009f9fe22/master/pass/SCIENCE_SOCCER-TA-GettyImages-1157239959.jpg)(again, vague term, maybe use a few images to illustrate, like [this](https://media.newyorker.com/photos/59095186019dfc3494e9dab5/master/pass/457771195-290.jpg)and [this](https://cdn.britannica.com/82/212182-050-50D9F3CE/basketball-LeBron-James-Cleveland-Cavaliers-2018.jpg)and [this](https://www.snexplores.org/wp-content/uploads/2020/05/1030_sports_science_numbers.jpg)) - -**Verbs** - -- To Play - -- To Run - -- To Kick - -- To Throw - -- To Catch - -- To Win - -- To Lose - -# GRAMMAR POINT - -As this is a beginner student, and we're dealing with action words, teaching the simple "Subject + Verb" structure is a great place to start, and then add the object in later. Assuming they already know basic subjects: - -- I run - -- You run - -The introducing the third person "-s" to the verb, but not on plural third person - -- She wins - -- He loses - -- They run - -- They play - -Then Finally the object - -- I play the game - -- She throws the ball - -- The Player runs to the goal - -There a a few exceptions here (like the verb -s not applying with the plural third person), its important to impart general understanding, and not focus on specific rules, at least not for a beginner student. - -# LESSON PLAN - -This being an online one on one class, it has a very different set of requirements for lesson planning then a regular classroom environment. The main ones I'm thinking of are a lot more attention given to the single student, but no opportunities for group, or collaborative work, and less "down time" for the teacher. Timing is also fluid. The student may grasp something quickly, and if so there's no reason to spend extra time on it, when we can spend more time later focusing on more complicated topics that build on it - - - -**1st 15mins:** - -We can start out with a regular explanation, and repetition of the vocab using the Audio-Lingual Method. Calling on students randomly is a bit difficult here (being only a single student), but the listening and repetition, combined with careful focus, listening to the students pronunciation, and targeted commendation still very much apply. We'd focus on the nouns in this bit, and combine it with visuals (pictures or videos, shared via video conference), and it technically being a monolingual class, words from the students native tongue to connect meaning. - -**2nd 15mins:** - -Move onto the verbs, and use Total Physical Response, and Massive Muscle Memory to say the word, then act out the actions into the camera, having the student repeat. Once the student has a good grasp of the verbs, the teacher acts out a verb, and the student says the word, and then reverse roles and let the student act out a verb the teacher says. - -**3rd 10mins:** - -Moving into the actual grammar point, the next section will be using Dynamic Dialogues - -**Scene: Two students in a field playing soccer, with a third student far in the distance.** - -- Student A: "I run" (Pointing/circling to the student, and acting out running in place) - -- Student B: "You run" (Pointing/circling to the second student on the board, to denote second person perspective) - -- Student A: "She kicks the ball into the goal" (pointing/circling the student far off, with a soccer ball, and acting out kicking it into the goal) - -- Student B: "We win!" (act out cheering, maybe include "jump" for celebration) - -Say/act out the conversation, then have the student take the role of Student B, then take the role of Student A, and repeat once or twice till the student is comfortable with the information. - -**4th 10mins:** - -Move into Accelerated Reading, where we provide the student with the same situation as we just acted out, but this time making the subject plural. - -"We run together. They kick the ball into the goal. We all win! Jump and cheer!" - -Read it first, very slowly, with extreme enunciation and articulation, with the student following along with their finger on their screen. Then repeat, going word for word, and having the student repeat. Do this once or twice, then move on to reading a phrase at a time, and finally the entire thing. The entire time, especially going word for word, make sure to include visuals & acting to reinforce the meaning of the words they learned earlier. - -**5th 10mins:** - -Using The Communicative Approach, talk to the student. This would involve some degree of proficiency in the students native language, but not to much, just takes a bit of preparation. See what sports they like, ask if they've played any before, and write down the English words related to that sport. (Ex: (American) Football, Field Goal, Quarterback, etc. ) These words don't necessarily have to be part of the lesson and tested on, but they are of special interest to the student, especially a 10 year old, and gives them reason to like the language, and the class. After sharing a few words, ask the student to write the nouns, verbs, and phrases they learned earlier, along with any specific words they want to remember that you just talked about, into their Phrase Book and Universal Language Generators, and then encourage them to share what they learned with their friends (who are likely interested in the same sports). - diff --git a/Old_Notes/Pages/TESOL120.md b/Old_Notes/Pages/TESOL120.md deleted file mode 100644 index ed428c7..0000000 --- a/Old_Notes/Pages/TESOL120.md +++ /dev/null @@ -1,358 +0,0 @@ ---- -type: Page -title: TESOL120 -description: null -icon: null -createdAt: '2025-04-11T18:04:03.843Z' -creationDate: 2025-04-12 03:04 -modificationDate: 2025-04-22 23:42 -tags: [] -coverImage: null ---- - -![dokumen.pub_the-art-of-teaching-best-practices-from-a-master-educator](PDFs/Media/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf) -[dokumen.pub_the-art-of-teaching-best-practices-from-a-master-educator](PDFs/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md) - -# 1: Successful Teaching - -Teachers must be actively seeking self improvement, and be wide open to painful criticism, to constantly adjust and improve themselves. This is often done by the students, as they are the ones receiving the teaching, and also have to deal with many different professors, so they can compare and contrast. The principles of teaching apply no matter what the course content is. One of the most important parts of teaching, is to be able to communicate both verbally, and non-verbally. A very important part of teaching is also teaching the students to think critically, because things change, information goes obselete, and the student must think and decide for themself what comes next. - -# 2: The Broad Range of Learners - -To be a good teacher, you must be a good learner. These two things are very much linked. Learning in your early years (up to age 3) is imperative on defining a basis to how well you'll learn for the rest of your life. Small group work is also excellent, as it lets those who are gifted learners see the teachers side of things, and improve their own understanding of the topic, but also help those who are not gifted learners to better understand the topic at hand. Its just as important for graduates to know how to learn, as it is to know about what they are learning. - -# 3: Starting Out Right - -Often the first day in class is a bunch of droning about the syllabus. That sucks, don't do that. Instead, a lively introduction to the topic gives students a feeling of purposefulness and interest and energizes them for the work to come. You have to show them how much you love the subject, and how its possible for them to love the subject too. There must be a student teacher relationship, and that relationship starts with learning each others names. A good teacher challenges students from the first day. Right away establish that you are the authority on the subject, and give them a taste of what to expect. The first meeting is critical, plan for it very carefully. Establish a one-on-one relationship with your students if you can, starting with their names. Show enthusiasm, show why the subject is important, and give the students a sense of the difficulty and challenge of the material. **Above all, engage the students in the subject itself immediately.** If you involve the students right from the start, it will highly improve their learning, and care about the subject. Passive lecturing is bad, student discussion and involvement is good. - -# 4: The Teacher's Persona - -Mutual respect starts with leranign each others names, but your still the teacher, and still the head of the class. To be effective in establishing your leadership, you must develop a teaching persona and find ways to foster participation and enthusiasm among students. A teaching persona excludes the possibility of making special friendships or of treating students as peers. You must set yourself apart, as the teacher, not as their equal. - -That being said, you still must establish a rapport with your students, and get to know them, not socially, but intellectually. Find out how well they prepare, find out how they soak in information by pop quizzes, take notes on student responses, and identify those who seem to be struggling. Its important to keep all students at arm length, as that makes it easier to treat everyone equally. Mentoring does not fall into the "no friend" rule. Its appropriate to give students educational and work related device outside of class if requested. - -To encourage participation, there are several strategies to use. Flatter students into working hard and praise those who offer genuine insights. Refer to good points made previously by students. Coach criticism in the form of mitigated praise. Balance seriousness with humor. Make use of anecdotes. - -# 5: Planning the Work - -Planning and preparation cuts down on anxiety, and produces more confidence in teachers. You want to know what you want your students to know by the end of the entire class, before it even starts. This applies both in daily classes, and the entire semester. Before teaching a course, decide what students will take from it when it is finished. In planning, the first step should be identifying what the course's objectives are. Anticipate where your students will struggle, and plan for it. - -**Break down the course into manageable units.** Studies show students learn the most at the beginning and end of class, so frontload your class with the important points, and then cover them again at the end. Sequence things logically, so that students can build on what they learn. This depends on the content of the course, it may be chronologically, or thematically, or just literally building on what they learn and making it more complicated. Leave time for review & summary, and do not be afraid of repetition. Set goals for yourself, set goals for your students, and communicate them right from the beginning. - -Plan well, but don't constrict yourself to a single way forward. Be adaptable. Don't stuff everything you can into a single class, there's no value in it if you overload students and they can't retain it. Learning works best when both parties are invested in each others successes. Decide on some way which you can distinguish between the best students, the average, and the weakest, and put in a plan to deal with those. This is for being able to grade them. - -# 6: The Teacher-Student Relationship - -Teaching is a relationship based on inequality. In Britain, there is a sharp contrast between student and teacher, but in the US, people are to hung up on equality to really make that happen. Teachers want to lend a hand in helping with their academics and professional futures, but the line stops there. There has to be a line between taking a personal interest in the students, and becoming personally involved with them. A teachers objective is not to be well liked. Students don't come to class to find a friend, and friends don't grade and evaluate each other. Our goal is to help them learn. Sometimes you find yourself in a bit of "hero-worship" predicament that you can use to your advantage, as you can hold students to high expectations, that they will strive to reach to please you. Students love enthusiastic, humorous, well organized teachers that know a lot about their subject, and don't like chaotic teachers who don't care about their subject or their students. - -# 7: Dynamic Lecturing - -As teachers, we must be self critical and to ask ourselves, often and honestly, whether your lecturing is as dynamic as it could be. A good lecture or presentation is interesting and informative. It makes one clear point, and supports it with evidence and illustrations. Nothing matters more in the giving of a good lecture than your passion and commitment to the subject. Answer questions with questions, leading the asker to the answer through what he already knows. Rhetorical questions also stimulate interest and can be more informative then declarative sentences. - -Communicate a mood of enthusiastic engagement by your body language; stand upright and don't always stand still. Include some sort of interactivity with your audience. Self-awareness is vital. Be aware of all aspects of yourself and your presentation. How you look, how you sound, how you move, and what kind of impression your making on the audience. At the end of the lecture, try to make your audience be glad they were there, and that they learned something, and enjoyed themselves while you were doing it. - -A lecture should feel like a conversation, not, well, like a lecture. - -# 8: Teaching with PowerPoint - -Powerpoint is powerful, but can also be overused. Ask yourself "What does my audience gain by seeing these slides in addition to listening to me, and what does it lose?" - -Keep PowerPoints simple. Fancy colors and borders, etc. are distracting. Decide when and how much the students attention should be divided between you and the slide, and use an on/off click to denote when. - -Most slides shoudl contain one idea, one diagram, or one or two pictures. At times, powerpoint do well illustrating what your saying, not replacing it. Make a powerpoint work for you, not replace you. It should enhance your lecture, not substitute it. - -Having the whole class look at and scrutinize a picture on a powerpoint together is a dynamic activity that keeps them awake. Plan ahead so that you can give the lecture without the powerpoint if need be, just in case there's technical failure. Remember your there for the students, and don't let technology take more of your time away from them then is necessary. More is not necessarily better. - -# 9: Demonstrations, Old And New - -Interactive enviroments are much better at teaching then stale one sided ones. Plenty of tools to use, be it something simple like a white board, or hi-tech like email, clickers, web pages, etc. Whiteboard are great because they can be changed at will. Before you leave a topic, emphasize the major points, assumptions, or conclusions by underlining or circling key words on the board. Don’t write unnecessary material on the board or flipchart. Use titles and headings to structure your work; underline or box off key statements. As much as possible, avoid talking while facing the board. - -Students remember more when visual elements are used in addition to speech and text. Teachers today need to take the best of what is new, but also use the best of what is old. There is no substitute for lively, enthusiastic individual describing, explaining, and demonstrating to their class and their enjoying being there. Always question if something is necessary to have to enhance teaching. If it is, then absolutely use it, but don't use it just for the sake of being there. - -When waiting for classes to come in, you can ask waiting students to draw on the board, it can be related or not, but it gives them something to do, and have fun doing it. - -# 10: Teaching the Critical Skills - -If the students are to get the most out of the class, that means they need to be well prepared, which means the teachers need to cultivate good working habits in them. This means teaching them how to read, take notes, and how to think. The most important qualities in a student are willingness to work hard, to avoid procrastination, and to avoid distractions. This can be avoided by setting intermediate deadlines. - -Literacy is the foundation of education. Students who read more, will benefit more. Reading aloud and rereading are keys to full understanding. Their first reading gives most of them an approximate sense of an author’s meaning. You must then get them to think more carefully about what is written, how it is written, why it follows certain rules, and what it should sound like when read aloud by a reader attuned to its meaning and mood. - -Note taking is also critical. When I lecture, I always distribute an outline that follows this general pattern: main theme, subordinate theme, detail. Encourage students to imitate this. - -# 11: Engaging with Discussion, Part 1 - -Just as important as reading, so is learning to participate in discussions about whatever it is your focusing on. Discussion turns passive learners into active learners, making them better in the short, and long run. Teachers must show students how to use language precisely and speak persuasively so that they can exchange information and demonstrate the relevance of their ideas. - -Seminars work best when all students participate. Call on students randomly to make sure everyone is listening and ready. As the students get more familiar with the material, and talking about it, it will encourage them to discuss the material with each other, not just the teacher. Encourage questions. - -Discussion offers the chance to analyze argumentation. Ask students to tell you what the main point of the reading was in a single sentance. If they can't keep discussing and asking questions if they can. Ask what evidence the author uses to support their argument, and what persuasion techniques they use, and if they are effective or not. Ask them what the authors thought process was. Discuss thinking through the problems, and organize key concepts. - -Students respond well to the seminar format when they believe that the teacher is genuinely listening to what they say and is not merely looking for pre-digested answers to all questions. In planning for seminar classes, reread the material carefully, make sure you can quickly put your hand on key passages, and make a list of the issues that must be covered. - -# 12: Engaging with Discussion, Part 2 - -Its important to help students take ownership of their own learning, and make it their own. Small group work offers students the chance to participate in more intense discussion then is possible in the full group. Break the groups up into 3-ish individuals, give them a question, and then give them a time limit. Go from group to group to see what they think, check their answers, and then have a spokesperson from that group present it to the class. - -The case method is a special type of seminar, in which a group of students read a case beforehand, and come to class ready to answer questions about it. This acts as a dry run for what the students might be doing for an actual job, but requires them to be prepared. - -Discussion helps students take ownership of the topic, and therefore their education. Students begin to own whatever discipline they are studying when they can outline accurately how an analytical questions should be studied, and when they can warn against obvious fallacies, experimental missteps, and interpretive blind alleys. This is a prelude to professionalism in that field. Talking intelligently about a topic is a key step on the road to taking ownership of the material and of developing professional effectiveness. - -Good humor also helps. - -# 13: Cogent Thinking and Effective Writing - -Writing about a topic, is just as important as being able to read through and participate in a discussion about a topic. Writing takes time and effort, and constant practice to improve and maintain. When students begin a writing assignment, encourage them to imagine an intelligent non-specialist as their reader. The purpose of academic writings is to tell people things they don't know. Casual language has no place in writing, BUT emphasize that clarity and simplicity are always preferable to complexity. - -If including writing in a class, don't let it be an afterthought, especially if it is graded writing. Encourage students to think in paragraphs. Decide on a main topic for the paper, and have the student decide the main point and reason for each paragraph. Each paragraph should describe, explain, or persuade. Write the introduction last, and include the most important points in this intro paragraph. - -Some assignments can be summarizing articles in 100, 500, 1000 words, or describing an object in a single paragraph, or an entire essay to describe a pencil. Paraphrase articles, and expand paragraphs to extrapolate the main point to a larger body of text. - -Writing is an extremely important form of communication. It helps people organize their ideas, communicate them in a logical and straight forward fashion, and convince others of whatever it is that they are thinking. - -# 14: Teaching Revision and Editing - -Writing exists to be read by someone else, and as such should be approached by that perspective. As such, one should have good manners in writing. The main purpose of writing, is to convey information to the reader, and win the confidence of the reader so they trust your words. Grammatical errors, do not inspire confidence. - -A rough draft is just that, a rough, initial, get your thoughts on paper, draft. It is meant to be cleaned up later. This includes verb tenses, singular and plural ways of speech, spelling mistakes, etc. It's often useful to eliminate unneeded adjectives. The goal should be to achieve an objective tone, establishing a very authoritative presence. Encourage students to write a second draft without looking at the first draft. In doing so, they become more familiar with their own arguments and may find that their writing flows more easily. - -Introduce intermediate deadlines to create time for rewrites. Grade merciliessly, but allow for rewrites and correction of mistakes. Consider the quality of the argument and its persuasiveness, the logic of the presentation, and evidence of adequate research, along with grammar and clarity. - -If you aren't qualified, or aren't in a position to demand high level writing, you can still help students become better writers simply by encouraging them to write. Diaries, full sentences, journals, etc. Here, more than in almost every other area, teachers must be persistent, detailed, demanding, and endlessly encouraging. - -# 15: Coaching Students on Presentation Skills - -Student presentations suck. Adult presentations aren't much better. These problems stem from lack of mastery on the subject, lack of distinction between the central and secondary points, and lack of practice. Mastery is remediable by just preparation and reading of the material. Practice makes perfect, or at least bearable. - -Group presentations are sometimes useful. It requires the students to prepare ahead of time with each other, thus increasing the likelihood they will actually prepare the material. With this, the teacher needs to be ready to help focus if they stray to far from the main point, or if they latch on to a misconception. - -After the presentation, meet with the students to go over the strengths and weaknesses of their presentation. When grading, subdivide the grade between both the content, and he way it was presented, to show the importance of both. - -# 16: One-on-One Teaching - -One on one teaching is good for the teacher, as it lets the teacher get a better sense of the students intellectual ability, and good for the student that they learn more in direct interaction with the teacher. One on One allows both the student and the teacher to give their undivided attention to the situation at hand. It also allows the teacher to dispense with group dynamics and peer pressure, cutting right to the heart of things in both praise and blame. - -One on One offers benefits at all levels of teaching. The teachers job is to pull the best work out of the student, not to write or re-write the material. To be effective, the teacher must think about overwhelming the student, about feedback, clarification, empathy, and active listening. - -# 17: The Learner's Perspective - -Good teachers constantly try to view the classroom from the student's perspective. Their lives are often difficult, turbluent, and full of ridiculousness. The trick is to become aware of it, understand it, but not be involved in it. Learner-centered learning “engages learners in the learning process as full partners assuming primary responsibility for their own choices.” It looks for ways to assist “learners to form and participate in collaborative learning activities." - -In order to get into the same frame of mind as students, teachers often have to become students themselves. Fields are always changing, so teachers have to subject themselves to the same learning, and learning environments that the students they teach are in. Sometimes its a good idea to welcome in teaching peers, to observe your class and point out any issues they saw in your teaching. - -Students want their teachers to be masters of their subject, and teach it creatively and enthusiastically. They also want courses that enable them to develop intellectually and to take responsibility of the information, instead of just memorizing it. Students don't like tension in the classroom, and want teachers to take an interest in them and offer advice as needed or requested. - -Students may not always understand or appreciate the variety of courses they are required to take, but a great teacher will help them find connections to the material and help them engage in it. - -# 18: Exams, Evaluations and Feedback - -Every course ends with a graded paper, or exam, etc. Remind students you want to see them succeed. At the beginning of the course, you should set strict and clear grading policies. Before writing an exam, ask yourself what you want students to take from the course. If its a way of thinking, provide context and and test their ability to think about it. If its a body of knowledge, ask questions in relation to that body of knowledge. - -Multiple choice work well where a definite right answer is possible, whereas essays work well to test students abilities to think conceptually, and connect individual facts & ideas. Tell students what kind of questions will be on the exam, and how they will be graded. Over the semester, give several grading opportunites. Frequent, immediate, and specific feedback helps students learn. - -Evaluations of the professor are also a thing. The more a specific issue pops up, the more you need to work on it. - -# 19: Maintaining Your Enthusiasm - -Monotony sets in, and is hard to counteract. The best teachers find ways to prevent that sense of monotony from every setting in. Teachers have the opportunity to meet young, bright students every semester, and new discoveries are always changing the way we see things. There's always something new to learn. - -It also helps to research and write about your field of study as well. Research reminds us of how uncertain knowledge often is, especially at the frontiers of our ability to grasp it. The better you know your topic, the better you'll be able to teach it well. - -Always look for something new and different to introduce into your class rooms. Visit other teachers classrooms to see what they're doing, and steal from them. Consider each new class as a new challenge. Even if you've taught the content before, this is a new group of students, with their own challenges to overcome. - -# 20: Managing the Challenges of Teaching - -Students feel far less motivated to learn and work hard, if they feel anonymous in class. Sometimes, they even want to hide themselves, but teachers must draw them out, for their own good. - -Beginner teachers should practice speaking in a loud, clear voice, and scrutinize video tape of the result. Break up your lectures and thoughts into paragraphs, so the students can follow along better, conceptually. For large classes, walk around, look at students, call their names to keep them awake, etc. Keep students up front toward the front of the class, and away from the back, ideally sitting side by side, not spaced out. - -As a beginning teacher, give frequent short answer tests instead of research papers, as they are easier to grade. As experience increases, you can move into more advanced assignments. If you have to fail a student, or disciplinary action, give fair warning ahead of time. Always remember what may have been easy for us, can be very difficult for others. - -Having a teaching persona will help ward off the "imposter syndrome" feeling. Have good time mangement. Never let issues with students become personal, as they are only professional problems. The books says sometimes teaching isn't for everyone, and it generally just sucks with low pay and long hours. If you don't enjoy it, its not for you. - -# 21: Creativity and Innovation - -Never become complacent, and always push yourself to improve. Have a routine so the students know what to expect, but also include occasional deviations, bringing out your students neglected abilities by challenging them to do unfamiliar activities. - -Build a website, build a wiki even, encouraging students to write in it and expound on it. If you have a colleague somewhere else that teaches similar, set up a zoom meeting to have classes discuss certain things. Include assignments that makes students go to the library. - -There's a valuable place for creativity and innovation in teaching. The issue is knowing when, where, and how to use it. - -# 22: Myths, Lies, and Half-Truths - -Learning is easy and most people are willing to do it: False. Teachers jobs are to find ways to motivated students without deceiving themselves into thinking learning is intrinsically enjoyable. - -A teachers job is only to pour Knowledge into students: False. The job is to impart knowledge, but also help students process the knowledge they have. - -Education is for everybody: Half-Truth. Its possible to educate everyone, but there's always going to be people who excel at learning and love it. Most people are just there for the finding a job aspect of it though. A teachers job is to teach them, no matter the motive. - -With enough effort and good will, a teacher can make his students achieve success: False. Teachers do what they can, but its ultimatley up to the student. - -A good teacher makes all the difference: Half-truth. A teacher absolutley makes the difference, but its again the student that does all the work. A teacher can preside over the process, but the student has to take ownership of their own learning, and be self-motivated. No amount of good teaching can substitute for that. - -Teachers know everything, and can only teach if they know everything: False. Also, if a teacher is wrong about something, that doesn't disqualify them from teaching either. Humans make mistakes, but on average they are more then qualified to teach in their field. - -in Education, you get what you pay for: False. A student will get out of a course what they put in, no matter the monetary value. The money is usually just the available resources to the student. - -Students in Ivy League schools and private schools have a large advantage: Half Truth. The advantage lies in going there, instead of being there. Also, the peer groups there are pretty good. - -The best teachers are employed at the best colleges: False. Hiring is usually dependent on research. Research and teaching are require different qualities. - -It is vital to uphold students self-esteem: Half truth. Postive reinforcement is crucial, but only when deserved. Its also appropriate to criticize poor performance, and hold students accountable for bad work. - -Ultimately, it is a teachers job to help students learn to learn, love to learn, and want to take in the information, whatever it may be. - -# 23: The Anatomy of a Great Teacher - -Great teachers are happy to be in the company of learners. Great teachers love their work, are always looking to do better, and have an enthusiasm for communicating what they know to their students. All of the "Great Teachers" interviewed loved with their students, and regarded class time as among the best moments of their working lives. - -Great teachers are exposed early in life to excellent role models, some in their own families. Great teachers are self-critical, demanding, and eager to improve. They encourage others to watch them teach, so as to offer constructive criticism. They keep on the edge of pedagogy, and realize that education is a relational, engaging interplay between teacher & student. At the same time, they treat new theories with skeptism, and avoid quick fixes. - -Great teachers are eager to meet, and exceed their students expectations and take criticisms to heart. Always look for ways to improve, and look for ways to find constructive criticism so you can improve. - -# 24: Teaching and Civilization - -If the younger generation cannot read, write, navigate, empathize, negotiate, and build, civilization will come to an end. Information must be passed on, and that is the job of a teacher. Parents are a child's first teacher, imparting love, honesty, respectability, prudence, and restraint. As children go to school, intellectual concerns crowd out emotional ones. Many, many things can be taught, but the principles of teaching apply to pretty much every case. - -Students interviewed said they want to learn from teachers who care about them, who remember the struggles of learning unfamiliar material, who help students over their difficulties, and who will mentor them. - -Great teachers are enthusiastic about their teaching, plan carefully, keep a clear sense of their objectives, and hold their students to high standards. They take keen interest in their students welfare, but keep things professional and keep a relationship of inequality. They are life long learners, also always working to improve themselves and their work. - -All professors agreed on two things: - -- Always remember what its like to be a struggling student - -- Never forget the wider moral, and political situation you work in as a teacher. - -# Phonetics - -![Phonetics Course Book](PDFs/Media/Phonetics%20Course%20Book.pdf) -[Phonetics Course Book](PDFs/Phonetics%20Course%20Book.md) - -![CIE Phoneme Chart](PDFs/Media/CIE%20Phoneme%20Chart.pdf) -[CIE Phoneme Chart](PDFs/CIE%20Phoneme%20Chart.md) - -English has sounds that do not exist in other languages. This contributes to unclear pronunciation and impedes understanding. Therefore, we have to understand the sounds, so we can teach them. The alphabet does not have enough letters for the sounds we make in the English language. There's actually about 44 sound we make, so a new alphabet is used to match these sounds. These are called the International Phonetic Alphabet (IPA). - -## Consonants - -![image](Images/Media/image%20(7).png) -[image](Images/image%20(7).md) - -The human mouth has three different parts on where to pronounce consonants with your lips & tongue. - -- Lips - Ex: m,b,p - -- Alveolar Ridge - Right behind the front teeth, Ex. n,t,d - -- Velum - stopping the airflow via the soft palate, in the back of your mouth. Ex. k,g, ng - -There are also several types of sounds - -- Stops - when the sound halts the airflow - - - Stops that have hums or pushes are called voiced, the rest are voiceless - -- Fricatives - sound produced not by stopping the airflow, but by obstructing it, creating a hissing sound - -- Nasals - buzzing sounds - -- Bilabials - the ones that are produced by the lips - -- Alveolars - Produced by the Alveolar Ridge - -- Velars - Produced by the soft palate. - -![image](Images/Media/image%20(8).png) -[image](Images/image%20(8).md) - -## Vowels - -5 basic vowels according to the IPA (ee, oo, ay, oh, ah), three kinds of additional vowels bring us the vowel sounds in english. Vowels are deteremined by three parameters: - -- Height - -- Frontness - -- Roundedness - literally just if your lips are rounded to pronounce it. - -## In the Head vs On the Lips - -Phonemes are "real sounds" whereas allophones are "variations of real sounds". We generate words on two different levels: The phonemic vs the phonetic. These differ per language. In transcription, linguists put phonemes in slashes (/p/), and allophones in brackets ([p^h]). The study of how speakers generate words by working from underlying to surface forms is called phonology, and the study of how speakers produce sound itself is called phonetics. - -Phonemic word are the underlying word, but when it comes out on the surface level, it is phonetic. - -A stop at the beginning of a word is called an "Aspiration", and usually involves breathing out. - -**Demo Teaching Pronunciation** - -[https://www.youtube.com/watch?v=1kAPHyHd7Lo](https://www.youtube.com/watch?v=1kAPHyHd7Lo) - - - -# Effective Lesson Planning - -Keeping the following points in mind will help you prepare dynamic and effective language lessons. - -**1: Variety Increases Concentration** - -According to research carried out by neuroscientists in the US, a student's concentration levels change dramatically throughout a one-hour lesson. Concentration peaks at the beginning of the lesson, decreases steadily to a minimum about half an hour in, and then gradually increases to a second peak at the end of the lesson. By varying the teaching methods employed in a lesson, we can in effect divide the hour into several mini-lessons, thereby increasing the number of peaks in concentration and average concentration levels throughout the hour. - -**2: Exercise Boosts Brain Power** - -The traditional lesson format of a lengthy lecture with seated students is the perfect anti-brain learning environment. If there is very little sensory stimulation during a lesson, the thalamus will signal the brain to loose attention, which then results in sleepiness. - -By getting students out of their seats and teaching them using methods that involve physical movement, we increase blood flow and oxygenate the brain, thereby increasing brain power. In addition, when we exercise, tiny proteins called [BDNFs](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4915811/) are created which serve like miracle grow for the brain, increasing cognitive function. - -As you plan your lessons be sure to employ teaching methods that involve physical movement, especially during the middle of a lesson when student concentration tends to be at its lowest. - -**3: Engaging the Senses Maximizes Learning** - -Sensory information is processed and stored in different parts of the brain. When we learn using multiple senses we create more connections and pathways related to the same learning experience. This makes the information more accessible as there are more ways the information can be triggered/retrieved from memory later on. - -Therefore when you plan a lesson, select teaching methods that engage a variety of senses and allow your students to learn the language in different ways. - -**Steps for Preparing an Effective Language Lesson** - -1. Consider the background and ability of your students, including: - -2. language level (beginner, intermediate, advanced) - -3. age - -4. is the class monolingual (all students speak the same mother tongue) or multilingual (students come from different language backgrounds)? - -5. Prepare a theme for the lesson, e.g. music, banking, shopping. - -6. Select the words and phrases that you will teach. - -7. Choose a grammar point that you will highlight. - -8. Select three to five different teaching methods. You can find more information on the teaching methods featured in the CIE course by clicking on the catalogue tab in the top right of the browser. Each method you choose for your lesson can be used to teach the same concepts but should engage different parts of the brain. Ideally, the combination of methods will allow your students to develop all four language skills: speaking, listening, reading, and writing. - -9. Select the materials you will use for each method, such as images, songs, videos, texts and forms. - -You will now be given the opportunity to implement the strategies discussed above by preparing five sample lesson plans. Each lesson will be prepared with a specific group of learners in mind. - -![Lesson Plan 15min](PDFs/Media/Lesson%20Plan%2015min.pdf) -[Lesson Plan 15min](PDFs/Lesson%20Plan%2015min.md) - -[TESOL120 - Lesson Plans 1](Pages/TESOL120%20-%20Lesson%20Plans%201.md) - -[TESOL120 - Lesson Plans 2](Pages/TESOL120%20-%20Lesson%20Plans%202.md) - -[TESOL120 - Lesson Plans 3](Pages/TESOL120%20-%20Lesson%20Plans%203.md) - -[TESOL120 - Lesson Plans 4](Pages/TESOL120%20-%20Lesson%20Plans%204.md) - -[TESOL120 - Lesson Plans 5](Pages/TESOL120%20-%20Lesson%20Plans%205.md) - -[TESOL120 - Chinese Lesson Plans](Pages/TESOL120%20-%20Chinese%20Lesson%20Plans.md) - -![Teaching Evaluation 1A_Grimes, Spencer](PDFs/Media/Teaching%20Evaluation%201A_Grimes,%20Spencer.pdf) -[Teaching Evaluation 1A_Grimes, Spencer](PDFs/Teaching%20Evaluation%201A_Grimes,%20Spencer.md) - -![Teaching Evaluation 1B_Grimes, Spencer](PDFs/Media/Teaching%20Evaluation%201B_Grimes,%20Spencer.pdf) -[Teaching Evaluation 1B_Grimes, Spencer](PDFs/Teaching%20Evaluation%201B_Grimes,%20Spencer.md) - -![CERT-TESOL-120_Grimes, Spencer](PDFs/Media/CERT-TESOL-120_Grimes,%20Spencer.pdf) -[CERT-TESOL-120_Grimes, Spencer](PDFs/CERT-TESOL-120_Grimes,%20Spencer.md) diff --git a/Old_Notes/Pages/TESOL40.md b/Old_Notes/Pages/TESOL40.md deleted file mode 100644 index 780c7f9..0000000 --- a/Old_Notes/Pages/TESOL40.md +++ /dev/null @@ -1,547 +0,0 @@ ---- -type: Page -title: TESOL40 -description: null -icon: null -createdAt: '2025-04-08T20:02:34.005Z' -creationDate: 2025-04-09 05:02 -modificationDate: 2025-04-19 05:55 -tags: [] -coverImage: null ---- - -# Strategy 1 - Don't Talk To Much - -## The communicative Approach - -Get people talking, not just listening. If you (the teacher) talk to much, then their head is not engaged, and they aren't practicing the language. Get them talking, repeating, asking questions, talking to each other, using the language as much as possible. Even if they don't know how to say it, look it up, figure it out, and use it right then and there. It can also involve students repeating a phrase to each other over and over for 15-20 seconds. - -## Phonemes - -Phoneme - any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. - -Babies can identify different speech sounds better then adults can. We tend to focus on sounds we hear often, and neglect sound we don't. There's 44 Phonemes in the English Language. - -## Flash Cards - -Very useful, but have to use them correctly. Just having them as single words helps initlaly, but need to expound on them, need to add different details. Start with apple, then with apple is a fruit, then with apple is a fruit, it is red or green, it can be squishy, its used in apple pie, etc. - -More things you know about something, stick it on the card. Generally made in groups of 10: 10 Electronics, 10 Fruits, 10 items for travel, etc. - -Flashcards can be made as a class exercise. Make each group in charge of a set of 10, and then trade them out. Use magazines, catalogs, whatever you can get your hands on to make them. - -## Pimsleur Method - -Very very effective method at learning langauges. Three main pillars. - -Gradual Interval Recall - -Has the user recall the word 10 seconds after learning it, then 20 seconds, 40 seconds, 2 mins, and double each time, reinforcing that word. - -Backwards Build-Up - -Learn the word from the back to the front, literally. We tend to remember the beginning sounds of the word better, but not the end. Start from the end, syllable by syllable, and build memory - -Semantic Recall - -Use differents way to recall the word. Ask questions like "how do you say Apple in English?" then "what's a red fruit in English?" then "Whats this?" pointing to a picture of an apple, etc. - -# Strategy 2 - Movement - -Movement & exercise literally gets more blood to your brain. Sitting down listening lowers heart rate, lowers electrical brain activity, and puts you closer to sleep, and is terrible for actually learning something, or even working on something. Movement is the easiest way to get someone engaged and involved and interested. - -## Balloons - -Easy to provide, cheap, etc. Have the student say a word when they grab the balloon like some sort of hot potato game, or repeat a hard to learn word while tossing the balloon back and forth, or repeat sentences, or count to 10, or whatever else your learning at that moment. In short, use the balloon to introduce another sort of challenge for the student to focus on, while also learning. Only suitable for beginner learning level. - -Personal note: Can verify this. The mind somehow retains more the more pressure its under. Focusing on several things at once, passes the whole "analyzing" bit, and just sticks it in memory, which is excellent for learning languages. - -## Personal Phrase Book - -Encourage each student to possess a personal phrase book. Its exactly what it sounds like. Each student has things they want to talk about, and care about. They can buy a dictionary and filter through it to find what they want, but that takes a while. Building/writing a personal phrase book, will let them focus on what they want to learn, and build their own vocabulary. As a bonus, they have a literal personal phrasebook that they can refer back to. - -## Word Frequency - -Focus on more popular words in a language. These are often connector, grammatical words, that don't mean much on their own, but mastery over such means mastery over the language. A simple exercise is to take an article over anything, remove the words "a, an, the, and, to, of, in , and is", and then have the student try and insert them where they belong. Then have the students read their stories to each other, checking and correcting each other, inducing both movement, and communication. - -There's only about 800 words that we use in the English language that make up 50% of the conversation. - -![Most Common Words in English](PDFs/Media/Most%20Common%20Words%20in%20English.pdf) -[Most Common Words in English](PDFs/Most%20Common%20Words%20in%20English.md) - -![1000 Most Important English Words](PDFs/Media/1000%20Most%20Important%20English%20Words.pdf) -[1000 Most Important English Words](PDFs/1000%20Most%20Important%20English%20Words.md) - -## Bilingual Exercise - -Left side has students language, right side has target language (English). They will walk around the classroom in pairs of two, and read each language to each other. They both practice saying and repeating each side of the sheet, reinforcing both languages. As students progress, you can give them a text in English, or in their native tongue, and have them translate, also resulting in parallel texts of the same thing in different languages, which they can read to each other. Really is only suitable for monolingual classes. - -## Audio-Lingual Method - -Students hear the language spoken, and repeat the phrases. Teacher serves as the model for the language, or the audio, and the students repeat it back, all at the same time. Teacher must speak slowly, loudly, and clearly, with an exaggeration of the articulation. it's important that the students all speak at the same time, so a bit of orchestration is in order. Keep things unpredictable and make students feel like they can be called on at any second. The energy you have is reflected in the class. - -Yea this ones gonna be hard, it requires an insane level of high energy to be completely unpredictable, keep the students on their toes and on edge, but also enjoying the experience and having fun. [As defined by Rassias](https://www.youtube.com/watch?v=0gglyVIjRNM), "This method is a dramatic interpretation of language, infused with an avalanche of energy, and an excessive stretch of imagination. All presented to the students with a warm embrace and an invitation to join in the action." Very much like your teaching in a rhythm, to a silent song that they can't hear. - -Don't forget to commend - -## Timing - -The best timing a brain can use usefully, for memory, is eight mins. Teach for 8 mins, let the students exercise for 10 mins, repeat, and then do a longer 20min lesson. Much better use of an hour, that helps student retain. - -## Tactile Approach - -Good for beginners, and uh, very much dependent on culture, but writing words and sentences on each others skin? Have much discretion here. - -## Idea Mapping - -Based on Tony Buzan’s books, this note-taking technique stimulates the brain and increases retention. Idea maps actually resemble neuron connections in the brain! - - The idea map style of note-taking puts the theme in the center of the page; main points branch out radially from the theme. More details and notes are added on further branches. Favor simple drawings over too much text whenever possible. - - Use this style of note-taking whenever you are learning something new, brainstorming ideas, preparing a lesson plan, or writing vocabulary on a whiteboard. - - Train your students to use this technique when they take notes during your lessons. - -[How to Mind Map](https://www.youtube.com/watch?v=u5Y4pIsXTV0) - -![TESOL Methods Mind Map](Images/Media/TESOL%20Methods%20Mind%20Map.jpg) -[TESOL Methods Mind Map](Images/TESOL%20Methods%20Mind%20Map.md) - -## Juggling - -Literally juggling. It's a high speed, high coordination required activity, that will require students to keep a very fast pace, and speak on the speed the language is usually spoken at. It's best to use something light and fluffy, as it will fall slower and give slightly more time, but practicing grammar points while juggling will force a student to retain more. You must speak while your juggling. - -## Word Association - - Building a mental picture of what a word is. Example: Rice in Spanish is Arroz. Picture two arrows coming into your bowl of rice. Now you have a mental picture, a word association with Arrows into rice, meaning Arroz. The more outrageous and bizzare the word image picture is, the easier it is to remember. - -Tip 1: This method will only work in a monolingual class (all the students speak the same native language). The teacher must also be proficient in the native language of the student, otherwise, it will be difficult to create meaningful associations that the students understand. - -Tip 2: Begin training your students to use word association early on in your course. Task them to create their own associations. This is a technique that will prove invaluable to their long-term progress. - -[https://www.linkwordlanguages.com/](https://www.linkwordlanguages.com/) - -## Walkabout - -People love to talk about other people. Gossip, etc. In victorian era, people would "walk about" their living room (they were large), and talk about family, friends, people, etc. Same thing can be applied here. Not necessarily about really people, but just put up a picture of some people, mother daughter, married couple, friends, whatever. - -For beginners, the teacher provides both the questions and the answers for the students, so they can just read and repeat and practice. For intermediate, we supply the questions, but not the answers. For advanced students, they make up everything - -Tip 1: This activity is better suited to intermediate and advanced students who have enough vocabulary to engage in meaningful "gossip." - -Tip 2: This activity works well in the middle of a lesson when student concentration may be lagging. Getting the students up out of their seats and having them walk around will oxygenate their brains and help them concentrate during the rest of the lesson. - -## Total Physical Response - -1. Teacher introduces four things (pictures of nouns), each associated with a direction (up, down, left, right) - -2. Teacher repeats the name of things twice - -3. Teacher gets students to point in the direction of the arrow as the teacher calls out a noun. Start with a few students together, end with the entire class doing it. - -4. Teacher now adds a verb to each noun, and acts them out. Does it twice - -5. Teacher gets students to obey as the teacher calls out the noun/verb actions. Start with a few students, end with the entire class doing it. - -6. Teacher now introduces two contrasting adverbs (quickly, slowly) - -7. Teacher gets students to obey as the teacher calls out noun/verb/adverb commands. Start with a few students, end with the entire class doing it - -8. Finish with the students writing down the commands, and then practice giving them to each other - -Tip 1: The TPR method is ideal for teaching beginner students; intermediate and advanced students will likely find it too easy. - -Tip 2: Pay attention to all the students when you call out the commands. Make sure they are all performing the right action before you issue a new command. - -Tip 3: If the students are performing well, have some fun and issue two or three commands at once, e.g. "Wash your face and drink your milk." - -[https://www.tpr-world.com/](https://www.tpr-world.com/) - - - -EXAMPLE LESSON: - -Lesson Theme: Out to Eat - -Four Nouns: Burger, Money, Water, Table - -Verbs for each: Eat, Give, Drink, Sit - -Adverbs: Quickly, Slowly - -![image](Images/Media/image%20(9).png) -[image](Images/image%20(9).md) - -Story: Pay for the food, slowly sit down at the table, eat the burger, then quickly drink the water. - -## Précis Explained - -Means precision, showing a precise understanding of the lesson. Give students and article, and then have them reduce it to half its size, while keeping most of the original meaning. Half, or a quarter, or a third, or only 300 words, etc. - -PRÉCIS EXAMPLE - - - -Original text (95 words) - -"On a cool night lit only by the orange glow of fire, we rushed to my grandfather’s home as his decades-old barn burned to the ground. The firemen let us stand nearby as they pumped water from the creek a quarter mile away. We watched the barn go up in flames, which stirred memories of jumping off foot-wide wooden beams into the hay below. The real sadness came as my elderly grandfather, who did not get out of bed, quietly asked if his cows were safe. He hadn’t had dairy cows in a dozen years." - - - -Tip 1: Use a large font size when you prepare the piece of text as this will be easier for the students to work with. - -Tip 2: This method works best with intermediate and advanced students; beginner students will likely find it too difficult. Use a piece of text that is suitable for the students' level. - - - -Reduced text (42 words) - -"We rushed to grandfather’s home when his old barn caught fire. As the firemen fought the fire, we stood nearby and remembered playing in the barn. Sadly, grandfather, who was still in bed, asked if his cows were safe. He hadn’t had cows in a dozen years." - - - -REVERSE PRÉCIS EXAMPLE - -Headline: "The Ducks Have Won" - -Actual news article on which headline is based: - -The ducks on a small French smallholding may carry on quacking, a French court ruled on Tuesday, rejecting a neighbor’s complaint that the birds’ racket was making their life a misery. The court ruled that the noise from the flock of around 60 ducks and geese kept by retired farmer Dominique Douthe was within acceptable limits. “The ducks have won,” Douthe told Reuters after the court decision. - -## Color Inspiration - -Color effects the brain. Go to the paint store, and the colors usually have some very descriptive names for their colors, which can help students. Have the students look at the colors, figure out what the names mean, and write a story about them. More for intermedeiate to advanced, but can work with beginners. Use if focusing on Creative Writing, and then have them present for public speaking - -Red - Sweet, tastes like strawberries - -Yellow - Sour, like a lemon - -Green - Tart, like an apple - -Blue - Odd, disliked - -### Colors mean different things to different parts of the brain. - -We have two different types of system programs in our brain, dubbed System 1 and System 2. System 1 programs are fast, automatic, and generally outside of our control. They act reflexively, and might be something like instincts, or something developed through lots of practice. Example: Fight or flight, fears, simple calculations, detecting faces, etc. System 2 programs are slow, require attention and deliberation, and are usually within our control, and are learned. Things like Writing an essay, counting words on a page, complex calculations, etc. Colors are a combination of each system. - -### Colors mean different things in different contexts - -Same colors can mean different things to our programs in different contexts. Humans tend to like blue. Humans hate blue when it comes to food. Humans don't really like blue when it comes to choosing a mate. There's no "general rule" for colors, becuase there's to many contexts that things just don't match in. - -### Human Languages develop words for colors in the same order everywhere - -Black and white always come first. Then red, then green, then blue. For whatever reason, this is universal, and how languages picked up words for color. Interestingly enough, a culture that does not have a word for that color, does not experience that color. It exists of course, but they can't see it with their brains, it doesn't exist. - -[https://www.dulux.com.au/colour/](https://www.dulux.com.au/colour/) - -For lists of colors and their responses - -# Classical Dictation - -Have a (good reader) student read the text in English, and then have the other students write it down. Then, right then and there, write down the correct text, and let the students self diagnose. After a couple times, let the students read their sentences to each other, to practice how to say it. - -# Strategy 4 - Inject Humor - -- Stiumlates the brain, improving mood & spirit - -- Exercises the heart and blood vessels for improved circulation - -- Enhances respiration as an extra dose of oxygen circulates through the body - -Comedian John Cleese said, “He who laughs most, learns best.” As an instructor, you need to develop the ability to laugh at yourself and encourage your students to do the same. The effect of laughter can be as stimulating as four cups of coffee! This makes it a powerful and essential tool in the classroom. - -Studies show that humor decreases stress, allowing for better healing. Laughing before learning increases the cognitive abilities of the brain. We're not exactly sure why, but it just does. - -## Good News Bad News - -Alternating good news and bad news lends itself to being funny, for whatever reason. Its also very easy to do. You can have the student write them in their native tongue first, then translate them to English. Once done, you can invite students to share their stories with the class. Have the class repeat the translated sentences. This can be done in groups, or alone. - -Tip 1: This is an excellent method for practicing tenses. You can instruct your students to write each line of the story in a specific tense (simple past, simple present etc.) - -Tip 2: This method is best suited to intermediate and advanced students. It can also be used with beginner students that are making good progress and have been learning for some time. - -**Instructions** - -Create a humorous, eight-step good news bad news story using the present tense for each line. - -“The good news is, I found a great new dentist!” (Class cheers) - -“The bad news is, I need two root canals.” (Class gasps) - -“But the good news is it’s going to be free!” (Class cheers) - -“But the bad news is it will take an entire month to do" - -But the Good news is, I'll be asleep the entire time. - -But the Bad news is, I have trouble sleeping - -But the good news is, they have sleeping pills - -But the bad news is, I'm allergic to sleeping pills. - -## Video - -Video involves listening, watching, enjoyment, etc. Mr Bean is actually really good, because its funny, but also has no dialogue, so students have to write their own dialogue for Mr Bean. You can use a freeze frame method to show a scene, pause, have a student describe it, and then have the class repeat the sentences, and write them down. By the end of the session, the students will have a script of what Mr Bean did, fully in english. Gilligans Island is also apparently good? Short episodes, short sentences, with lots of humor. Also use closed captions if needed. - -Students learn better when they are telling a story to each other. - -[Mr Bean Clips](https://www.youtube.com/user/MrBean) - -- Specific Ideas - - Silent Viewing: Students watch a short video clip where there are people talking, but with the sound muted. Then discuss with the students. What are the actors saying? What is happening in the scene? Watch the same portion of the movie, but this time with the sound on, and see how close the students came to guessing the contents of the scene. Turn the TV off and discuss what the actors said (focus on one point in particular, such as verbs, grammar, adjectives, etc). - - - - Freeze Frame: Pause the video and have the students repeat exactly what was said. For example, if the actor said, "Where are you from?", then the students would repeat these words exactly as they try to emulate the voice stress and gestures of the actor. Teach new vocabulary by having students identify objects or locations in the paused scene. - - - - Role Play: Have the students form pairs and practice acting out a short scene they have seen in the video. Then have each pair act out their scene for the class. - - - - Behavior Study: After every scene, stop and describe how the actors are feeling by using different adjectives. For example, the actor was irritated, angry, happy, etc. Have students imitate the actor’s movements. When the actor shakes hands, smiles, picks up a suitcase, etc., the students imitate his/her behavior. Watch a short clip and focus on non-verbal communication so as to introduce students to the practices and behavior of another culture. Then discuss, is the situation formal or informal? What are the differences between the target language culture and their own culture? - - - - Prediction: Pause the video at an appropriate moment and have the students predict what might happen next. Then watch the rest of the clip and compare the students' predictions with the actual ending. Another activity would be for students to guess the title of a scene after viewing a clip. - - - - Sound Only: Students do not see the TV screen (cover the screen or have the students turn their chairs around). As the students listen to the dialogue, they imagine what the people are doing, what they look like, and what kind of people they are. Is the character young, old, mean, scared, tired, etc.? Afterwards, let the students watch the video and compare their initial impression with what they see on screen. - - - - **Watching / Listening**: Half the students watch a video clip while the other half have their backs turned and only hear the dialogue. The listeners then ask the watchers questions about what they saw. - - - - Fill the Gaps: Students watch the end of a video clip, then guess/discuss what may have lead up to what they saw. - -## Community Language Learning - -Humans collaborate. Works only for intermediate to advanced students, but the teacher decides the theme, and then the students provides the words to use and learn. - -1. Brief Introduction of a theme. - -2. Students talk to their neghbor about their experience of that theme - -3. Students write or think of keywords related to that theme - -4. Teacher write all the students keywords on the board, about 1 per student - -5. Class reads the words, and then the teacher repeats after them (Reverse feedback) - -6. Pronunciation - Students first, teacher repeats, until students satisfied+ - -7. Students are offered further explanation of unfamiliar words. - - 1. Each student explains their word, rather then the teacher explaining it. - -8. Students write or think of their own sentence, using their own word, plus 2/3 other words on the board - -9. Students read their sentences to the class - -10. Longest step, where every student tells every other student their sentence - -End goal is for all the students, to understand all the words, collectively put forth by the community they are part of. - -Instead of asking "is there any word anybody doesn't understand", because nobody is going to respond to that, point to a specific student and ask "What word would you like a dictionary definition of?" or "What word would you like to practice with me?" and then let the person who suggested that word, define it for them. About a half hour lesson, if done quickly and properly - -## Universal Language Generator - -Where does the subject of a sentence normally go? Create column of about 20 words, that have to do with common subject, like "people", and these words would include things like I, you, mother, father, etc. Then the next column would be verbs. 10 positive verbs, 10 negative verbs. The next column would be 20 phrasal infinitives. (An [infinitive phrase](https://www.google.com/search?client=firefox-b-1-d&cs=1&sca_esv=7efe9108e6e32fec&sxsrf=AHTn8zrmUQXGv0jeO1JEY6-3boOcQjZ9sA%3A1744231492065&q=infinitive+phrase&sa=X&ved=2ahUKEwj0mtjT6MuMAxUvFVkFHRzJIJAQxccNegQIBhAB&mstk=AUtExfAb3IB0J5QL329A-IMJ7at1r0WHrGOwlb17eXkRt6g3ftaWwJ0z7ABqAZJ5M35l5vUogkfviodgjPd2BMTxkHlnTHSyW71opHnAhE_VyvL18G3kTu-vZr4v-DlDPljcU2zAxDP8O2R19nu7Mbwd9Fxp9hphc6JV9b3Nl14CtoKlFYg&csui=3) is a group of words that starts with an infinitive (often "to" plus a verb) and includes any modifiers, complements, or objects that clarify or complete the meaning of the infinitive). Fourth column are 20 places that people go to every day. - -You can write this for your students, or have them build their own, but its basically a combination of words that can be used in tandem to create full sentences. Columns can be added to further expand, or words can be added to each column, and you just have this ever growing chart of words and sentences to make use of. - -## Accelerated Reading - -1. Teacher provides paragraph in English. This has to be read slowly, loudly, and clearly. - -2. Students follow along, very very carefully, with their finger on the provided paper with the paragraph on it. To the letter, if possible. - -3. If the students are beginner, start with single words in the paragraph. Go back and repeat it, and then have the students repeat. Word by word. Painstakingly, but effective. Listening to the word, then reading, repeating, then going to the next word. - -4. Extend it to longer phrases as time passes and they improve. Same process though. - -5. Echo reading. The students read with the teacher. At the same time, like a choir singing. - -The accelerated reading method brings multiple senses into play: sight, sound, and touch. This increases concentration and allows students to encode new words through multiple pathways. - -Use this method in short bursts of 5-10 minutes. Also, encourage students to use this method to practice reading at home. All they need is a piece of text in the target language and the accompanying audio. - -## Chaos Theory - -Brains are wired differently. We all my approach things, and do things differently. Each student will respond to the same simple task in a unique way. You can harness this potential for endless diversity in the following method. Task your students to write step-by-step instructions for performing a simple task such as, “How do you cook a perfect bowl of rice?” Then, invite students to read their instructions to the class. The difference in approaches will generate much humor and allow you to highlight important language lessons. - -**Tip 1:** This method is best suited to intermediate and advanced students. Beginner students would likely find it too difficult. - -**Tip 2:** This method is excellent for practicing the use of imperative commands, e.g. "put the rice in the bowl," "heat the rice in the microwave for ten minutes." - -## Comprehension Tests - -Comprehension is a big part of learning the language, especially on tests the students will have to take for english fluency. Simply put, read something from a book, or let them listen, or both, and then ask questions on it, without them looking. Go through the answers with the students immediately after the test so they can see where they went wrong and self-correct. - -## Study Techniques - -Highlighting and Underlining is mixed at best for effectiveness. It forces the brain to focus on isolated facts instead of the bigger picture, losing the forest to the trees. - -Rereading also kinda meh. It helps about 10%, but not enough to warrant the time investment. - -The method of constantly testing yourself is the most effective. Students would be much better off having a friend test them on the material, rather then rereading, or relistening to it. This is effective across the board, not just on specific questions, but also on general inference and knowledge about the subject matter. Can self test with flash cards. Read up on Cornell Note Taking System. - -## Dual Text Translation - -To start off with, students need a language dictionary between the two languages, and then two identical passages of text. One in the target language, and one in the native language. Give them the native passage, ask them to translate it (give them a time limit so its done quickly, doesn't need to be perfect). When they finish, let them read their translation to the class, and then give them the "correct" translation, and let them correct any words that they need to. Mistakes are fine, its about the constant use, and flowing of the words through the mind. - -## Creative Genius - -Bring into the class room a simple object, and then ask the student to write as many ways as they can think of to use that object in ways it wasn't intended for. After ~5mins, have students come up and share their sentences. Can have them do their own language, then translate it. - -Beginners can be in groups, use dictionaries, think of ideas in their own language. Next do it without a dictionary. - -**Tip 1:** Creative Genius works best with intermediate and advanced students; beginner students will likely find it too difficult. - -**Tip 2:** Use the phrases generated by the students to highlight grammar. For example, explain the difference between, "You can use a chopstick to scratch your back" and "One can use a chopstick to scratch one's back." - -## Dynamic Dialogues - -1. Draw your scenario on the board - -2. Give a brief introduction (5 seconds) - -3. Act out the dialogue of the two characters, then repeat - -4. Audio-Lingual practice with the whole class - -5. Role Play with the teacher as one part, and the class as the other part - -6. Reverse roles - -7. Get sets of volunteers to act out the roles for the class - -8. Grammar Practice - -9. Students write down the dialogue from the board - -10. Students act out the dialogue with each other. - -An attempt to immerse, only using English. This method can be used to introduce new vocabulary and grammar patterns. - -## Edu-Exercise 3: Gym Instructions - -Writing exercise for students. Have a student think of a very simple motion (or show them), and have them write down the instructions to do this movement. Then have them read to other students and try to get them to do the exercise. Can split students into three groups. Group one goes outside. Group two acts something out. Group 3 writes down what group two did, invites group two back in, and tries to have them do the same thing. - -**Variation** - -The teacher sends two or three students out of the classroom. He then performs a short exercise routine for the rest of the class. The students create instructions for performing the teacher's exercise. The other students are then invited back into the classroom and stand at the front. Selected students are called on to shout out the exercise instructions they have prepared, and the students at the front try to act it out. Finally, the teacher again performs his exercise so the students at the front can see how close they were to the original exercise. - -Tip 1: This is a great follow-on activity after you have taught anatomy, directions, and/or movement. - -Tip 2: This is an excellent method for oxygenating students' brains halfway through a lesson when concentration is lagging. - -## Massive Muscle Memory - -If you use massive, exaggerated gestures while speaking words, you tend to remember them better. You as the teacher are the model for these gestures. Have all the students stand up, spread out, and imitate you as you teach them something, and that will help them remember. After they get used to this method, you can have them write their own stories, with big, descriptive gestures, and have them act them out to other students. - -In the brain, language and motor areas are shared. Gestures are also closely tied to speech. Gesture and speech are two sides of the same thought. - -# Strategy 5 - Music - -Music helps significantly with memory, and pronunciation. - -Language is very good at communicating factual ideas. Music conveys the essence of the universal emotions of mankind. - -## Learning a song - -A very simple way is just to help your students learn a song. Print it, get it on their phone, learn to play it, and then sing it and learn the language. Use songs that are clear and easy to understand, and use commonly used words. Beatles fill this role very well, apperently. - -## Synchronized Singing - -Simply means singing along with the recording artist. Singing really focuses on the exact pronunciation of the language, so singing with the artists, will improve their accent. Youtube is full of songs, people singing, and the lyrics. - -## Musical Dictation - -Same as normal dictation, play a bit of a song, have the students write it down, and then have them sing it back. Repeat, and go through the entire song that way. Listening to vocal music generates significantly more brain activity than listening to somebody speak. Musical dictation is therefore a highly effective and fun way for students to increase their listening, speaking, and writing skills. - -## Repeating Rhythms - -Every language has it’s own rhythm and melody just like music. Tuning in to this rhythm will help students reduce their accent, speak at "street-speed," and sound more like native speakers. - -You must first identify the rhythm patterns of the target language, and then turn everyday phrases and sentences into catchy musical chants that you can teach your students. For example, "Pass the bread and butter please," "Yes I will, no I won't." - -When you teach the phrases, have the students repeat and clap along to the beat of the language. - -## Paraphrase - -Rewriting something, using a bunch of different words, but keeping the same meaning. Another exercise is changing the meaning completely, as far away as possible. This is more for advanced students. - -**Tip 1:** Use a song or story that is suited to the level of your students. - -**Tip 2:** This activity works best with advanced and intermediate students; beginners will likely find it too difficult. - -## Grammar Tenses - -![grammar tenses](PDFs/Media/grammar%20tenses.pdf) -[grammar tenses](PDFs/grammar%20tenses.md) - -Grammar is a pain, and tenses are even more so of a pain. Constant practice and speaking is what will help learn them - -## Teaching Idoms - -Idioms are expressions we use, that aren't literal. "She melted in his arms". Not literal, but the meaning is there. - -**Tip:** This method is only suitable for intermediate and advanced students. Beginner students need to build a core vocabulary before they move on to idioms. - -List of stupid posters that are good for illustrating idioms - https://tebreitenbach.com/proverbidioms.htm - - - - -# Additional Resources - -## Job Interviews - -Demonstrate. Or specifically talk about them, as each one is on the certificate. The key is high energy. Walk in ready to teach, and show them that classes are exciting and fun and you know what your doing. Have balloons, have scarves, have lessons in mind and ready and waiting if they ask. - -Job Board - [https://excellent-lift-a76.notion.site/Job-Boards-e4852dbbd91646d79ad4a2918b18f0e0](https://excellent-lift-a76.notion.site/Job-Boards-e4852dbbd91646d79ad4a2918b18f0e0) - -## Evaluating Students - -![evaluating students](PDFs/Media/evaluating%20students.pdf) -[evaluating students](PDFs/evaluating%20students.md) - -## Dealing with Homework - -HOMEWORK SUCKS, SCREW THAT. If you have to give it, do something easy, and then the next day let students mark their own homework. Its part of the learning environment, and all learning together to do it in class. - -## Teaching Online - -Its possible, but will take some serious adaption. It can get a bit stale one on one, so have your student invite their friends, relatives, mates, whatever, and have some fun. As a bonus, it opens up more clients to yourself. - -## Starting your Own Classes - -Introduce yourself to the principal. Say you want to start a special intensive English class. We'd like to give your (the principals) children free lessons, pay a bit to you to use the classroom. Give out brochures to the students parents, say your teaching intensive English classes, and the rate is $1/hour. 30 people, is $30/hour. But, it aint free either, make sure you get paid. - -## Homestay - -You can have students come and stay with you. More of like a BnB near a college. Probalby not a great option for us, lol. - -## Be Dynamic! - -We have to be the exciting, dynamic, active teacher, that gets others out their shell. This requires us to get out of our shell. No shyness, balls to the walls full octane fun. Movement, Exaggeration, Teach as though your hair is on fire, and you'll be the best in the world. - - - -All methods found here: - -[https://cie.world/online-course-work/teaching-catalog/](https://cie.world/online-course-work/teaching-catalog/) - - - -G O D S P E E D H O L L O W - -![CERT-TESOL_Grimes. Spencer](PDFs/Media/CERT-TESOL_Grimes%20Spencer.pdf) -[CERT-TESOL_Grimes. Spencer](PDFs/CERT-TESOL_Grimes%20Spencer.md) diff --git a/Old_Notes/Pages/TODO.md b/Old_Notes/Pages/TODO.md deleted file mode 100644 index 2641808..0000000 --- a/Old_Notes/Pages/TODO.md +++ /dev/null @@ -1,26 +0,0 @@ ---- -type: Page -title: TODO -description: null -icon: null -createdAt: '2025-08-13T19:56:45.675Z' -creationDate: 2025-08-14 04:56 -modificationDate: 2025-08-28 00:12 -tags: [] -coverImage: null ---- - -# Personal - -See if we can't run 12:05 via phone - -# Spiritual - - - -# Japan - -Buy Suitcase - -# Work - diff --git a/Old_Notes/Pages/Thesis.md b/Old_Notes/Pages/Thesis.md deleted file mode 100644 index d929c03..0000000 --- a/Old_Notes/Pages/Thesis.md +++ /dev/null @@ -1,213 +0,0 @@ ---- -type: Page -title: Thesis -description: null -icon: null -createdAt: '2025-05-04T20:42:53.331Z' -creationDate: 2025-05-05 05:42 -modificationDate: 2025-05-06 09:19 -tags: [] -coverImage: null ---- - -# Topics - -- **The Impact of Explicit vs. Implicit Instruction on Second Language Acquisition:** This topic explores the effectiveness of directly teaching grammar rules versus allowing learners to acquire grammar naturally through exposure and practice. There's a wealth of research on this debate in second language acquisition (SLA). You could focus on a specific skill (e.g., writing, speaking) or a particular grammatical feature. - - - **Potential Research Questions:** Does explicit grammar instruction lead to greater accuracy in L2 writing compared to implicit approaches? How do learners' cognitive styles interact with the effectiveness of explicit vs. implicit grammar instruction? - - - For adult ESL learners in a university setting, does explicit instruction on verb tenses lead to greater accuracy in formal writing tasks compared to an implicit, communicative approach? - - - How does implicit instruction through extensive reading impact the acquisition of German noun genders among high school students compared to explicit rule-based teaching? - - - Does the effectiveness of explicit grammar instruction on Spanish subjunctive usage differ between learners with high and low language aptitude? - - - In online French courses, what pedagogical strategies that emphasize implicit grammar learning lead to higher levels of communicative fluency without significant grammatical errors? - - - **Focus on a Specific Skill:** You could investigate the impact of explicit vs. implicit instruction specifically on: - - - **Writing Accuracy:** Does one approach lead to more grammatically correct written production? - - - **Speaking Fluency and Accuracy:** How do these instructional methods affect oral performance? - - - **Reading Comprehension:** Does grammatical knowledge gained through different methods impact understanding written texts? - - - **Listening Comprehension:** Is the ability to parse grammatical structures in spoken language influenced differently by these approaches? - - - **Focus on a Specific Grammatical Feature:** You could choose a particular grammatical aspect of a target language (e.g., verb conjugations in Spanish, articles in German, tense and aspect in English for ESL learners) and examine how explicit or implicit instruction affects learners' mastery of that feature. This allows for a more controlled and in-depth analysis. - - - **Consider Learner Variables:** You could explore how different learner characteristics might interact with the effectiveness of each approach. For example: - - - **Age:** Are younger learners more receptive to implicit learning, while older learners benefit more from explicit rules? - - - **Learning Styles:** Do visual, auditory, or kinesthetic learners respond differently to these methods? - - - **Language Aptitude:** Does a learner's inherent ability to learn languages influence which type of instruction is more beneficial? - - - **Prior Language Learning Experience:** Do learners with experience in explicitly taught languages approach implicit learning differently? - - - - -- **Structure of Your Thesis (Potential Outline):** - - 1. **Introduction:** - - - Briefly introduce the importance of grammar in second language acquisition. - - - State the ongoing debate regarding explicit vs. implicit grammar instruction. - - - Clearly state your thesis statement and the scope of your investigation (e.g., focusing on a specific skill or learner group). - - - Provide an overview of the thesis structure. - - 2. **Literature Review:** - - - Define explicit and implicit grammar instruction and discuss relevant SLA theories. - - - Review key studies comparing the effectiveness of these approaches. - - - Discuss the arguments for and against each method. - - - Explore the role of learner variables. - - - Identify gaps or areas of ongoing debate in the research. - - 3. **Methodology:** - - - This section might be a more detailed discussion of the methodologies used in the studies you reviewed. - - 4. **Findings/Analysis:** - - - Present the results of available research. - - - Analyze and synthesize the findings from the literature you reviewed, focusing on your specific research question. - - - Discuss any patterns, contradictions, or limitations in the existing research. - - 5. **Discussion:** - - - Interpret your findings (or the findings from the literature) in relation to your research question and existing SLA theories. - - - Discuss the implications of your findings for language teaching practice. - - - Consider the limitations of your study (or the limitations of the research you reviewed). - - - Suggest areas for future research. - - 6. **Conclusion:** - - - Summarize your main arguments and findings. - - - Reiterate your thesis statement. - - - Offer final thoughts on the impact of explicit vs. implicit grammar instruction on second language acquisition. - -- Another Possible Structure including studies - - **I. Introduction** - - - Briefly define explicit and implicit instruction in SLA. - - - State the importance of understanding the impact of these methods. - - - Thesis statement: While both explicit and implicit instruction have roles in SLA, their effectiveness varies depending on linguistic structures, learner characteristics, and learning contexts. - - **II. Theoretical Background** - - - **Explicit vs. Implicit Knowledge in SLA:** - - - Discuss the distinction between explicit and implicit knowledge in second language learning. - - - Mention the relationship between these types of knowledge and general language proficiency. (Based on: "The studies examined the relationship between measures of L2 implicit and explicit knowledge and measures of general language proficiency.") - - - **Theories of SLA:** - - - Briefly touch upon relevant SLA theories that inform the debate on explicit vs. implicit instruction. - - - Mention researchers like DeKeyser, Ellis, and Krashen, who have contributed to this discussion. (Based on: "…as noted by researchers such as DeKeyser, Ellis, and Krashen.") - - **III. Studies Comparing Explicit and Implicit Instruction** - - - **Alahmed's Study:** - - - Describe the study by Khalid Ibrahim Alahmed, which compares the impact of implicit and explicit instruction. (Based on: "The study by Khalid Ibrahim Alahmed]] compares the impact of implicit and explicit instruction.") - - - Mention that this study is related to task-based language teaching and language learning strategies. (Based on: "Developing Strategic Competence through Task-Based Language Teaching – A Comparison of Implicit and Explicit Instruction' by Khalid includes various appendices with data and results from a study on Second-language acquisition | language learning]].strategies.") - - - **Akakura's Study:** - - - Discuss the research by Motoko Akakura, focusing on the effectiveness of explicit instruction on implicit and explicit L2 knowledge. (Based on: "The text appears to be a reference list and an appendix from a research document titled.'Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge' by Motoko Akakura.") - - - Highlight the finding that explicit instruction can positively affect the acquisition of English articles. (Based on: "Explicit instruction can benefit both implicit and explicit L2 knowledge, with positive effects on the acquisition of English articles.") - - - **Sherin's Study:** - - - Outline the study by Jonathan Grahn Sherin, which investigates the effectiveness of explicit and implicit grammar instruction in SLA. (Based on: "language acquisition | Second Language Acquisition]]" by Jonathan Grahn Sherin]] aims to investigate the effectiveness of explicit and implicit grammar instruction in second language learning contexts.") - - - Mention that the study analyzes empirical articles to answer research questions about the effects of grammar instruction. (Based on: "The study analyzes empirical articles to answer three research questions: the effects of.") - - - **VanPatten and Smith's Work:** - - - Refer to the document by Bill VanPatten and Megan Smith, which explores the roles of explicit and implicit learning in SLA. (Based on: "Explicit and Implicit Learning in Second-language acquisition | Second Language Acquisition]]" by Bill VanPatten]] and Megan Smith]] explores the roles of explicit and implicit learning in second language acquisition.") - - - **Other Acquisition Studies:** - - - Mention studies by Huong, Shimamune and Jitsumori, and Shiozawa and Simmons. (Based on: "previous article acquisition studies, such as those by Huong, Shimamune and Jitsumori, and Shiozawa and Simmons.") - - **IV. Factors Influencing the Effectiveness of Instruction** - - - **Linguistic Structures:** - - - Discuss how the type of linguistic structure being taught (e.g., grammar rules, vocabulary) might influence the effectiveness of explicit vs. implicit instruction. - - - Refer to the need to identify which structures are more suitable for each approach. (Based on: "…to identify which linguistic structures are more suitable for explicit or implicit instruction…") - - - **Learner Characteristics:** - - - Consider learner variables such as age, learning styles, prior knowledge, and motivation. - - - **Learning Context:** - - - Acknowledge the importance of the learning environment (e.g., classroom setting, immersion program). - - **V. Limitations and Future Research** - - - **Limitations of Existing Research:** - - - Highlight the need for more comprehensive and ecologically valid research. (Based on: "…highlight the need for more comprehensive and ecologically valid research in the field of second language acquisition.") - - - Acknowledge the need for further study to determine the long-term effectiveness of explicit instruction. (Based on: "Further study is needed to determine the overall effectiveness of explicit instruction in the long term…") - - **VI. Conclusion** - - - Summarize the main findings regarding the impact of explicit vs. implicit instruction. - - - Reiterate the importance of considering various factors when choosing an instructional approach. - - - Suggest directions for future research in this area. - - - - -[Research References](Pages/Research%20References.md) - - -# Tools - - - -## Questions to Ask - -- **Definitions and operationalizations of "explicit" and "implicit" instruction.** How do different researchers define and measure these concepts in their studies? - -- **The theoretical arguments supporting each approach.** What are the cognitive and linguistic reasons why one might be considered more effective than the other? - -- **Empirical evidence comparing the effectiveness of explicit and implicit instruction for different aspects of language learning (grammar, vocabulary, pronunciation, fluency, accuracy).** - -- **The role of learner factors (age, aptitude, motivation) in mediating the effects of instruction.** - -- **The interaction between explicit instruction and implicit learning processes.** Can explicit knowledge become implicit knowledge through practice? - -- **The implications of research findings for language teaching pedagogy.** How should teachers incorporate explicit and implicit approaches in their classrooms? - diff --git a/Old_Notes/Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md b/Old_Notes/Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md deleted file mode 100644 index 6e9225b..0000000 --- a/Old_Notes/Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md +++ /dev/null @@ -1,361 +0,0 @@ ---- -type: Talk -title: 'APPRECIATING MARVELS OF GOD’S CREATION - #114' -tags: [] ---- - -*Note to the speaker:* - -Reason with the audience on how the marvels of creation reveal an intelligent Creator and his qualities. Help the audience to appreciate man’s insignificance and how he can come to know the Creator’s loving purpose - - - -Florida: - -2000 dots/tile - - - -Okinawa: - -Auditorium 22 tiles across - -Tile is 90 rows across. - -22 tiles across, 28 tiles long, 616 total - -8.8m across. - -40cm square - - - -# OUTLINE - -**MARVELS OF CREATION—AN APPROPRIATE TOPIC FOR BIBLE TALK (4 min.)** - -The evolution-creation controversy is still a vital issue - -Many reject belief in God and act accordingly (Ps 10:4; 14:1) - -Schoolbooks and popular magazines present evolution as fact - -Bible writers and Bible characters commented on issue of creation, so this topic is appropriate one for Bible talk today - -Creation’s marvels reflect God’s qualities (Ps 19:1) - -The more we know of physical world, the more we are impressed - -**MARVELS OF CREATION REFLECT AN INTELLIGENT CREATOR (15 min.)** - -Universe abounds with galaxies of awesome size, energy (ce 116-20) - -Even though we may not be astronomers, know about galaxies - -Organization of universe requires Organizer; laws require Lawmaker (ce 122-4; sh 336-9; Isa 40:26; 1Co 15:41) - -In solar system, sun is a created wonder benefiting us all - -Though 93 million miles away, it provides light, heat, energy - -Sun is but a candle compared to other stars, yet is right for us - -Truly wise persons seek to identify the universe’s Creator and Organizer (Heb 3:4; Ge 1:1; Isa 42:5; ce 125-7) - -The earth God created not only is “a rare, beautiful jewel in space” but is only planet where life is found, and that in abundance (Ps 104:24-27; ce 129-30) - -Earth is central aspect of universe for us, and it clearly was designed for life by a Creator (sh 337) - -It is right distance from sun, has interesting and beneficial seasons, vital water and atmosphere, soil that can produce tasty food (Eze 34:26, 27; ce 131-41) - -“The more we explore the black expanses of space, the more we recognize that our own earth is an exceptional planet—the Garden of Eden of the solar system. There is no other piece of matter within a hundred billion miles that is so richly endowed with variety and beauty . . . A few decades ago the imagination of man endowed the planet Mars with intelligent beings . . . Now the truth is known. If any life exists there, it is microscopic . . . suddenly we are aware that the earth is a very special place. In some ways it may even be unique in the universe”—The Blue Planet, by Louise B. Young, (1983) pp. 3-4 - -Do we see such aspects as evidence of a Creator? (ce 151) - -Are we moved to consider what the Creator’s qualities are and what his will for us is? - -**CREATION AROUND US REFLECTS THE CREATOR’S QUALITIES (15 min.)** - -We need to learn more from creation than facts that may awe us; we should learn what creation reveals about the Creator - -His principal attributes are reflected in his works - -Creation manifests his power—Jeremiah 10:12 - -This is apparent in fusion power of stars and our sun, which pour out heat and light because of Creator’s dynamic energy (Isa 40:26) - -Here on earth there is tremendous power manifested in hurricanes, earthquakes, roots of plants that can split rocks - -Even creatures can manifest power, such as elephants and whales - -Creation evidences justice—Deuteronomy 32:4 - -Most humans reflect a sense of justice; even many children do - -Even forms of life not having true sense of justice may exchange useful services - -Example: bee gets nectar from a flower but in return pollinates it (ce 145-6) - -Around us we see manifestations of God’s wisdom—Proverbs 2:6 - -Is dramatically reflected in creatures made “instinctively wise” (Pr 30:24; ce 160-7; illustrate with instinctive ways in migrations or nest building) - -Wisdom evident, too, in our bodies, such as human brain (ce 168-78; illustrate brain’s capacity and compare it with computers) - -We have reason to laud our wise Creator - -Beyond power, justice, and wisdom, creation attests to God’s love—1 John 4:8 - -We can discern his love in the God-given instincts of animals and birds in rearing and protecting their young - -The bird sits on its nest for weeks, and when the young hatch, both male and female work tirelessly to feed them - -**CREATION CAN TEACH US IMPORTANT LESSONS (6 min.)** - -Job pointed to creation as source of information (Job 12:7-10) - -Jehovah used his creations to teach Job awareness of his limitations and need for humility (Job 38:1–42:6) - -David saw from creation man’s insignificance and his fear-inspiring design (Ps 8:3, 4; 139:13-16) - -Bible provides other lessons that we can learn from creation - -In ants Solomon saw a lesson of industriousness (Pr 6:6-11) - -From Jehovah’s care of birds and flowers we can learn to replace material anxieties with faith in God as provider (Mt 6:26-30) - -The human body provides a lesson in the unity present among members of Christ’s congregation (1Co 12:12-18) - -Greatest lesson creation teaches us: God is all-powerful, all-wise, always just, always loving, one who gave us life (Ps 36:9) - -Those who refuse to see this reflected in creation and gratefully worship him are inexcusable in his eyes (Ro 1:20, 21, 28) - -**DO YOU SHOW APPRECIATION FOR JEHOVAH’S CREATION? (5 min.)** - -If you appreciate God’s creation, how will you show it? To whom will you express it? - -Should be to Creator of universe (Ge 1:1; Re 4:11; 10:6) - -If evolutionists feel any appreciation for these marvels, will they thank “chance” or “the god of Good Luck”? (Isa 65:11) - -Jehovah’s purpose in creating the earth and its marvels was for man to live on it, care for it, enjoy it, and appreciatively praise him for it (Ge 1:28; 2:15; Isa 45:18; Ps 100) - -If the heavens, without speech, voice, or words, praise Him, how much more so should those who have tongues and powers of speech! - -God provided lower creatures with instinctive wisdom to guide them, but he gave people the Bible as a primary guide - -As free moral agents, we can meet God’s requirements for eternal life or we can allow ourselves to be guided by Satan’s deceptions, misled into a course resulting in unending death - -So how long will you have the privilege of living so as to enjoy Jehovah’s marvels of creation? The choice is yours (De 30:19, 20; Jos 24:15; Joh 17:3) - - - -(Adhere closely to the outlined material, and observe the indicated timing of each section. Not all cited texts need be read) - -No. 114-E  1/95 TO BE COVERED IN 45 MINUTES - -# TALK TRANSCIPT - -- **MARVELS OF CREATION—AN APPROPRIATE TOPIC FOR BIBLE TALK (4mins)** - - - Opening Illustration - - Imagine if you will, a classroom. Perhaps your old classroom. There are various scientific instruments laid across the counters, and a blackboard up front. Your teacher walks up to the blackboard, and draws a line right down the middle, from top to bottom. On the left, he writes "Evolution", and on the right, he writes "Creation". He then loudly says "**Today, we will be having a debate on the theory of evolution, vs the theory of creation. All arguments must be backed up with reasoning and evidence. Why don't you start us off**?", pointing to none other than you. What are you going to do? What are you going to say? Which side are you going to pick? What evidence do you have to back up your claim? - - Well, hopefully we won't ever run into this specific issue, but the question still stands. Should we believe in Evolution, or should we believe in Creation? Why? Does it even matter? In truth, **the evolution vs creation controversy is still a vital issue.** As such, that will be the topic of discussion for this morning. By the end of the next half hour, we should be well equipped by the scriptures to decide which side to take, to answer the questions involved in this debate, and show why we made that choice. - - - Why Important? - - Let's first talk about why its important. Looking at the world around us, what do we see today? Simply put, **Many reject belief in God and act accordingly.** How so? Lets take a look at our first scripture, found at **Psalms 14:1:** - - > The foolish one says in his heart: “There is no Jehovah.” Their actions are corrupt, and their dealings are detestable; No one is doing good. - - Do we not see that today? The general attitude of the world around us is a selfish, corrupt, me-first way of thinking. There is no sense of accountability, and morality is at an all time low. Why? Just as the scripture stated, the foolish state that "There is no Jehovah", or the foolish believe there is no higher power to hold them accountable, and no greater purpose to serve, then to selfishly look out for their own advantage. **Schoolbooks and popular magazines present evolution as fact** adding to this selfishness. - - What does the bible have to say on the matter? As it happens, bible writers and Bible characters commented on the issue of creation, so this topic is an appropriate one to discuss, from the Bible today. Actually, if we turn just a few pages over, **Psalms 19:1** says: - - > "The heavens are declaring the glory of God; The skies above proclaim the work of his hands." - - So, lets take a look at these things, and see how they declare the glory of God. What we're going to do, is we're going to spend the next few minutes going through many examples of creation, in big to small order, and seeing what we can learn from each. **The more we know about the physical world we live in, the more we are impressed**, and the more we can see that the complexity and ingenuity, and interconnectedness of creation absolutely points to a highly intelligent creator. - -- **MARVELS OF CREATION REFLECT AN INTELLIGENT CREATOR (15mins)** - - - Universe - - - -  Our first, and largest point of discussion: The Universe. The universe, is really, really big. According to Mario Livio, an astrophysicist at the Space Telescope Science Institute in Baltimore, Maryland, he says, talking about estimated size of the observable universe: - - > "While estimates among different experts vary, an acceptable range is between 100 billion and 200 billion galaxies". - - That number is hard to put meaning to, so lets illustrate it. If you look down, and see the floor tiles here at the Kingdom Hall, you'll notice that each one has a bunch of little rows on them. Each tile has about 90 little rows of string. If we imagined that each row was an entire galaxy in itself, assuming the maximum number of 200 billion, we would need just over 2 billion of these carpet tiles, or about 3.6 million kingdom hall auditoriums to match the number of rows per estimated galaxies in the observable universe. Now, to further complicate things, Pamela Gay, a senior scientist at the Planetary Science Institute says this: - - > "We see at most 3% of the universe" - - So all those rows we just imagined on the many kingdom hall floors, you'd have to multiply that by over 30x, to get close to the estimated amount of galaxies in the universe as a whole. Pretty big, ain't it? - - However, despite the unfathomable size of the universe, everything is held in order and balance, its all organized. Lets take a look at our next scripture to shed some more light on that statement, please turn to **Isa 40:26** - - > “Lift up your eyes to heaven and see. Who has created these things? It is the One who brings out their army by number; He calls them all by name. Because of his vast dynamic energy and his awe-inspiring power, Not one of them is missing. - - The scripture states that the creator and organizer of our massive universe is none other then Jehovah God himself. It refers to the many stars and other features of the heavens as an army, whom Jehovah God knows each by name, and has a place for each and every one. Can you give every row on the floor we talked about earlier a name, and remember where it goes? Yea me either, but Jehovah does just that. - - So, question time: Could the massive system that is the universe, in all its many intricate moving parts and powerful components, have come about by sheer chance, or was it created, and is constantly being maintained? Consider this: If you or I, a human, tried to create a system even a fraction of the size of the scale of the universe, and tried to keep it from diving into chaos, do you think we could? One quick look at the existing systems humans have put in place on just our planet, and their slew of problems, should give you the answer. Its impossible that the universe came about by chance. It took tremendous power and wisdom to create, and to maintain. Power and Wisdom that can only be found in Jehovah God himself. - - - - - Sun - -   - - Our next point of discussion: Our Sun. A little bit closer to home then the grand scale of the universe, but still quite big. The sun is 93 million miles (~150 million km) away from our planet. This Kingdom Hall Auditorium is about 9m, from left to right side, so that would be a little over 17 billion Kingdom Hall Auditoriums from us to the sun. And yet, despite its ridiculous distance, we rely on the sun for light, heat, and energy. **If the earth was a little bit farther, everything would freeze, and the earth would be unable to support life. If the earth was a little bit closer, everything would burn, and the earth would be unable to support life.** But the Earth is right in the perfect spot where not only can we survive, but we can also enjoy many different climates, with variable seasons in each one. One may think "The sun is truly extraordinary to be able to support such a diverse array of life and climates", but in fact, the sun is a perfectly average star. There are many other stars which dwarf the sun in both size and energy, making the sun look like a candle in comparison, and yet its perfect for us. - - Do you think our Sun, and the earths distance from it came about by chance? Lets again turn our bibles to **Isaiah**, this time looking in chapter **42:5**  - - > This is what the true God, Jehovah, says, The Creator of the heavens and the Grand One who stretched them out, The One who spread out the earth and its produce, The One who gives breath to the people on it And spirit to those who walk on it: - - According to the scripture, who created the heavens, and stretched them out? And who spread out the earth and its produce? None other then again, Jehovah God, who is the only being to possess both the wisdom, and the power to do something like this.  - - - - - Earth - -   - - Lets look at our last celestial example, the very thing you and I live on, the Earth. The earth is unique. In all our studies of the cosmos, the Earth is the only planet that we have found that supports life. - - Notice what the Psalmist had to say if you'll turn with me to **Psalms 104:24-27** - - > 24 How many your works are, O Jehovah! You have made all of them in wisdom. The earth is full of what you have made.25 There is the sea, so great and wide, Teeming with countless living things, both small and great.26 There the ships travel, And Le·viʹa·than, which you formed to play in it.27 All of them wait for you To give them their food in its season. - - So the Earth doesn't just support life, all of the factors come together to let life thrive on it, where it can be found in abundance. We have seasons, many different foods, a constant water cycle, an atmosphere that protects us. We can go on and on about the many things we have to enjoy here. In the book "The Blue Planet", written by Louise B. Young, who was an American physicist and geologist, he stated - - > “The more we explore the black expanses of space, the more we recognize that our own earth is an exceptional planet—the Garden of Eden of the solar system. There is no other piece of matter within a hundred billion miles that is so richly endowed with variety and beauty . . . A few decades ago the imagination of man endowed the planet Mars with intelligent beings . . . Now the truth is known. If any life exists there, it is microscopic . . . suddenly we are aware that the earth is a very special place. In some ways it may even be unique in the universe”. - - And so, the question: Can our perfect home planet, The Earth, have come about by chance? Could all the factors involved that make this planet not only a place we can survive on, but a place we can thrive on, have come about by chance? Of course not. Just from the three examples we have discussed thus far, we can clearly see that there is an intelligent, and powerful creator behind these things. There is no possible way things of such magnitude and precision could come about by chance. The very first verse in the bible puts it plainly, **Genesis 1:1**: - - > In the beginning God created the heavens and the earth. - - - -- **CREATION AROUND US REFLECTS THE CREATOR’S QUALITIES (15 min.)** - - The things we've discussed this morning so far are truly awe inspiring, but what's the point of discussing them? Is this just a scientific lecture? Well no, not quite. Maybe a little bit, actually. **But we can use the creation we see around us, as a type of mirror, that reflects the qualities of the one whom created them, Jehovah God.** Are we not moved to consider what the Creator’s qualities are and what his will for us is? We need to learn more from creation than facts that may awe us; we should learn what creation reveals about the Creator. Jehovah's principal attributes are reflected in his works. So, lets discuss these attributes. - - - Power - - First up, Power. Lets turn in our bibles to **Jeremiah 10:12:** - - > He is the Maker of the earth by his power, The One who established the productive land by his wisdom And who stretched out the heavens by his understanding. - - The greatest source of power we know about in our physical world, are stars. Stars are massive entities that produce great amounts of power through nuclear fusion. The process involves taking several atoms of one element, and fusing them together into a single atom of a different element, releasing large amounts of energy. Walk outside at about 3pm in mid-July, and as you sit there with sweat pouring down your face, remember that the sun is 150 million km away, and still pushing out that much power. And also keep in mind, the sun isn't even that big of a star, its just average, so think there are plenty of other stars out there, pushing out at least the same levels of energy, if not more so. Lotta power, right? - - Power is also evident on things we see here on earth. Think about the tremendous power of hurricanes, earthquakes, tsunamis, and other natural disasters that can wipe out entire cities in just a few minutes. Think of the small things that we often pay no mind to, like little trickles of water from a river, that given enough time can cut paths the size of the grand canyon. We also have various creatures, like the mighty elephant that can topple trees with ease, or the blue whale, the largest organism on this planet that feeds on creatures we can't even see. - - Do you think Jehovah, the one who created all these things has power? I'd say so. - - - Justice - - Next up, Justice. Have you ever felt something wasn't fair? Or experienced any sort of inequality? Living in this world, I have no doubt we all have. Even a child who is still learning, has an innate sense of justice, and will very quickly inform you if they feel something is not fair to them. Who gave us this sense of justice? Again, lets let the bible answer that for us, at **Deuteronomy 32:4**, talking about Jehovah God:  - - > The Rock, perfect is his activity, For all his ways are justice. A God of faithfulness+ who is never unjust; Righteous and upright is he. - - - -  We see justice in both ourselves, and in the natural world. Animals may not understand the concept of justice, but we can still learn from their actions. Take for example the bee and the flower. All a bee wants is nectar, which the flower gladly provides, but in return the flower gets pollinated from the bee going from flower to flower. An equally, mutually beneficial service provided to both species, yet neither really know or understand how. Do you think such a system came about by chance, or was it created, or designed, by someone with a powerful sense of justice? What do you think?  - - - - //HALFWAY POINT (ish)// - - - Wisdom - - Now, lets talk about wisdom. - - Look at life here on earth. How many different types of creatures can you name? 100? Maybe 200 if you really thought about it? In an article written in 2011 by BBC News, almost 15 years ago, the amount of species on our planet is estimated to be at about 8.7 million different species. Every single one of these species are unique, with their own instinctual behaviors, that all contribute to a much bigger ecosystem, both regional and global. And lets not forget about ourselves, for we too are Jehovah's creation. Think about the brain we possess, the things humanity, in our limited capabilities, have done and built, and designed, and invented. Where do you think we got our wisdom from? The bible answers that, if we turn to **Proverbs 2:6**:  - - > For Jehovah himself gives wisdom; From his mouth come knowledge and discernment. - - Do you think Jehovah, the one who created both humanity and the creatures on our planet, has wisdom? Absolutely. We have ample reason to laud and to thank our wise Creator for the wisdom he has given us. - - - Love - - Lastly, we will talk about Jehovah's final, and often favorite principal attribute, Love. Most of us probably know this scripture by heart, but if you would turn with me **1 John 4:8**, and then we'll read it:  - - > Whoever does not love has not come to know God, because God is love. - - Have you ever seen a mother bear defend her cubs? Or what about a bird sitting on her eggs for weeks until they hatch? What about us as humans, and the lengths we go to for our children, or the people we love? Love is not something foreign to us, and yet all the love we can see and show still pales in comparison to the love shown by and given to us by Jehovah God. Remember, It was Jehovah who gave his firstborn son as a sacrifice so that humanity has a hope for the future. Love is the greatest quality of Jehovah God. - - Do you think we can see Gods qualities reflected in creation? When we look at the power and energy of the stars, or the wisdom imbued in everything around us, or the love shown by the many creatures that we share this planet with, can we really conclude, that it all came about by chance, or by accident? No, that's illogical. The things we have discussed thus far do not, and can not happen by sheer accident. - -- **CREATION CAN TEACH US IMPORTANT LESSONS** (6 min.) - - - Job - - Creation also has very practical and important lessons we can learn, that will result in betterment for ourselves. Lets turn to **Job 12:7-10**:  - - > However, ask, please, the animals, and they will instruct you; Also the birds of the heavens, and they will tell you. Or give consideration* to the earth, and it will instruct you; And the fish of the sea will declare it to you. Who among all these does not know That the hand of Jehovah has done this? In his hand is the life of every living thing And the spirit of every human. - - Here, Jehovah God used his creations to teach Job lessons with practical value. In the 38th chapter of Job, and several after, Jehovah brings to light many examples of things he had created, and the power and wisdom behind them. He did this to show Job the need for humility, that we as humans are insignificant compared to Jehovah. - - - David - - King David of Israel also noticed this, in **Psalms 8:3, 4** which says: - - > When I see your heavens, the works of your fingers, The moon and the stars that you have prepared, What is mortal man that you keep him in mind, And a son of man that you take care of him? - - We can learn from these accounts. Compared to Jehovah, what power, or wisdom do we have? What can we hope to accomplish in opposition to Jehovah? **Absolutely nothing, and as such, humility is in order**. But we can also take courage, for when others, perhaps world leaders or armed forces stand in opposition to those who serve Jehovah, what power and wisdom do they possess? **Again, absolutely nothing**. If we are on Jehovah's side, we have nothing to fear. - - - Solomon & Ants - - In Proverbs 6, Wise King Solomon brings attention to the ants. He states that even though they have "no commander, officer, or ruler,", they still act like an incredibly efficient and industrious machine. He then calls on the "lazy ones" of humanity to rise up and imitate such creatures and their industriousness. - - - Paul & Human Body - - Another example the scriptures use is the human body. In 1 Corinthians 12, Paul used the human body, and its various parts and features to illustrate the unity required by the Christian Congregation. Lets take a look at that passage, **1 Corinthians 12:14-18**:  - - > 14 For, indeed, the body is made up not of one member but of many.+ 15 If the foot should say, “Because I am not a hand, I am no part of the body,” that does not make it no part of the body. 16 And if the ear should say, “Because I am not an eye, I am no part of the body,” that does not make it no part of the body. 17 If the whole body were an eye, where would the sense of hearing be? If it were all hearing, where would the sense of smell be? 18 But now God has arranged each of the body members just as he pleased. - - All the members of the congregation are not the same. We each have different abilities, interests, jobs, and many other unique things. But the point Paul was making was that we use these different things we have, **to all work together, and create a loving, upbuilding, encouraging congregation, where one member is not greater or more important then any other member**, just as parts of our body are not greater, or more important then any other part. - - - Jesus & Birds - - What about something that may hit closer to home? Please turn with me to **Matthew 6:26-30**:  - - > 26 Observe intently the birds of heaven;+ they do not sow seed or reap or gather into storehouses, yet your heavenly Father feeds them. Are you not worth more than they are? 27 Who of you by being anxious can add one cubit to his life span?+ 28 Also, why are you anxious about clothing? Take a lesson from the lilies of the field, how they grow; they do not toil, nor do they spin; 29 but I tell you that not even Solomon in all his glory was arrayed as one of these. 30 Now if this is how God clothes the vegetation of the field that is here today and tomorrow is thrown into the oven, will he not much rather clothe you, you with little faith? - - These words are from Jesus, in his well known "sermon on the mount". He brings attention to the birds and the flowers, and how they do not have jobs, they do not fret over income and expenses, nor are they worried about what tomorrow will bring. Yet, Jehovah takes care of the birds and the flowers, just as he does all creation. How much more so would he want to take care of his faithful worshipers? We can take this lesson in anxiousness to heart. Jehovah will take care of us, even if, from our perspective, circumstances seem dire. - - - Main Point - - After considering just a few of the many, many lessons creation can teach us, we come to a logical conclusion. Jehovah God, the creator, is all-powerful, all-wise, always just, always loving, and the one who gave us life. Please turn with me to **Romans 1: 20,21,28**. This is speaking about Jehovah God, it states:  - - > 20 For his invisible qualities are clearly seen from the world’s creation onward, because they are perceived by the things made,+ even his eternal power+ and Godship,+ so that they are inexcusable.+ 21 For although they knew God, they did not glorify him as God nor did they thank him, but they became empty-headed in their reasonings and their senseless hearts became darkened.+28 Just as they did not see fit to acknowledge God,* God gave them over to a disapproved mental state, to do the things not fitting.+ - - It comes down to a plain and simple statement. Those who refuse to see Gods power, wisdom, justice, and love reflected in creation and gratefully worship him are inexcusable in his eyes. - -- **DO YOU SHOW APPRECIATION FOR JEHOVAH’S CREATION?** (5 min.) - - - Jehovah Deserves Praise - - So this brings us to our last question. Do we show appreciation for Jehovah's Creation? To whom do we express it? **Revelation 4:11** states:  - - > 11 “You are worthy, Jehovah* our God, to receive the glory+ and the honor+ and the power,+ because you created all things,+ and because of your will they came into existence and were created.” - - Jehovah is the creator, it makes sense that we should express our appreciation to him, but how? Think about this: If the heavens, earth, and all other creation, without speech, voice, or words, praise Jehovah God, how much more so should humans, who have tongues and powers of speech, do so? Jehovah’s purpose in creating the earth and its marvels was for man to live on it, care for it, enjoy it, and appreciatively praise him for it. - - - Example - - Lets go back to that classroom we talked about at the start of our discussion this morning. It still has that blackboard, with a big "Evolution vs Creation'' written across the top. The teacher, and the students are awaiting your answer. But now, you are ready. You have the facts. You are armed with information. That same question is being asked of us today, by the world we live in. - - We as humanity are the only creatures here on earth that have the capability to go beyond our instinctive wisdom, and choose how we want to live our lives. And as free moral agents, we can choose to meet God’s requirements for eternal life, including showing our appreciation for the creation around us, or we can choose allow ourselves to be guided by Satan’s deceptions, misled into a course resulting in unending death. - - - Final Ending - - So how long will you have the privilege of living so as to enjoy Jehovah’s marvels of creation? The choice is yours. Please, turn with me to one final scripture, found at **Deuteronomy 30:19.** - - > 19 I take the heavens and the earth as witnesses against you today that I have put life and death before you, the blessing and the curse; and you must choose life so that you may live, you and your descendants, - - Jehovah is well aware that the choice we make will affect our future. This is a choice that nobody can make for us, not even Him! So follow his advise, and choose life, so that we may live for all eternity, appreciating the marvels of creation forever!~ - - diff --git a/Old_Notes/Weblinks/Capacities Docs.md b/Old_Notes/Weblinks/Capacities Docs.md deleted file mode 100644 index 322f5ae..0000000 --- a/Old_Notes/Weblinks/Capacities Docs.md +++ /dev/null @@ -1,14 +0,0 @@ ---- -type: Weblink -title: Capacities Docs -description: A Studio for Your Mind – Official Documentation -createdAt: '2024-10-23T15:57:54.353Z' -creationDate: 2024-10-24 00:57 -tags: [] -previewImage: null -url: https://docs.capacities.io/ -iframeUrl: null -domain: docs.capacities.io ---- - - diff --git a/Old_Notes/Weblinks/Every Krolik Haa! 蛤! Compilation + extras [ Girls Frontline 2 Exilium ].md b/Old_Notes/Weblinks/Every Krolik Haa! 蛤! Compilation + extras [ Girls Frontline 2 Exilium ].md deleted file mode 100644 index eb1b0d7..0000000 --- a/Old_Notes/Weblinks/Every Krolik Haa! 蛤! Compilation + extras [ Girls Frontline 2 Exilium ].md +++ /dev/null @@ -1,14 +0,0 @@ ---- -type: Weblink -title: Every Krolik Haa?! 蛤?! Compilation + extras [ Girls Frontline 2 Exilium ] -description: 'Ha?! From chapter 1-7#girlsfrontline2exilium #gfl2 #少女前線2 #ドールズフロントライン2 #소녀전선2' -createdAt: '2025-02-19T03:41:11.347Z' -creationDate: 2025-02-19 12:41 -tags: [] -previewImage: null -url: https://www.youtube.com/watch?v=F6FhJ1rR0Ec -iframeUrl: https://www.youtube.com/embed/F6FhJ1rR0Ec -domain: www.youtube.com ---- - - diff --git a/Old_Notes/Weblinks/Why we built Capacities.md b/Old_Notes/Weblinks/Why we built Capacities.md deleted file mode 100644 index 9720122..0000000 --- a/Old_Notes/Weblinks/Why we built Capacities.md +++ /dev/null @@ -1,14 +0,0 @@ ---- -type: Weblink -title: Why we built Capacities -description: We live in a world of distractions. Let’s take back control. -createdAt: '2024-10-23T15:57:54.356Z' -creationDate: 2024-10-24 00:57 -tags: [] -previewImage: manifesto.png -url: https://capacities.io/about/manifesto -iframeUrl: null -domain: capacities.io ---- - - diff --git a/Old_Notes/Weblinks/て形のうた.md b/Old_Notes/Weblinks/て形のうた.md deleted file mode 100644 index 3ac5fc2..0000000 --- a/Old_Notes/Weblinks/て形のうた.md +++ /dev/null @@ -1,14 +0,0 @@ ---- -type: Weblink -title: て形のうた -description: null -createdAt: '2025-05-06T02:13:48.959Z' -creationDate: 2025-05-06 11:13 -tags: [] -previewImage: null -url: https://www.youtube.com/watch?v=4BEnw7J6hiw -iframeUrl: https://www.youtube.com/embed/4BEnw7J6hiw -domain: www.youtube.com ---- - - diff --git a/sort_vault.sh b/sort_vault.sh deleted file mode 100644 index a4f3421..0000000 --- a/sort_vault.sh +++ /dev/null @@ -1,729 +0,0 @@ -#!/bin/bash - -################################################################################ -# sort_vault.sh - M.O.C. Vault Organization Script -################################################################################ -# This script organizes markdown notes into a Method of Control (M.O.C.) -# directory structure using Gemini AI for intelligent classification. -# -# M.O.C. Structure: -# 00-Meta - System metadata and configuration -# 10-Input - Raw, unprocessed notes and content -# 20-Knowledge - Refined, permanent knowledge in your own words -# 30-MOCs - Maps of Content (index/hub notes) -# 40-Archive - Stale or outdated content -# -# Usage: -# ./sort_vault.sh [--dry-run] -################################################################################ - -set -euo pipefail # Exit on error, undefined variables, and pipe failures - -################################################################################ -# CONFIGURATION -################################################################################ - -# M.O.C. directory structure -MOC_DIRS=("00-Meta" "10-Input" "20-Knowledge" "30-MOCs" "40-Archive") - -# Source directory containing notes to sort -SOURCE_DIR="Old_Notes" - -# Special handling directory for Reina-related notes -REINA_DIR="10-Input/Reina-Notes" - -# Gemini API configuration -GEMINI_MODEL="gemini-2.5-flash-preview-09-2025" -GEMINI_API_URL="https://generativelanguage.googleapis.com/v1beta/models/${GEMINI_MODEL}:generateContent" - -# Rate limiting (seconds to wait between API calls) -# Free tier limit: 10 requests per minute = 1 request per 6 seconds -API_DELAY=15 - -# Log files -ERROR_LOG="sort_vault_errors.log" -DEBUG_LOG="sort_vault_debug.log" -SUMMARY_LOG="sort_vault_summary.log" - -# Dry run mode (set via command line) -DRY_RUN=false - -# System instruction for Gemini AI -read -r -d '' SYSTEM_INSTRUCTION << 'EOF' || true -You are Blight, an experienced vault assistant. Classify the user's Markdown note content into one of the following MOC folders: -- 10-Input: raw lectures, articles, fleeting notes, unprocessed content -- 20-Knowledge: refined, permanent concepts written in the user's own words -- 30-MOCs: index/hub notes that link to other notes, maps of content -- 40-Archive: stale, outdated, or no longer relevant content - -Provide a clean, suitable filename for the new location. Remove dates, special characters, and make it descriptive. - -Respond ONLY with a valid JSON object in this exact format: -{"target_dir": "[Target MOC Folder]", "new_filename": "[Cleaned Note Title.md]"} -EOF - -################################################################################ -# COMMAND LINE ARGUMENTS -################################################################################ - -while [[ $# -gt 0 ]]; do - case $1 in - --dry-run) - DRY_RUN=true - echo "🔍 DRY RUN MODE: No files will be moved or modified." - echo "" - shift - ;; - *) - echo "Unknown option: $1" - echo "Usage: $0 [--dry-run]" - exit 1 - ;; - esac -done - -################################################################################ -# ERROR HANDLING -################################################################################ - -# Check if jq is installed (required for JSON parsing) -if ! command -v jq &> /dev/null; then - echo "ERROR: jq is required but not installed." - echo "Please install jq: https://jqlang.github.io/jq/download/" - exit 1 -fi - -# Check if API key is set (only if not in dry run) -if [[ "$DRY_RUN" == "false" ]] && [[ -z "${GEMINI_API_KEY:-}" ]]; then - echo "ERROR: GEMINI_API_KEY environment variable is not set." - echo "Please set it using: export GEMINI_API_KEY='your-api-key-here'" - exit 1 -fi - -# Check if source directory exists -if [[ ! -d "$SOURCE_DIR" ]]; then - echo "ERROR: Source directory '$SOURCE_DIR' does not exist." - echo "Please ensure the directory exists before running this script." - exit 1 -fi - -# Initialize log files -if [[ "$DRY_RUN" == "false" ]]; then - > "$ERROR_LOG" # Clear or create error log - > "$DEBUG_LOG" # Clear or create debug log - > "$SUMMARY_LOG" # Clear or create summary log - - echo "[$(date '+%Y-%m-%d %H:%M:%S')] === Vault Organization Started ===" >> "$DEBUG_LOG" - echo "[$(date '+%Y-%m-%d %H:%M:%S')] Configuration:" >> "$DEBUG_LOG" - echo "[$(date '+%Y-%m-%d %H:%M:%S')] - Source Directory: $SOURCE_DIR" >> "$DEBUG_LOG" - echo "[$(date '+%Y-%m-%d %H:%M:%S')] - Gemini Model: $GEMINI_MODEL" >> "$DEBUG_LOG" - echo "[$(date '+%Y-%m-%d %H:%M:%S')] - API Delay: $API_DELAY seconds" >> "$DEBUG_LOG" - echo "[$(date '+%Y-%m-%d %H:%M:%S')] - M.O.C. Directories: ${MOC_DIRS[*]}" >> "$DEBUG_LOG" - - echo "Log files:" - echo " - Error log: $ERROR_LOG" - echo " - Debug log: $DEBUG_LOG" - echo " - Summary log: $SUMMARY_LOG" - echo "" -fi - -################################################################################ -# UTILITY FUNCTIONS -################################################################################ - -# Log an error to the error log file -log_error() { - local message="$1" - local file="${2:-}" - if [[ "$DRY_RUN" == "false" ]]; then - echo "[$(date '+%Y-%m-%d %H:%M:%S')] ERROR: $message ${file:+- File: $file}" >> "$ERROR_LOG" - echo "[$(date '+%Y-%m-%d %H:%M:%S')] ERROR: $message ${file:+- File: $file}" >> "$DEBUG_LOG" - fi -} - -# Log debug information -log_debug() { - local message="$1" - local file="${2:-}" - if [[ "$DRY_RUN" == "false" ]]; then - echo "[$(date '+%Y-%m-%d %H:%M:%S')] DEBUG: $message ${file:+- File: $file}" >> "$DEBUG_LOG" - fi -} - -# Log a summary entry -log_summary() { - local action="$1" - local source="$2" - local destination="$3" - local status="${4:-SUCCESS}" - if [[ "$DRY_RUN" == "false" ]]; then - echo "[$(date '+%Y-%m-%d %H:%M:%S')] $status | $action | $source -> $destination" >> "$SUMMARY_LOG" - fi -} - -# Extract subdirectory name from a file path (e.g., "Calls", "Classes", "Meetings") -# Returns empty string if file is directly in SOURCE_DIR -get_subdirectory_name() { - local file_path="$1" - local relative_path="${file_path#$SOURCE_DIR/}" - - # Check if there's a subdirectory - if [[ "$relative_path" == *"/"* ]]; then - # Extract first subdirectory name - echo "${relative_path%%/*}" - else - echo "" - fi -} - -# Find all markdown files that reference a given non-markdown file -find_referencing_markdown_files() { - local non_md_file="$1" - local basename_only=$(basename "$non_md_file") - - # Search for references in markdown files (wikilinks, markdown links, or plain mentions) - # Look for: [[filename]], [text](filename), or just the filename - grep -rli --include="*.md" \ - -e "\[\[.*${basename_only}.*\]\]" \ - -e "(${basename_only})" \ - -e "${basename_only}" \ - "$SOURCE_DIR" 2>/dev/null || true -} - -################################################################################ -# STEP 1: CREATE M.O.C. DIRECTORY STRUCTURE -################################################################################ - -echo "=== Creating M.O.C. Directory Structure ===" -log_debug "Creating M.O.C. directory structure" -for dir in "${MOC_DIRS[@]}"; do - if [[ ! -d "$dir" ]]; then - if [[ "$DRY_RUN" == "false" ]]; then - mkdir -p "$dir" - echo "Created: $dir" - log_debug "Created directory: $dir" - else - echo "[DRY RUN] Would create: $dir" - fi - else - echo "Already exists: $dir" - log_debug "Directory already exists: $dir" - fi -done -echo "" - -################################################################################ -# STEP 2: INITIALIZE GIT REPOSITORY -################################################################################ - -echo "=== Initializing Git Repository ===" -log_debug "Initializing Git repository" -if [[ ! -d ".git" ]]; then - if [[ "$DRY_RUN" == "false" ]]; then - git init - echo "Git repository initialized." - log_debug "Git repository initialized successfully" - else - echo "[DRY RUN] Would initialize Git repository" - fi -else - echo "Git repository already exists." - log_debug "Git repository already exists" -fi - -# Stage the M.O.C. directories -if [[ "$DRY_RUN" == "false" ]]; then - echo "Staging M.O.C. directories..." - for dir in "${MOC_DIRS[@]}"; do - # Create a .gitkeep file to ensure empty directories are tracked - touch "${dir}/.gitkeep" - git add "${dir}/.gitkeep" - done -else - echo "[DRY RUN] Would stage M.O.C. directories" -fi -echo "" - -################################################################################ -# STEP 3: BUILD FILE REFERENCE MAP FOR NON-MARKDOWN FILES -################################################################################ - -echo "=== Building reference map for non-markdown files ===" -log_debug "Building reference map for non-markdown files" - -# Declare associative array to map non-markdown files to their referencing markdown files -declare -A non_md_reference_map - -# Find all non-markdown files -while IFS= read -r -d '' non_md_file; do - # Find markdown files that reference this non-markdown file - referencing_files=$(find_referencing_markdown_files "$non_md_file") - - if [[ -n "$referencing_files" ]]; then - # Store the first referencing file (we'll move the asset with its primary reference) - first_ref=$(echo "$referencing_files" | head -n 1) - non_md_reference_map["$non_md_file"]="$first_ref" - echo " Found reference: $(basename "$non_md_file") → $(basename "$first_ref")" - log_debug "Found reference" "$(basename "$non_md_file") -> $(basename "$first_ref")" - else - # No references found - will move to 40-Archive by default - non_md_reference_map["$non_md_file"]="ORPHAN" - echo " No reference: $(basename "$non_md_file") (will archive)" - log_debug "No reference found for non-markdown file" "$(basename "$non_md_file")" - fi -done < <(find "$SOURCE_DIR" -type f ! -name "*.md" -print0) - -log_debug "Reference map complete: ${#non_md_reference_map[@]} non-markdown files found" -echo "" - -################################################################################ -# STEP 4: PROCESS MARKDOWN NOTES FROM OLD_NOTES DIRECTORY -################################################################################ - -echo "=== Processing Markdown Notes from $SOURCE_DIR ===" - -# Counter for processed files -processed_count=0 -reina_count=0 -api_count=0 -skipped_count=0 - -# Associative array to track where markdown files were moved -declare -A markdown_destinations - -# Find all .md files in the source directory -while IFS= read -r -d '' file; do - # Get the filename without path - filename=$(basename "$file") - - # Extract subdirectory name if file is in a subdirectory - subdirectory=$(get_subdirectory_name "$file") - - echo "Processing: $filename" - if [[ -n "$subdirectory" ]]; then - echo " → From subdirectory: $subdirectory" - fi - - ######################################################################## - # STEP 4A: CHECK FOR REINA-RELATED NOTES - ######################################################################## - - # Case-insensitive check for "Reina" in filename - if [[ "$filename" =~ [Rr][Ee][Ii][Nn][Aa] ]]; then - echo " → Reina-related note detected" - log_debug "Reina-related note detected" "$filename" - - if [[ "$DRY_RUN" == "false" ]]; then - # Create Reina directory if it doesn't exist - base_reina_dir="$REINA_DIR" - if [[ -n "$subdirectory" ]]; then - base_reina_dir="${REINA_DIR}/${subdirectory}" - fi - - if [[ ! -d "$base_reina_dir" ]]; then - mkdir -p "$base_reina_dir" - echo " → Created directory: $base_reina_dir" - log_debug "Created Reina subdirectory: $base_reina_dir" - fi - - # Move file to Reina directory - target_path="${base_reina_dir}/${filename}" - mv "$file" "$target_path" - echo " ✓ Moved to: $target_path" - log_summary "REINA_MOVE" "$file" "$target_path" - - # Track destination for non-markdown file handling - markdown_destinations["$file"]="$target_path" - else - base_reina_dir="$REINA_DIR" - if [[ -n "$subdirectory" ]]; then - base_reina_dir="${REINA_DIR}/${subdirectory}" - fi - echo " [DRY RUN] Would move to: ${base_reina_dir}/${filename}" - markdown_destinations["$file"]="${base_reina_dir}/${filename}" - fi - - reina_count=$((reina_count + 1)) - processed_count=$((processed_count + 1)) - echo "" - continue - fi - - ######################################################################## - # STEP 4B: CLASSIFY USING GEMINI API - ######################################################################## - - echo " → Classifying with Gemini AI..." - - if [[ "$DRY_RUN" == "true" ]]; then - echo " [DRY RUN] Would classify and move file" - # In dry run, assume it goes to 20-Knowledge for testing - markdown_destinations["$file"]="20-Knowledge/${filename}" - api_count=$((api_count + 1)) - processed_count=$((processed_count + 1)) - echo "" - continue - fi - - # Prepare API request payload using jq to ensure proper JSON formatting - api_payload=$(jq -n \ - --arg file_content "$(cat "$file")" \ - --arg system_instruction "$SYSTEM_INSTRUCTION" \ - '{ - "contents": [{ - "parts": [{ - "text": ("Classify this note and provide the target directory and new filename.\n\nNote content:\n" + $file_content) - }] - }], - "systemInstruction": { - "parts": [{ - "text": $system_instruction - }] - }, - "generationConfig": { - "temperature": 0.2, - "topK": 40, - "topP": 0.95, - "maxOutputTokens": 1024, - "responseMimeType": "application/json" - } - }') - - # Call Gemini API - api_response=$(curl -s --max-time 30 -X POST "${GEMINI_API_URL}?key=${GEMINI_API_KEY}" \ - -H "Content-Type: application/json" \ - -d "$api_payload" 2>&1) - - curl_exit_code=$? - if [[ $curl_exit_code -ne 0 ]]; then - echo " ✗ curl failed with exit code: $curl_exit_code" - echo " → Skipping file: $filename" - log_error "curl failed with exit code $curl_exit_code" "$filename" - log_summary "API_CLASSIFY" "$file" "SKIPPED" "CURL_ERROR" - skipped_count=$((skipped_count + 1)) - echo "" - continue - fi - - # Rate limiting to avoid hitting API limits - sleep "$API_DELAY" - - # Check for API errors - if echo "$api_response" | jq -e '.error' > /dev/null 2>&1; then - error_msg=$(echo "$api_response" | jq -r '.error.message // "Unknown error"') - echo " ✗ API Error: $error_msg" - echo " → Skipping file: $filename" - log_error "API Error: $error_msg" "$filename" - log_summary "API_CLASSIFY" "$file" "SKIPPED" "API_ERROR" - skipped_count=$((skipped_count + 1)) - echo "" - continue - fi - - ######################################################################## - # STEP 4C: PARSE JSON RESPONSE AND MOVE FILE - ######################################################################## - - # Extract the text content from the API response - response_text=$(echo "$api_response" | jq -r '.candidates[0].content.parts[0].text // empty') - - if [[ -z "$response_text" ]]; then - echo " ✗ Failed to get classification from API" - echo " → Skipping file: $filename" - log_error "Empty API response" "$filename" - log_summary "API_CLASSIFY" "$file" "SKIPPED" "EMPTY_RESPONSE" - skipped_count=$((skipped_count + 1)) - echo "" - continue - fi - - log_debug "API response received" "$filename: $response_text" - - # Parse JSON from response - target_dir=$(echo "$response_text" | jq -r '.target_dir // empty') - new_filename=$(echo "$response_text" | jq -r '.new_filename // empty') - - # Validate parsed JSON - if [[ -z "$target_dir" ]] || [[ -z "$new_filename" ]]; then - echo " ✗ Invalid JSON response from API" - echo " Response: $response_text" - echo " → Skipping file: $filename" - log_error "Invalid JSON response: $response_text" "$filename" - log_summary "API_CLASSIFY" "$file" "SKIPPED" "INVALID_JSON" - skipped_count=$((skipped_count + 1)) - echo "" - continue - fi - - log_debug "Parsed classification" "$filename -> $target_dir/$new_filename" - - # Validate target directory exists in M.O.C. structure - if [[ ! -d "$target_dir" ]]; then - echo " ✗ Invalid target directory: $target_dir" - echo " → Skipping file: $filename" - log_error "Invalid target directory: $target_dir" "$filename" - log_summary "API_CLASSIFY" "$file" "SKIPPED" "INVALID_DIR" - skipped_count=$((skipped_count + 1)) - echo "" - continue - fi - - # Ensure new filename has .md extension - if [[ ! "$new_filename" =~ \.md$ ]]; then - new_filename="${new_filename}.md" - fi - - # Create target path, adding subdirectory if needed - if [[ -n "$subdirectory" ]]; then - target_dir="${target_dir}/${subdirectory}" - # Create subdirectory if needed - if [[ ! -d "$target_dir" ]]; then - mkdir -p "$target_dir" - echo " → Created ${subdirectory} subdirectory" - fi - fi - - target_path="${target_dir}/${new_filename}" - - # Handle filename conflicts - if [[ -f "$target_path" ]]; then - # Append timestamp to make filename unique - timestamp=$(date +"%Y%m%d-%H%M%S") - new_filename="${new_filename%.md}-${timestamp}.md" - target_path="${target_dir}/${new_filename}" - echo " ⚠ File exists, using unique name: $new_filename" - log_debug "Filename conflict resolved" "$filename -> $new_filename" - fi - - # Move the file - mv "$file" "$target_path" - echo " ✓ Classified as: $target_dir" - echo " ✓ Moved to: $target_path" - log_summary "API_CLASSIFY" "$file" "$target_path" - - # Track destination for non-markdown file handling - markdown_destinations["$file"]="$target_path" - - api_count=$((api_count + 1)) - processed_count=$((processed_count + 1)) - echo "" - -done < <(find "$SOURCE_DIR" -type f -name "*.md" -print0) - -echo "=== Markdown Processing Complete ===" -echo "Total markdown files processed: $processed_count" -echo " - Reina notes: $reina_count" -echo " - API classified: $api_count" -echo " - Skipped: $skipped_count" -echo "" - -################################################################################ -# STEP 5: PROCESS NON-MARKDOWN FILES -################################################################################ - -echo "=== Processing Non-Markdown Files ===" - -non_md_moved=0 -non_md_archived=0 - -for non_md_file in "${!non_md_reference_map[@]}"; do - referencing_md="${non_md_reference_map[$non_md_file]}" - basename_file=$(basename "$non_md_file") - - echo "Processing: $basename_file" - - if [[ "$referencing_md" == "ORPHAN" ]]; then - # No references found - move to Archive - target_dir="40-Archive" - target_path="${target_dir}/${basename_file}" - - echo " → No references found, archiving" - - if [[ "$DRY_RUN" == "false" ]]; then - # Handle filename conflicts - if [[ -f "$target_path" ]]; then - timestamp=$(date +"%Y%m%d-%H%M%S") - base_name="${basename_file%.*}" - extension="${basename_file##*.}" - if [[ "$base_name" == "$extension" ]]; then - # No extension - target_path="${target_dir}/${basename_file}-${timestamp}" - else - target_path="${target_dir}/${base_name}-${timestamp}.${extension}" - fi - echo " ⚠ File exists, using unique name" - log_debug "Non-markdown filename conflict resolved" "$basename_file" - fi - - mv "$non_md_file" "$target_path" - echo " ✓ Moved to: $target_path" - log_summary "ARCHIVE_ORPHAN" "$non_md_file" "$target_path" - else - echo " [DRY RUN] Would move to: $target_path" - fi - - non_md_archived=$((non_md_archived + 1)) - else - # Move to same directory as the referencing markdown file - if [[ -n "${markdown_destinations[$referencing_md]:-}" ]]; then - md_dest="${markdown_destinations[$referencing_md]}" - target_dir=$(dirname "$md_dest") - - # Check if the non-markdown file itself is from a subdirectory - # and preserve that structure - non_md_subdirectory=$(get_subdirectory_name "$non_md_file") - if [[ -n "$non_md_subdirectory" ]]; then - # Check if referencing markdown is from the same subdirectory - md_subdirectory=$(get_subdirectory_name "$referencing_md") - if [[ "$non_md_subdirectory" == "$md_subdirectory" ]]; then - # Already in same subdirectory structure, target_dir is correct - : - else - # Markdown is from different subdirectory, but preserve asset's subdirectory - base_target=$(dirname "$md_dest") - # Remove any subdirectory suffix from base_target to get M.O.C. folder - while [[ "$(basename "$base_target")" != "00-Meta" ]] && \ - [[ "$(basename "$base_target")" != "10-Input" ]] && \ - [[ "$(basename "$base_target")" != "20-Knowledge" ]] && \ - [[ "$(basename "$base_target")" != "30-MOCs" ]] && \ - [[ "$(basename "$base_target")" != "40-Archive" ]] && \ - [[ "$base_target" != "." ]]; do - base_target=$(dirname "$base_target") - done - if [[ "$base_target" != "." ]]; then - target_dir="${base_target}/${non_md_subdirectory}" - if [[ ! -d "$target_dir" ]]; then - mkdir -p "$target_dir" - echo " → Created ${non_md_subdirectory} subdirectory" - fi - fi - fi - fi - - target_path="${target_dir}/${basename_file}" - - echo " → Referenced by: $(basename "$referencing_md")" - echo " → Destination: $target_dir" - - if [[ "$DRY_RUN" == "false" ]]; then - # Handle filename conflicts - if [[ -f "$target_path" ]]; then - timestamp=$(date +"%Y%m%d-%H%M%S") - base_name="${basename_file%.*}" - extension="${basename_file##*.}" - if [[ "$base_name" == "$extension" ]]; then - # No extension - target_path="${target_dir}/${basename_file}-${timestamp}" - else - target_path="${target_dir}/${base_name}-${timestamp}.${extension}" - fi - echo " ⚠ File exists, using unique name" - fi - - mv "$non_md_file" "$target_path" - echo " ✓ Moved to: $target_path" - log_summary "MOVE_WITH_REF" "$non_md_file" "$target_path" - else - echo " [DRY RUN] Would move to: $target_path" - fi - - non_md_moved=$((non_md_moved + 1)) - else - # Referencing markdown file wasn't processed - archive for safety - echo " ⚠ Referenced markdown file wasn't moved, archiving for safety" - target_dir="40-Archive" - target_path="${target_dir}/${basename_file}" - - if [[ "$DRY_RUN" == "false" ]]; then - mv "$non_md_file" "$target_path" - echo " ✓ Moved to: $target_path" - log_summary "ARCHIVE_UNPROCESSED_REF" "$non_md_file" "$target_path" - else - echo " [DRY RUN] Would move to: $target_path" - fi - - non_md_archived=$((non_md_archived + 1)) - fi - fi - - echo "" -done - -echo "=== Non-Markdown Processing Complete ===" -echo "Total non-markdown files: $((non_md_moved + non_md_archived))" -echo " - Moved with references: $non_md_moved" -echo " - Archived (no references): $non_md_archived" -echo "" - -################################################################################ -# STEP 6: CLEANUP AND GIT COMMIT -################################################################################ - -if [[ "$DRY_RUN" == "false" ]]; then - echo "=== Cleaning Up ===" - log_debug "Starting cleanup process" - - # Remove the Old_Notes directory tree recursively if it's empty - if [[ -d "$SOURCE_DIR" ]]; then - # Try to remove all empty directories recursively - find "$SOURCE_DIR" -type d -empty -delete 2>/dev/null || true - - # Check if source directory itself is now empty - if [[ -z "$(ls -A "$SOURCE_DIR" 2>/dev/null)" ]]; then - rmdir "$SOURCE_DIR" - echo "Removed empty directory: $SOURCE_DIR" - log_debug "Removed empty source directory: $SOURCE_DIR" - else - echo "Warning: $SOURCE_DIR is not empty. Manual cleanup may be required." - echo "Remaining files:" - remaining_files=$(find "$SOURCE_DIR" -type f) - echo "$remaining_files" - log_error "Source directory not empty after processing" "$SOURCE_DIR" - log_debug "Remaining files in source directory: $remaining_files" - fi - fi - echo "" - - echo "=== Committing Changes to Git ===" - log_debug "Committing changes to Git" - - # Stage all changes - git add -A - log_debug "Staged all changes" - - # Create commit - if git diff --cached --quiet; then - echo "No changes to commit." - log_debug "No changes to commit" - else - git commit -m "Vault initialized and initial files sorted." - echo "Changes committed successfully." - log_debug "Git commit created successfully" - fi - - echo "" - echo "=== Vault Organization Complete ===" - echo "Your notes have been organized into the M.O.C. structure." - echo "Use 'git log' to see the commit history." - - if [[ $skipped_count -gt 0 ]]; then - echo "" - echo "⚠ Warning: $skipped_count file(s) were skipped due to errors." - echo "Check the error log for details: $ERROR_LOG" - fi - - # Write final summary to debug log - log_debug "=== Final Summary ===" - log_debug "Total markdown files processed: $processed_count" - log_debug " - Reina notes: $reina_count" - log_debug " - API classified: $api_count" - log_debug " - Skipped: $skipped_count" - log_debug "Total non-markdown files: $((non_md_moved + non_md_archived))" - log_debug " - Moved with references: $non_md_moved" - log_debug " - Archived (no references): $non_md_archived" - log_debug "=== Vault Organization Completed ===" -else - echo "=== Dry Run Complete ===" - echo "No files were moved or modified." - echo "Run without --dry-run to apply changes." -fi diff --git a/sort_vault_debug.log b/sort_vault_debug.log deleted file mode 100644 index ced2916..0000000 --- a/sort_vault_debug.log +++ /dev/null @@ -1,287 +0,0 @@ -[2025-10-23 15:44:11] === Vault Organization Started === -[2025-10-23 15:44:11] Configuration: -[2025-10-23 15:44:11] - Source Directory: Old_Notes -[2025-10-23 15:44:11] - Gemini Model: gemini-2.5-flash-preview-09-2025 -[2025-10-23 15:44:11] - API Delay: 15 seconds -[2025-10-23 15:44:11] - M.O.C. Directories: 00-Meta 10-Input 20-Knowledge 30-MOCs 40-Archive -[2025-10-23 15:44:11] DEBUG: Creating M.O.C. directory structure -[2025-10-23 15:44:11] DEBUG: Directory already exists: 00-Meta -[2025-10-23 15:44:11] DEBUG: Directory already exists: 10-Input -[2025-10-23 15:44:11] DEBUG: Directory already exists: 20-Knowledge -[2025-10-23 15:44:11] DEBUG: Directory already exists: 30-MOCs -[2025-10-23 15:44:11] DEBUG: Directory already exists: 40-Archive -[2025-10-23 15:44:11] DEBUG: Initializing Git repository -[2025-10-23 15:44:11] DEBUG: Git repository already exists -[2025-10-23 15:44:11] DEBUG: Building reference map for non-markdown files -[2025-10-23 15:44:12] DEBUG: Found reference - File: ReinaFinalMessage.mp3 -> Reina.md -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: Bayou George.csv -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: Deep Southport.csv -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: Lynn Haven.csv -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: Southport.csv -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: 20241113_143827.jpg -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: image (1).png -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: image (10).png -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: image (11).png -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: image (12).png -[2025-10-23 15:44:12] DEBUG: No reference found for non-markdown file - File: image (13).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (14).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (15).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (16).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (17).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (18).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (19).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (2).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (20).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (21).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (22).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (23).png -[2025-10-23 15:44:13] DEBUG: No reference found for non-markdown file - File: image (24).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (25).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (26).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (27).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (28).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (29).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (3).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (30).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (31).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (32).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (33).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (34).png -[2025-10-23 15:44:14] DEBUG: No reference found for non-markdown file - File: image (35).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (36).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (37).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (38).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (39).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (4).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (40).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (41).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (5).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (6).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (7).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (8).png -[2025-10-23 15:44:15] DEBUG: No reference found for non-markdown file - File: image (9).png -[2025-10-23 15:44:15] DEBUG: Found reference - File: image.png -> Reina.md -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: images.jpg -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: Japanese Verbs.png -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: rg.png -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: TESOL Methods Mind Map.jpg -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: 1000 Most Important English Words.pdf -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: CERT-TESOL-120_Grimes, Spencer.pdf -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: CERT-TESOL_Grimes Spencer.pdf -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: CIE Phoneme Chart.pdf -[2025-10-23 15:44:16] DEBUG: Found reference - File: dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf -> TESOL120.md -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: English Grammar Boot Camp Course Book.pdf -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: evaluating students.pdf -[2025-10-23 15:44:16] DEBUG: No reference found for non-markdown file - File: grammar tenses.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Lesson Plan 15min.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Most Common Words in English.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Phonetics Course Book.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Proof of Attendance Sample.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Proof of Attendance_Electives.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Salt Fat Acid Heat.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Sample Language Resume.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Teaching Evaluation 1A_Grimes, Spencer.pdf -[2025-10-23 15:44:17] DEBUG: No reference found for non-markdown file - File: Teaching Evaluation 1B_Grimes, Spencer.pdf -[2025-10-23 15:44:17] DEBUG: Found reference - File: Teaching_Hours.pdf -> Teaching_Hours.md -[2025-10-23 15:44:17] DEBUG: Reference map complete: 70 non-markdown files found -[2025-10-23 15:44:37] DEBUG: API response received - File: Untitled.md: { - "target_dir": "10-Input", - "new_filename": "External Image Capture Untitled.md" -} -[2025-10-23 15:44:37] DEBUG: Parsed classification - File: Untitled.md -> 10-Input/External Image Capture Untitled.md -[2025-10-23 15:44:56] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 18.431623424s. - File: Chinese Class Notes.md -[2025-10-23 15:45:14] DEBUG: API response received - File: General Notes.md: { - "target_dir": "10-Input", - "new_filename": "General Notes.md" -} -[2025-10-23 15:45:14] DEBUG: Parsed classification - File: General Notes.md -> 10-Input/General Notes.md -[2025-10-23 15:45:34] DEBUG: API response received - File: h3.md: { - "target_dir": "10-Input", - "new_filename": "h3.md" -} -[2025-10-23 15:45:34] DEBUG: Parsed classification - File: h3.md -> 10-Input/h3.md -[2025-10-23 15:45:50] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 23.68204825s. - File: Japanese Class Notes.md -[2025-10-23 15:46:07] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 7.033878776s. - File: Minecraft Menu Layout.md -[2025-10-23 15:46:27] DEBUG: API response received - File: Okinawa Packing List.md: { - "target_dir": "20-Knowledge", - "new_filename": "Okinawa Packing List.md" -} -[2025-10-23 15:46:27] DEBUG: Parsed classification - File: Okinawa Packing List.md -> 20-Knowledge/Okinawa Packing List.md -[2025-10-23 15:46:44] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 29.834016088s. - File: Okinawa.md -[2025-10-23 15:47:13] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 1.515382713s. - File: Personal Notes.md -[2025-10-23 15:47:29] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 44.889489757s. - File: Products.md -[2025-10-23 15:47:51] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 22.645064552s. - File: Pure Worship Convention 2025.md -[2025-10-23 15:47:51] DEBUG: Reina-related note detected - File: Reina.md -[2025-10-23 15:47:51] DEBUG: Created Reina subdirectory: 10-Input/Reina-Notes/Pages -[2025-10-23 15:48:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 51.425981858s. - File: Research References.md -[2025-10-23 15:48:39] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 34.82520605s. - File: Shopping list.md -[2025-10-23 15:48:56] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 18.024190753s. - File: TESOL120 - Chinese Assignement Part 1.md -[2025-10-23 15:49:13] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 1.156619612s. - File: TESOL120 - Chinese Assignement Part 2.md -[2025-10-23 15:49:31] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 43.207777469s. - File: TESOL120 - Chinese Lesson Plans.md -[2025-10-23 15:49:48] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 25.832887737s. - File: TESOL120 - Lesson Plans 1.md -[2025-10-23 15:50:06] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 8.056269111s. - File: TESOL120 - Lesson Plans 2.md -[2025-10-23 15:50:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 50.675213706s. - File: TESOL120 - Lesson Plans 3.md -[2025-10-23 15:50:40] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 33.690765447s. - File: TESOL120 - Lesson Plans 4.md -[2025-10-23 15:50:58] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 16.101383639s. - File: TESOL120 - Lesson Plans 5.md -[2025-10-23 15:51:18] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 55.909643308s. - File: TESOL120.md -[2025-10-23 15:51:39] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 35.237333326s. - File: TESOL40.md -[2025-10-23 15:51:57] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 17.463441338s. - File: Thesis.md -[2025-10-23 15:52:13] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 862.248491ms. - File: TODO.md -[2025-10-23 15:52:30] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 44.251486096s. - File: 1000 Most Important English Words.md -[2025-10-23 15:52:46] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 27.64003372s. - File: CERT-TESOL-120_Grimes, Spencer.md -[2025-10-23 15:53:03] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 10.988229872s. - File: CERT-TESOL_Grimes Spencer.md -[2025-10-23 15:53:20] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 54.337788271s. - File: CIE Phoneme Chart.md -[2025-10-23 15:53:36] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 37.740750965s. - File: dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md -[2025-10-23 15:53:53] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 21.124198674s. - File: English Grammar Boot Camp Course Book.md -[2025-10-23 15:54:10] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 4.513935942s. - File: evaluating students.md -[2025-10-23 15:54:26] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 47.911777056s. - File: grammar tenses.md -[2025-10-23 15:54:43] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 31.303719123s. - File: Lesson Plan 15min.md -[2025-10-23 15:54:59] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 14.747176873s. - File: Most Common Words in English.md -[2025-10-23 15:55:16] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 58.158333314s. - File: Phonetics Course Book.md -[2025-10-23 15:55:33] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 41.435810752s. - File: Proof of Attendance Sample.md -[2025-10-23 15:55:49] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 24.822676002s. - File: Proof of Attendance_Electives.md -[2025-10-23 15:56:06] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 8.199687695s. - File: Salt Fat Acid Heat.md -[2025-10-23 15:56:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 51.536285255s. - File: Sample Language Resume.md -[2025-10-23 15:56:39] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 34.9572862s. - File: Teaching Evaluation 1A_Grimes, Spencer.md -[2025-10-23 15:56:56] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 18.386759757s. - File: Teaching Evaluation 1B_Grimes, Spencer.md -[2025-10-23 15:57:12] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 1.735527655s. - File: Teaching_Hours.md -[2025-10-23 15:57:34] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 40.431976458s. - File: APPRECIATING MARVELS OF GOD’S CREATION - #114.md -[2025-10-23 15:57:50] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 23.830020481s. - File: Capacities Docs.md -[2025-10-23 15:58:07] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 7.181696068s. - File: Every Krolik Haa! 蛤! Compilation + extras [ Girls Frontline 2 Exilium ].md -[2025-10-23 15:58:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 50.605715101s. - File: Why we built Capacities.md -[2025-10-23 15:58:40] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 34.002651903s. - File: て形のうた.md -[2025-10-23 15:58:41] DEBUG: Starting cleanup process -[2025-10-23 15:58:41] ERROR: Source directory not empty after processing - File: Old_Notes -[2025-10-23 15:58:41] DEBUG: Remaining files in source directory: Old_Notes/Pages/Chinese Class Notes.md -Old_Notes/Pages/Japanese Class Notes.md -Old_Notes/Pages/Minecraft Menu Layout.md -Old_Notes/Pages/Okinawa.md -Old_Notes/Pages/Personal Notes.md -Old_Notes/Pages/Products.md -Old_Notes/Pages/Pure Worship Convention 2025.md -Old_Notes/Pages/Research References.md -Old_Notes/Pages/Shopping list.md -Old_Notes/Pages/TESOL120 - Chinese Assignement Part 1.md -Old_Notes/Pages/TESOL120 - Chinese Assignement Part 2.md -Old_Notes/Pages/TESOL120 - Chinese Lesson Plans.md -Old_Notes/Pages/TESOL120 - Lesson Plans 1.md -Old_Notes/Pages/TESOL120 - Lesson Plans 2.md -Old_Notes/Pages/TESOL120 - Lesson Plans 3.md -Old_Notes/Pages/TESOL120 - Lesson Plans 4.md -Old_Notes/Pages/TESOL120 - Lesson Plans 5.md -Old_Notes/Pages/TESOL120.md -Old_Notes/Pages/TESOL40.md -Old_Notes/Pages/Thesis.md -Old_Notes/Pages/TODO.md -Old_Notes/PDFs/1000 Most Important English Words.md -Old_Notes/PDFs/CERT-TESOL-120_Grimes, Spencer.md -Old_Notes/PDFs/CERT-TESOL_Grimes Spencer.md -Old_Notes/PDFs/CIE Phoneme Chart.md -Old_Notes/PDFs/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md -Old_Notes/PDFs/English Grammar Boot Camp Course Book.md -Old_Notes/PDFs/evaluating students.md -Old_Notes/PDFs/grammar tenses.md -Old_Notes/PDFs/Lesson Plan 15min.md -Old_Notes/PDFs/Most Common Words in English.md -Old_Notes/PDFs/Phonetics Course Book.md -Old_Notes/PDFs/Proof of Attendance Sample.md -Old_Notes/PDFs/Proof of Attendance_Electives.md -Old_Notes/PDFs/Salt Fat Acid Heat.md -Old_Notes/PDFs/Sample Language Resume.md -Old_Notes/PDFs/Teaching Evaluation 1A_Grimes, Spencer.md -Old_Notes/PDFs/Teaching Evaluation 1B_Grimes, Spencer.md -Old_Notes/PDFs/Teaching_Hours.md -Old_Notes/Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md -Old_Notes/Weblinks/Capacities Docs.md -Old_Notes/Weblinks/Every Krolik Haa! 蛤! Compilation + extras [ Girls Frontline 2 Exilium ].md -Old_Notes/Weblinks/Why we built Capacities.md -Old_Notes/Weblinks/て形のうた.md -[2025-10-23 15:58:41] DEBUG: Committing changes to Git diff --git a/sort_vault_errors.log b/sort_vault_errors.log deleted file mode 100644 index 5723e07..0000000 --- a/sort_vault_errors.log +++ /dev/null @@ -1,133 +0,0 @@ -[2025-10-23 15:44:56] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 18.431623424s. - File: Chinese Class Notes.md -[2025-10-23 15:45:50] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 23.68204825s. - File: Japanese Class Notes.md -[2025-10-23 15:46:07] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 7.033878776s. - File: Minecraft Menu Layout.md -[2025-10-23 15:46:44] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 29.834016088s. - File: Okinawa.md -[2025-10-23 15:47:13] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 1.515382713s. - File: Personal Notes.md -[2025-10-23 15:47:29] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 44.889489757s. - File: Products.md -[2025-10-23 15:47:51] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 22.645064552s. - File: Pure Worship Convention 2025.md -[2025-10-23 15:48:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 51.425981858s. - File: Research References.md -[2025-10-23 15:48:39] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 34.82520605s. - File: Shopping list.md -[2025-10-23 15:48:56] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 18.024190753s. - File: TESOL120 - Chinese Assignement Part 1.md -[2025-10-23 15:49:13] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 1.156619612s. - File: TESOL120 - Chinese Assignement Part 2.md -[2025-10-23 15:49:31] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. 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For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 8.056269111s. - File: TESOL120 - Lesson Plans 2.md -[2025-10-23 15:50:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 50.675213706s. - File: TESOL120 - Lesson Plans 3.md -[2025-10-23 15:50:40] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 33.690765447s. - File: TESOL120 - Lesson Plans 4.md -[2025-10-23 15:50:58] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 16.101383639s. - File: TESOL120 - Lesson Plans 5.md -[2025-10-23 15:51:18] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 55.909643308s. - File: TESOL120.md -[2025-10-23 15:51:39] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 35.237333326s. - File: TESOL40.md -[2025-10-23 15:51:57] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. 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To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 10.988229872s. - File: CERT-TESOL_Grimes Spencer.md -[2025-10-23 15:53:20] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 54.337788271s. - File: CIE Phoneme Chart.md -[2025-10-23 15:53:36] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. 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To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 4.513935942s. - File: evaluating students.md -[2025-10-23 15:54:26] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 47.911777056s. - File: grammar tenses.md -[2025-10-23 15:54:43] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 31.303719123s. - File: Lesson Plan 15min.md -[2025-10-23 15:54:59] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 14.747176873s. - File: Most Common Words in English.md -[2025-10-23 15:55:16] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 58.158333314s. - File: Phonetics Course Book.md -[2025-10-23 15:55:33] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 41.435810752s. - File: Proof of Attendance Sample.md -[2025-10-23 15:55:49] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 24.822676002s. - File: Proof of Attendance_Electives.md -[2025-10-23 15:56:06] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 8.199687695s. - File: Salt Fat Acid Heat.md -[2025-10-23 15:56:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 51.536285255s. - File: Sample Language Resume.md -[2025-10-23 15:56:39] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 34.9572862s. - File: Teaching Evaluation 1A_Grimes, Spencer.md -[2025-10-23 15:56:56] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 18.386759757s. - File: Teaching Evaluation 1B_Grimes, Spencer.md -[2025-10-23 15:57:12] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 1.735527655s. - File: Teaching_Hours.md -[2025-10-23 15:57:34] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 40.431976458s. - File: APPRECIATING MARVELS OF GOD’S CREATION - #114.md -[2025-10-23 15:57:50] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 23.830020481s. - File: Capacities Docs.md -[2025-10-23 15:58:07] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 7.181696068s. - File: Every Krolik Haa! 蛤! Compilation + extras [ Girls Frontline 2 Exilium ].md -[2025-10-23 15:58:23] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 50.605715101s. - File: Why we built Capacities.md -[2025-10-23 15:58:40] ERROR: API Error: You exceeded your current quota, please check your plan and billing details. For more information on this error, head to: https://ai.google.dev/gemini-api/docs/rate-limits. To monitor your current usage, head to: https://ai.dev/usage?tab=rate-limit. -* Quota exceeded for metric: generativelanguage.googleapis.com/generate_content_free_tier_requests, limit: 250 -Please retry in 34.002651903s. - File: て形のうた.md -[2025-10-23 15:58:41] ERROR: Source directory not empty after processing - File: Old_Notes diff --git a/sort_vault_summary.log b/sort_vault_summary.log deleted file mode 100644 index bbfab3f..0000000 --- a/sort_vault_summary.log +++ /dev/null @@ -1,119 +0,0 @@ -[2025-10-23 15:44:37] SUCCESS | API_CLASSIFY | Old_Notes/Images/Untitled.md -> 10-Input/Images/External Image Capture Untitled.md -[2025-10-23 15:44:56] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Chinese Class Notes.md -> SKIPPED -[2025-10-23 15:45:15] SUCCESS | API_CLASSIFY | Old_Notes/Pages/General Notes.md -> 10-Input/Pages/General Notes.md -[2025-10-23 15:45:34] SUCCESS | API_CLASSIFY | Old_Notes/Pages/h3.md -> 10-Input/Pages/h3.md -[2025-10-23 15:45:50] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Japanese Class Notes.md -> SKIPPED -[2025-10-23 15:46:07] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Minecraft Menu Layout.md -> SKIPPED -[2025-10-23 15:46:27] SUCCESS | API_CLASSIFY | Old_Notes/Pages/Okinawa Packing List.md -> 20-Knowledge/Pages/Okinawa Packing List.md -[2025-10-23 15:46:44] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Okinawa.md -> SKIPPED -[2025-10-23 15:47:13] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Personal Notes.md -> SKIPPED -[2025-10-23 15:47:29] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Products.md -> SKIPPED -[2025-10-23 15:47:51] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Pure Worship Convention 2025.md -> SKIPPED -[2025-10-23 15:47:51] SUCCESS | REINA_MOVE | Old_Notes/Pages/Reina.md -> 10-Input/Reina-Notes/Pages/Reina.md -[2025-10-23 15:48:23] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Research References.md -> SKIPPED -[2025-10-23 15:48:39] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Shopping list.md -> SKIPPED -[2025-10-23 15:48:56] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Chinese Assignement Part 1.md -> SKIPPED -[2025-10-23 15:49:13] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Chinese Assignement Part 2.md -> SKIPPED -[2025-10-23 15:49:31] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Chinese Lesson Plans.md -> SKIPPED -[2025-10-23 15:49:48] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Lesson Plans 1.md -> SKIPPED -[2025-10-23 15:50:06] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Lesson Plans 2.md -> SKIPPED -[2025-10-23 15:50:23] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Lesson Plans 3.md -> SKIPPED -[2025-10-23 15:50:40] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Lesson Plans 4.md -> SKIPPED -[2025-10-23 15:50:58] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120 - Lesson Plans 5.md -> SKIPPED -[2025-10-23 15:51:18] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL120.md -> SKIPPED -[2025-10-23 15:51:39] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TESOL40.md -> SKIPPED -[2025-10-23 15:51:57] API_ERROR | API_CLASSIFY | Old_Notes/Pages/Thesis.md -> SKIPPED -[2025-10-23 15:52:13] API_ERROR | API_CLASSIFY | Old_Notes/Pages/TODO.md -> SKIPPED -[2025-10-23 15:52:30] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/1000 Most Important English Words.md -> SKIPPED -[2025-10-23 15:52:46] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/CERT-TESOL-120_Grimes, Spencer.md -> SKIPPED -[2025-10-23 15:53:03] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/CERT-TESOL_Grimes Spencer.md -> SKIPPED -[2025-10-23 15:53:20] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/CIE Phoneme Chart.md -> SKIPPED -[2025-10-23 15:53:36] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.md -> SKIPPED -[2025-10-23 15:53:53] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/English Grammar Boot Camp Course Book.md -> SKIPPED -[2025-10-23 15:54:10] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/evaluating students.md -> SKIPPED -[2025-10-23 15:54:26] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/grammar tenses.md -> SKIPPED -[2025-10-23 15:54:43] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Lesson Plan 15min.md -> SKIPPED -[2025-10-23 15:54:59] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Most Common Words in English.md -> SKIPPED -[2025-10-23 15:55:16] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Phonetics Course Book.md -> SKIPPED -[2025-10-23 15:55:33] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Proof of Attendance Sample.md -> SKIPPED -[2025-10-23 15:55:49] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Proof of Attendance_Electives.md -> SKIPPED -[2025-10-23 15:56:06] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Salt Fat Acid Heat.md -> SKIPPED -[2025-10-23 15:56:23] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Sample Language Resume.md -> SKIPPED -[2025-10-23 15:56:39] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Teaching Evaluation 1A_Grimes, Spencer.md -> SKIPPED -[2025-10-23 15:56:56] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Teaching Evaluation 1B_Grimes, Spencer.md -> SKIPPED -[2025-10-23 15:57:12] API_ERROR | API_CLASSIFY | Old_Notes/PDFs/Teaching_Hours.md -> SKIPPED -[2025-10-23 15:57:34] API_ERROR | API_CLASSIFY | Old_Notes/Talks/APPRECIATING MARVELS OF GOD’S CREATION - #114.md -> SKIPPED -[2025-10-23 15:57:50] API_ERROR | API_CLASSIFY | Old_Notes/Weblinks/Capacities Docs.md -> SKIPPED -[2025-10-23 15:58:07] API_ERROR | API_CLASSIFY | Old_Notes/Weblinks/Every Krolik Haa! 蛤! Compilation + extras [ Girls Frontline 2 Exilium ].md -> SKIPPED -[2025-10-23 15:58:23] API_ERROR | API_CLASSIFY | Old_Notes/Weblinks/Why we built Capacities.md -> SKIPPED -[2025-10-23 15:58:40] API_ERROR | API_CLASSIFY | Old_Notes/Weblinks/て形のうた.md -> SKIPPED -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (34).png -> 40-Archive/image (34).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (32).png -> 40-Archive/image (32).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (27).png -> 40-Archive/image (27).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (9).png -> 40-Archive/image (9).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (22).png -> 40-Archive/image (22).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/1000 Most Important English Words.pdf -> 40-Archive/1000 Most Important English Words.pdf -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (25).png -> 40-Archive/image (25).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (41).png -> 40-Archive/image (41).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Lesson Plan 15min.pdf -> 40-Archive/Lesson Plan 15min.pdf -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/CIE Phoneme Chart.pdf -> 40-Archive/CIE Phoneme Chart.pdf -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (14).png -> 40-Archive/image (14).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Calls/Southport.csv -> 40-Archive/Southport.csv -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/grammar tenses.pdf -> 40-Archive/grammar tenses.pdf -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/Japanese Verbs.png -> 40-Archive/Japanese Verbs.png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (37).png -> 40-Archive/image (37).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (20).png -> 40-Archive/image (20).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (38).png -> 40-Archive/image (38).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/20241113_143827.jpg -> 40-Archive/20241113_143827.jpg -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (18).png -> 40-Archive/image (18).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (8).png -> 40-Archive/image (8).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (7).png -> 40-Archive/image (7).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (17).png -> 40-Archive/image (17).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (31).png -> 40-Archive/image (31).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (12).png -> 40-Archive/image (12).png -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_UNPROCESSED_REF | Old_Notes/PDFs/Media/Teaching_Hours.pdf -> 40-Archive/Teaching_Hours.pdf -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/English Grammar Boot Camp Course Book.pdf -> 40-Archive/English Grammar Boot Camp Course Book.pdf -[2025-10-23 15:58:40] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (35).png -> 40-Archive/image (35).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (21).png -> 40-Archive/image (21).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/TESOL Methods Mind Map.jpg -> 40-Archive/TESOL Methods Mind Map.jpg -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (36).png -> 40-Archive/image (36).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Teaching Evaluation 1A_Grimes, Spencer.pdf -> 40-Archive/Teaching Evaluation 1A_Grimes, Spencer.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (29).png -> 40-Archive/image (29).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/CERT-TESOL-120_Grimes, Spencer.pdf -> 40-Archive/CERT-TESOL-120_Grimes, Spencer.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/rg.png -> 40-Archive/rg.png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Calls/Deep Southport.csv -> 40-Archive/Deep Southport.csv -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/images.jpg -> 40-Archive/images.jpg -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (15).png -> 40-Archive/image (15).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Teaching Evaluation 1B_Grimes, Spencer.pdf -> 40-Archive/Teaching Evaluation 1B_Grimes, Spencer.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Proof of Attendance Sample.pdf -> 40-Archive/Proof of Attendance Sample.pdf -[2025-10-23 15:58:41] SUCCESS | MOVE_WITH_REF | Old_Notes/Audios/Media/ReinaFinalMessage.mp3 -> 10-Input/Audios/ReinaFinalMessage.mp3 -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (13).png -> 40-Archive/image (13).png -[2025-10-23 15:58:41] SUCCESS | MOVE_WITH_REF | Old_Notes/Images/Media/image.png -> 10-Input/Images/image.png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (16).png -> 40-Archive/image (16).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_UNPROCESSED_REF | Old_Notes/PDFs/Media/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf -> 40-Archive/dokumenpub_the-art-of-teaching-best-practices-from-a-master-educator.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (5).png -> 40-Archive/image (5).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Calls/Lynn Haven.csv -> 40-Archive/Lynn Haven.csv -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (40).png -> 40-Archive/image (40).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (11).png -> 40-Archive/image (11).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Most Common Words in English.pdf -> 40-Archive/Most Common Words in English.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (1).png -> 40-Archive/image (1).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (28).png -> 40-Archive/image (28).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Salt Fat Acid Heat.pdf -> 40-Archive/Salt Fat Acid Heat.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (3).png -> 40-Archive/image (3).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (24).png -> 40-Archive/image (24).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Calls/Bayou George.csv -> 40-Archive/Bayou George.csv -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/CERT-TESOL_Grimes Spencer.pdf -> 40-Archive/CERT-TESOL_Grimes Spencer.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (19).png -> 40-Archive/image (19).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Proof of Attendance_Electives.pdf -> 40-Archive/Proof of Attendance_Electives.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (33).png -> 40-Archive/image (33).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Sample Language Resume.pdf -> 40-Archive/Sample Language Resume.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (10).png -> 40-Archive/image (10).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (23).png -> 40-Archive/image (23).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/evaluating students.pdf -> 40-Archive/evaluating students.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (6).png -> 40-Archive/image (6).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/PDFs/Media/Phonetics Course Book.pdf -> 40-Archive/Phonetics Course Book.pdf -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (39).png -> 40-Archive/image (39).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (30).png -> 40-Archive/image (30).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (2).png -> 40-Archive/image (2).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (26).png -> 40-Archive/image (26).png -[2025-10-23 15:58:41] SUCCESS | ARCHIVE_ORPHAN | Old_Notes/Images/Media/image (4).png -> 40-Archive/image (4).png